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2015-2016 Caspersen School of Graduate Studies Catalog [ARCHIVED CATALOG]
Course Descriptions
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Masters Arts Teaching |
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MAT 885B - Spanish Composition II 1 credits
A continuation of Spanish Composition I. This course provides a grammar review with special attention to the development of accurate oral and written expression. The objective of this course is to improve written proficiency. Emphasis on acquiring expressive vocabulary and knowing the rhetorical norms of different writing styles: academic writing, formal and informal correspondence, creative, argumentative, etc. Through daily written assignments, including exercises in translation, students should increase control of writing across various contexts. Prerequisite: SPAN+102, or special permission.
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MAT 896 - Special Topics in Teaching 3 credits
Topics vary and are announced at the time of registration. Course may be repeated.
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MAT 900 - Student Teaching Internship and Seminar 6 credits
Students spend a full semester student teaching. They are enrolled concurrently in a student teaching seminar in which they study classroom management theory and practice; learn interviewing strategies and to write resume and cover letters; and complete a professional portfolio.
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MAT 901 - Topics in Music: Advanced Conducting (Choral or Instrumental) 3 credits
This course is designed to provide intensive practice in the development of conducting skills and insights into the delivery of practice methods and modalities in either vocal/choral music or instrumental music. During the course students will improve their conducting, rehearsal and repertoire development techniques. Strategies for eliciting excellent performance from musicians will be explored. Students will gain a critical sense of the flow of music in time by creating movements that elicit musical imagery in space and time. Expertise in score reading and analysis will deepen the listening and participating experience for musicians. Participants in this course will be required to assist in directing an ensemble throughout the year, from auditions to performance and will experience significant “podium time” to develop and practice conducting skills.
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MAT 905 - Masters of Arts and Teaching Tutorial 3 credits
This course is an independent study between a student and a faculty member, with a topic mutually agreed upon. Requires faculty and dean’s approval. May be repeated. Signature of instructor required for registration.
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MATC 801 - Scientific Inquiry in the Urban Classroom 3 credits
This course examines cutting edge pedagogy in Science education.The focus is on learning to teach with primary source documents, developing classroom science projects and teaching secondary students how to work with simple and more complex scientific concepts and theories.
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MATE 801 - Shakespeare 3 credits
By examining five of his most controversial plays, this course will introduce students to the various genres of Shakespeare while generally tracing his career arc. The plays are:
1) The Taming of the Shrew—marriage and gender;
2) Henry V—war and imperialism;
3) The Merchant of Venice—anti-Semitism;
4) Othello—race;
5) The Tempest—colonialism.
In addition to the five plays, we will view several cinematic adaptations of Shakespeare’s works and will examine his sonnets. We also will discuss strategies to teach Shakespeare effectively in the secondary school classroom.
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MATI 801 - Historical Inquiry in the Urban Classroom 3 credits
This course examines cutting edge pedagogy in History education.The focus is on learning to teach with primary source documents, developing classroom oral history projects and teaching secondary students how to create simple historical narratives.
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MATS 801 - The Developing Learner 3 credits
This course teaches candidates strategies for integrating technology, literacy, numeracy, and content area material together, to build in-depth inquiry projects and create interdisciplinary instruction that is considered most effective in the classroom. Teacher candidates learn to effectively use questioning techniques, develop activities to enhance higher-order thinking skills across the content areas and across K-12 grade levels. The course will examine behavioral and classroom management strategies that support students with exceptional needs and make best use of critical instructional time. Positive behavioral systems, mindfulness, and other intervention strategies will be explored and developed to support candidates in preparing to enter the Student Teaching Semester.
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MATS 803 - Assistive Technology in the Inclusive Classroom 3 credits
Technology is an integral part of our culture, and therefore, the 21st century classroom must be a technology-enriched learning environment in order for P-12 students to compete and excel within the global community. This hybrid course explores the latest educational and assistive technology tools and strategies that create an accessible and flexible classroom environment to meet the needs of all learners. The implementation of the Common Core Content Standards (CCCS), International Society for Technology’s National Educational Technology Standards, and the Principles for Universal Design for Learning (UDL) will be examined. In addition, reflection on current research in the area of educational and assistive technology will be addressed. Teacher candidates will gain knowledge in the area of digital citizenship, copyright law, web literacy, mobile device initiatives, computer-based standardized examinations, integration of Web 2.0 tools, customized digital-learning activities, and technology for special needs and English Language Learners (ELL).
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MATS 805 - Standards-Based Instruction for All Learners 3 credits
This course provides a foundation for the pedagogy of generic and special education teaching and introduces topics pertinent to inclusive elementary and secondary classrooms. Students examine the philosophical foundations of American public schools as well as various theories about child development and learning. The course introduces teacher candidates to the Common Core and NJCCC standards and emphasizes backward design for lesson and unit planning. Emphasis is placed on inclusive practices that promote equity, access and support for all learners, especially students with exceptional needs. In particular, students are introduced to classroom management practices appropriate for inclusive settings. Current issues addressed include legal and ethical responsibilities of teachers, best practices for inclusive classrooms, use of assessments to track student progress, and teacher evaluations. Assignments include twenty hours of unsupervised classroom observations for a research paper, self-assessments of candidate’s dispositions as caring professionals, and development of an educational philosophy that reflects inclusive practices.
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MATS 806 - The American Education System: Education for All 3 credits
This course provides students with an overview of the historical, social, philosophical, and political foundations of education and special education in the United States and of the contemporary education reform debate. Our country has devoted tremendous attention, effort, and resources to reforming and improving public elementary and secondary schools—particularly since the publication of A Nation at Risk in 1983. Education has emerged as a major issue in American politics but our citizens and policymakers remain deeply divided about what children should learn and how, and about the best way to organize and govern schools. These areas of contention were especially visible in the debates over the federal No Child Left Behind Act and continue to surface over the implementation and reauthorization of the law. As future teachers, it is imperative that you understand how and why the education system functions as it does and how current education policies will impact your work in the classroom. Some of the topics in this class will overlap with your Introduction to Teaching class, but that is by design as this course will look at the education system from the top down while the other course will look at it from the classroom up.
The course will analyze both the politics and the policy of schooling. On the political side, we will explore the debate over the purposes of public education and the use of education as a political issue. We will also examine the individuals, groups, and institutions that compete to control schools, and investigate how and where they seek to advance their different interests and values. On the policy side, we will look at the evolution of public schooling in America to understand what schools actually do and how this has changed over time. We will pay particular attention to the intersection of politics and policy—to past and current efforts to change what schools do through the political process. This course will also examine the debates over specific school reforms such as standards and testing, equalization of school finance, school choice, the Individuals with Disabilities Education Act and the No Child Left Behind Act, as well as the unique challenges facing urban schools. Teacher candidates will examine case law and political climate that led to the current state of educational opportunities for students of color, those living in poverty, those with disabilities and English Language Learners. We will bring empirical research, political and institutional analysis, and civic and normative concerns to bear on education policy issues. Indeed, one of the major themes of the course and the MAT Program is that a comprehensive understanding of education policy requires us to bring together and integrate these different modes of analysis.
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MATS 808 - Instructional Design and Assessment 3 credits
This pedagogical course provides an introduction to assessment and instructional design for inclusive settings. Students will learn how to build standards-based instruction using Understanding by Design as a guiding format. The course begins with an introduction to common methods for pre-testing and formative assessment used to measure readiness for learning and existing skills in K-5 and K-12 classrooms (KUD). Teacher candidates study pros and cons of various assessments (formative and summative) and learn to interpret and use testing data to guide instruction. The course addresses theories of teaching and learning, including directive, collaborative and constructivist approaches. Students learn to develop crucial practices, policies and lesson plans that engage and support all learners. Ongoing emphasis is placed on developing rigorous, challenging and culturally responsive pedagogy while simultaneously meeting the needs of all learners, particularly students with exceptionalities. By the end of the course, students will produce a multi-day global learning unit that incorporates 21st century skills and global competencies. Student work on the global unit and a class presentation of the unit’s instructional decisions and strategies is a critical benchmark assessment in the MAT program.
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MATS 809 - Methods of Instruction (by subject) 3 credits
This course integrates the knowledge of content with the skill in developing effective lesson plans that highlight a variety of pedagogical applications to ensure quality learning during the required 35-hour field experience practicum. Utilizing the Understanding by Design curriculum planning framework, candidates are challenged to develop a unit in their content area using the “backward design” model to ensure their students are adequately prepared to demonstrate learning (Wiggins & McTighe, 2005). (Please note – syllabi presented are for English and Social studies, representing the majority of our candidates’ subject areas. The course is adjusted for other content areas such as science, mathematics and world languages, where we typically have only one or two candidates each semester.)
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MATS 810 - Differentiated Instruction for Children with Exceptional Needs 3 credits
The 21st century classroom consists of a diverse population, with a variety of instructional needs that must be accommodated in order to ensure academic success for all learners. This course explores the principles of Universal Design for Learning (UDL), Differentiated Instruction (DI), the legal requirements as outlined in the Individuals with Disabilities Education Act (IDEA) and the Individual Education Plan (IEP). All are explored as teacher candidates learn to facilitate positive learning outcomes for general and special education students, English Language Learners (ELL), and students with diverse learning needs in today’s inclusive classroom settings. An overview of Learning Disabilities will be presented as this is the most prevalent disability presented in the general education class. The course examines etiology of disabilities, characteristics, educational impact, specific accommodations, modifications, interventions, and assessment of learning. A strong emphasis is placed on evidence-based instructional strategies and methodologies in an effort to meet NJ Curriculum Content Standards, Common Core Standards and subject specific standards. The implementation of IEP goals and objectives and their development are explored. The course also addresses English language acquisition and the specific challenges faced by children with limited English proficiency in the academic environment. Teacher candidates will also begin to develop skills in addressing the needs of students with behavioral challenges, autism, specific learning disabilities and cognitive delays.
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MATS 815 - Methods of Teaching and Assessment for Elementary Mathematics and Science 4 credits
This course explores key approaches to teaching mathematical concepts and skills in inclusive elementary classrooms. Students acquire essential skills for the teaching of Mathematics through the study of research-based best practices. The course focuses on pedagogical methods of teaching and learning math in the elementary setting. Students will learn and develop strategies shown to be effective for teaching math in K-5 inclusive classrooms, including key math skills, math concepts, computational fluency, and real world applications. Lesson planning focuses on creating learning events that: engage all students, provide differentiated instruction, develops critical thinking, problem-solving and other 21st century skills and global competencies. Ongoing emphasis is placed on addressing needs of students with exceptionalities through scaffolding of vocabulary and mathematical concepts. It builds upon theoretical, philosophical and cognitive foundations developed in previous courses. By the end of the course, students will demonstrate their understanding of core instructional methods by developing daily lesson plans and organizing classrooms to support numeracy for all learners. Assignments and class activities encourage students to use research, theory, best practices and self-reflection to refine teaching practices.
This course is intended for teachers seeking to expand their knowledge and skills in teaching elementary school science. The course examines the purposes, scope, sequences, materials, and methodologies for teaching science in elementary schools to a diverse student body. It develops skill in planning, instructing, and assessing understanding of science content and processes. It links instruction and assessment and addresses relevant content related to topics of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology; and applications of science.
This course explores key approaches to teaching and developing concepts and skills related to science in inclusive elementary classrooms. Students acquire essential skills for the teaching of Science through the study of research-based best practices.
The course focuses on pedagogical methods of teaching and learning science in the elementary setting. Students will learn and develop strategies shown to be effective for teaching science in K-5 inclusive classrooms that includes recognizing patterns and formulating answers to questions about the world around them resulting in grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). Instruction will include the K-5 elementary units for science that include all science disciplines.
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MATS 818 - Methods of Teaching and Assessment for Elementary Language Arts, Social Studies and Art 3 credits
This course focuses on the development of social studies skills and content throughout the elementary school years. Special emphasis is placed upon expanding elementary students’ historical and geographic literacy and understanding over time. Multisensory approaches to teaching content are integrated throughout the course.
This course explores key approaches to developing and strengthening literacy skills in inclusive elementary classrooms. Students acquire essential pedagogical content knowledge and skills for the teaching of English Language Arts through the study of research-based best practices. The course focuses on methods and strategies shown to be effective for teaching reading, writing, speaking and listening in K-5 inclusive classrooms, with ongoing emphasis on addressing needs of students with exceptionalities and use of culturally responsive teaching practices. It builds upon theoretical, philosophical and cognitive foundations developed in Standards-Based Instruction for All Learners, Instructional Design and Assessment, Differentiated Instruction for Children with Exceptional Needs and the Developing Learner. By the end of the course, students will demonstrate their understanding of core instructional methods by developing daily lesson plans and organizing classrooms to support the literacy of all learners. Lesson planning focuses on creating learning events that engage all students; providing differentiated instruction; developing critical thinking; developing and strengthening reading, writing, speaking and listening skills; and developing 21st century skills and global competencies. Assignments and class activities encourage students to use theory, best practices and self-reflection to refine teaching practices.
The course focuses on methods and strategies shown to be effective for integrating the arts into K-5 inclusive classrooms, with ongoing emphasis on addressing needs of students with exceptionalities and use of culturally responsive teaching practices. Candidates will develop lesson plans that provide students the opportunity to use visual, musical and performance talents to demonstrate learning and understanding of key concepts in the classroom.
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MATS 821 - Understanding Special Populations 2 credits
MAT students will attend sessions on–site, in centers and agencies serving students with specific disabilities to develop in-depth knowledge from classroom observations and discussion with experts in the field. These sessions, held on the First Friday of each month in the fall semester, will provide observations and seminars with program staff and University faculty. The following sites being considered for visitation are:
- Autism at Celebrate the Children School, Denville, Dr. Michael Knox (Director),
- Developmental Disabilities at ARC Morris County, Mr. William Testa (Director),
- Physical Disabilities at Horizon Schools, Cerebral Palsy of New Jersey, Dr. Jim Mcreath (President),
- Specific Learning Disabilities, Dyslexia, Orton-Gillingham Clinic, Fairleigh Dickenson, Rutherford/Teaneck.
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MATS 825 - Literacy for All Students in the Elementary Classroom 3 credits
Students will develop a theoretical and practical understanding of the continuum of literacy development and research-based practices in elementary literacy instruction. The course will address the literacy essentials of word structure, fluency, vocabulary, comprehension, writing and motivation as well as effective strategies to support the literacy development of English language learners and students with disabilities.
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MATS 905 - Tutorial: Student Teaching Seminar 6 credits
This is an independent study with a faculty member covering the material contained in the regular class offering of the Student Teaching Seminar.
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Medical Humanities Program |
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G CR M1F - D.M.H. Dissertation Prospectus Prep 3 credits
For Doctor of Medical Humanities Students not registered for courses while preparing for the Dissertation Prospectus. Not Repeatable.
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G CR M3P - D.M.H. Dissertation Prospectus Prep Part Time 3 credits
For part-time Doctor of Medical Humanities Students not registered for courses while preparing for the Dissertation Prospectus. Not repeatable.
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G CR M4F - D.M.H. Dissertation Semester I Full Time 6 credits
Restricted to D.M.H. students in the first semester after completing the dissertation semester, MEDHM 999. Not Repeatable.
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G CR M4P - D.M.H. Dissertation Semester I Part Time 3 credits
Restricted to part-time D.M.H. students in the first semester after completing the dissertation semester, MEDHM 999. Not repeatable.
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G CR M5F - D.M.H. Dissertation Semester II Full Time 6 credits
Restricted to D.M.H. students in the second and subsequent semesters after completing the dissertation semester, MEDHM 999. Repeatable with signature of the Dean.
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G CR M5P - D.M.H. Dissertation Semester II Part Time 3 credits
Restricted to part-time D.M.H. students in the second and subsequent semesters after completing the dissertation semester, MEDHM 999. Repeatable with signature of the Dean.
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G CR MHP - MMH Thesis Preparation 3 credits
For Master of Medical Humanities students preparing for the Master’s Thesis. Repeatable with signature of the Dean.
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MDAP 830 - Medical Anthroplogy 3 credits
The course examines the effects of society and culture on health and healing practices. Topics include how culture and ethnicity affect health and the way patients conceptualize it, differences between health care providers’ disease models and what their patients believe, folk illnesses and ethnomedical systems compared to western medicine, alternative or complementary medical treatments, and the political economy of health. The course considers the interplay of culture, biology, and environment in influencing human illness and behavioral responses to it, with special emphasis on culture and the socially constructed meanings sufferers derive from the illness experience. In addition to weekly readings and homework assignments, students complete a research paper in which they examine a health-related topic from a medical anthropology perspective.
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MDAP 831 - Critical Medical Anthropology 3 credits
Critical medical anthropology deals with two kinds of study: 1) analysis of unexamined assumptions about health, disease, and medicine made by political and medical establishments as well as popular opinion; and 2) how political systems and socioeconomic inequality affect health. The course focuses on these two aspects and includes comparison of health and medical systems in different societies through the lens of cultural and political economic differences.
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MDAP 833 - Politics of Public Health 3 credits
Public health involves taking a population-based approach to health problems with a strong focus on ethical principles and issues of social justice both locally and globally. In this course, traditional public health policies are assessed and challenged using new perspectives emerging from critical medical anthropology and social medicine. Within this framework, the course explores a number of problems and policy issues, including socioeconomic inequities and their impact on health and access to care, environmental health, women’s health, HIV/AIDS, obesity and diabetes, and the rise of drug-resistant tuberculosis and MRSA. Analysis of these issues includes evaluating the quality of health information in the mass media and considering how political, economic, social, and cultural forces affect public health policy. In addition to weekly readings and homework assignments, students write a research paper on some area of politics and public health.
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MDAP 834 - Humanistic Epidemiology 3 credits
The course looks at epidemiology (disease surveillance and the study of the distribution and etiology of disease) within contemporary society and culture, and the role social and cultural factors play in guiding epidemiologic inquiry. Topics considered may include how chronic disease epidemiology requires a different paradigm from traditional infectious disase studies; how relative and perceived risk depends on social, cultural, and historical contexts; how social, political, and economic injustice can interfere with public health efforts; hidden biases and assumptions in our theories of disease causation; and how political philosophy affects health (“political epidemiology”). A goal of the course is to encourage students to be “creatively skeptical” about traditional epidemiology.
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MDAP 835 - Disease and Society: Past and Future Pandemics 3 credits
The course deals with how pandemic diseases have affected societies in the past and are likely to do so in the future. It reviews some of the social and medical responses to several famous disease outbreaks of the past, with special focus on the Black Death and the 1918 influenza pandemic, with brief examinations of some other scourges past and present, including smallpox, cholera, yellow fever, and HIV/AIDS. Impacts of and responses to these diseases included effects on the arts, social relations, economics, religion, science, medicine, politics, and international relations. We use this historical perspective to speculate on what may transpire if (or when) a new major pandemic strikes (avian influenza? pneumonic plague? MERS? something entirely new?). How will hospitals and health-care providers respond to massive system overload? Will Americans accept enforced quarantine and travel restrictions? How will the epidemic be reflected in art and popular culture? How will popular opinion attempt to explain the disease? Will some ethnic groups be scapegoated? Will people turn to new religious cults, or might old-fashioned religion have a resurgence? What role will the media play? In addition to weekly readings and homework assignments, each student writes a research paper on an aspect of society or culture that may be affected by pandemic disease in the future
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MDAP 836 - The Pharmaceutical Industry 3 credits
This seminar will examine the growth of the Pharmaceutical Industry from its early beginnings to its present role as a multi-national, multi-billion-dollar industry. The course will introduce students to the drug discovery and development process from inception to market. Selected readings and discussions will analyze the following: inequalities that emerge from and are reinforced by market-driven medicine, the responsibilities of drug developers to health care and general wellness on a global scale and the controversial role pharmaceutical marketing and promotion play in enabling the flow of information that is quite difficult to convey to patients and doctors.
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MDAP 837 - Hospital Governance 3 credits
Boards of Trustees have major responsibilities to provide effective leadership for nonprofit healthcare organizations. They must serve all stakeholders affiliated with the institution(s), both internal and external. When the organization does well, they are commended. Conversely, when problems arise, trustees are held accountable. Clearly, a variety of difficult and complex problems exists in todays healthcare environment. Consequently, the responsibility of nonprofit hospital trustees requires planning for and addressing the challenges including contentious ethical issues. Conflicts of interest, executive compensation, medical errors, quality of patient care, and allocation of resources are some of the dilemmas that will be considered and debated. Additionally, the students, as trustees will experience significant power and responsibility, commencing with board orientation and culminating as members of a mock board analyzing and debating issues. The expertise of guest speakers from the industry will complement the readings and class discussions responsibility
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MDAS 870 - Addictions and Human Behavior 3 credits
MHAS 870 Addiction & Human Behavior (3)
The idea of addiction –that a substance or activity can produce a compulsion to act that is beyond the individual’s self-control is a powerful one. This seminar will explore the clinical, social, and personal meanings of this idea and its relevance to human behavior. This exploration includes histories of narco tic addiction and alcoholism, histories that explain recent theoretical developments in these fields. The seminars major endeavor, after establishing a suitable level of analysis for addiction, is to create a framework for understanding addictive behavior
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MDAS 872 - Alcoholism and Gender: A Literary Analysis 3 credits
It is dangerous at best, and completely wrong at worst, to assume that alcoholism or any other substance of abuse has the same underlying causes in men and women. The dynamics are different and best depicted in the literature. This seminar will focus on understanding gender and addiction as depicted in the work of Hemingway, Barnes, O’Hara and London.
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MDAS 873 - Literature of Addictions 3 credits
Alcohol and drugs appear often in literature and in many guises. Medical, sociological, cultural, and psychological discourses of addiction contest the definition, causes, and treatments. Each of these approaches formulates its questions and answers differently. A careful analysis of addiction as depicted in literature can provide valuable insights into the complicated predicament of the problem drinker and drug taker. This course traces the history of addictions and the use and abuse of alcohol and drugs, revealing their transformation from untested medicines to sources of idle pleasure. It provides a view of addiction from such diverse vantage points as the writings of Aristotle, Alcoholics Anonymous, Derrida, Baldwin, Hemingway, Djuna Barnes, Raymond Carver, Hardy, Doyle, Burroughs, Peele, Williams, O’Neil and London. Through this focus on addiction as literary event and the writing of interpretive essays, students enlarge their awareness of the language of addiction and its clinical implications. Prerequisite: MDNR 802 MDNR 802
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MDET 801 - Biomedical Ethics 3 credits
An examination of central matters of moral concern in medicine and the life sciences, including some of the following: end of life care, euthanasia, requirements of consent, allocations of resources, disclosure of genetic information, and manipulation of genetic material in germ cells. The selected issues are considered in the contexts of moral justification and moral decision-making, with attention to fundamental matters of ethical theory.
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MDET 820 - Advanced Biomedical Ethics 3 credits
An examination of central matters of moral concern in medicine and the life sciences, including some of the following: end of life care, euthanasia, requirements of consent, allocations of resources, disclosure of genetic information, and manipulation of genetic material in germ cells. The selected issues are considered in the contexts of moral justification and moral decision-making, with attention to fundamental matters of ethical theory.
Prerequisite: MDET 801 Requires MDET 801
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MDET 821 - Clinical Ethics 3 credits
A study of the application of biomedical principles in the clinical arena, situations that require assessment of competing principles, and the process of resolution when differences in ethical judgments make consensus difficult. Among the topics to be considered are: the bioethics committee; end-of-life decisions, including Do Not Resuscitate Orders and Advance Directives; confidentiality, communication issues; just distribution of scarce resources and clinical decision-making within cost constraints.
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MDET 822 - Bioethics and the Holocaust 3 credits
This course will focus on the abrogation of biomedical ethics in World War II Germany, demonstrating how the Holocaust is a unique example of medically sanctioned genocide. The biomedical ethical considerations brought to light as a result of the alliance between medicine and the Nazis remain relevant for current medical and scientific practice. Eugenics, disability studies, end-of-life care, genetic testing, and human experimentation are all topics that are vital to the history as well as the future of bioethics. Exploring the pivotal role played by science and medicine in the labeling, persecution, and eventual mass murder of those deemed “unfit” is essential to preventing other instances of human rights abuses in modern society.
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MDET 823 - Foundations in Research Ethics 3 credits
This course provides an historical overview of the development of bioethics as a discipline and its application in the context of research. Course will survey research achievements, as well as atrocities, and the formal guidance and scholarship that resulted from them. Students will be introduced to some main ethical issues in human subjects research. They will analyze such topics as consent to research, assessing benefits and burdens of research, respecting cultural and religious beliefs, inequities to participation and community outreach and engagement. [CITI Training accomplished here]
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MDET 824 - Research Ethics and Law 3 credits
This course examines federal regulation and guidance, state and local laws and industry best practices as they apply to the conduct of human subjects research. By the end of the course students will be familiar with HIPAA privacy laws, consent to research, competency and surrogacy, protections for vulnerable subjects, tissue and data storage, genetic research, embryonic and stem cell research, and xeno/transplantation. Through critical analysis, students explore emerging social, legal and ethical issues created by advancements in medical science and technology Landmark court cases will be used to demonstrate the intersection of research, law and ethics.
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MDET 825 - Ethical Conduct of Research and Research Oversight 3 credits
This course brings the theoretical knowledge discussed in Foundations of Research Ethics to the research setting. It offers a review of the skills necessary for scientists to conduct responsible research. This course also reviews the role and responsibilities of the Institutional Review Board to assure the ethics of proposed research as well as its conduct. Sessions will be didactic as well as hands-on training through simulation (i.e., “standardized participant” format) to allow students to practice skills of communicating with subjects and participating in institutional review board deliberations. [RCR Training Accomplished here]
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MDET 826 - Social, Cultural and Religious Issues in Research 3 credits
Some of the most difficult questions arising from new technologies and medical innovations are not those related to scientific, biomedical or legal issues. Rather, they are questions raised by the implications of innovation on concepts about personal, social and historic identity, responsibility toward others, and what it means to be human. This course explores the role of socio-cultural and religious beliefs and research agenda and outcome, and addresses moral questions raised about the appropriateness of new technologies. Topics to be addressed include assisted reproductive technologies, neurological imaging, genetic research and “therapies”, stem cell and xeno/transplantation, and fetal diagnostic technologies. The course will combine lectures, discussion and case review.
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MDET 827 - International Research Ethics 3 credits
Increasingly, U.S.-based research institutions and pharmaceutical companies are expanding research to other countries. With globalization come new and unique challenges in the ethical conduct of research. Students will be introduced to international and individual countries’ laws governing research, issues and challenges researching in resource-poor areas, cross-cultural communication, standards of care and human rights, and social justice.
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MDFA 860 - Art History: Medical Illustration 3 credits
The purpose of this course is to introduce students to the history and theory of scientific illustration, both Western and non-Western and the methods for organizing, developing and producing illustrations capable of conveying a message. The course focuses on three main points: the history of medical illustration; the methods of planning and organizing of scientific illustrations, including research, narration of a process, technique; and field trips. Students need not have artistic ability, but are encouraged to think visually and try out some basic skills to better understand the process of moving from concepts to images. (Same as ARFA 815).
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MDFA 861 - Art and Medicine 3 credits
The study of images of illness and health in visual art leading to a greater understanding of various representations of the human condition. How illness has been depicted visually over the centuries will also be explore. Field trips to area museums are a regular aspect of the course.
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MDFA 862 - The Value of Art 3 credits
What is the value of Art? How can it be quantified? In this course we will discuss how in the recent decades the prices of artworks sold at auction skyrocketed and how Art has become a branding phenomenon. Starting from a list of the 10 most expensive artists of this decade we will take museum trips to see these works from life. We will also compare these 10 artists to 10 artists of 10 years ago and to 10 artists from 100 years ago with the purpose of understanding how the Art market works but also how Art was valued then and how it is valued today.
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MDFA 863 - Mystical Imagery in Art 3 credits
One of the peculiarities of the mystical experience is its inscrutability. Artists try to describe with images what cannot be said in words. Throughout the centuries many images of mystical experiences have been produced around the world, some for magical or healing purposes, others for worship. These images are a window into the human soul that let us look at the projections, desires or hopes of the visionary. In this course we will study these images to explore the figure of the mystic and the nature of mystical experience. The course includes a practicum component in which students create their own image of a divinity: a painting, an idol, etc., using any medium and technique they want or feel comfortable with. Topics to explore are:
- Shamanistic Art: Cave paintings of Paleolithic Europe and Shamanistic Art from the Paleolithic to today throughout the world.
- The Gods of the Silk Road: The Silk Road permitted cultural exchanges between the East and the West: we will analyze examples of art that show this communication/contamination as well as temples decorated with frescoes dedicated to the Buddha that have been recent subject of study and restoration.
- Everlasting Iconoclasm: Iconoclasts versus Iconodules: the problems related to the depiction of God and the various iconoclastic occurrences from the Byzantine period to the destruction of the statues of Buddha by the Taliban.
- Holy Murals: Great fresco cycles in Italy, 1300’s to 1500’s.
- The Eye of God: Images of heaven, cupolas and mandalas
- Mystical Wanderlust: Pilgrimages in various religions; the concept of Magus in the Renaissance; the Crusades.
- From Pagan to Christian: How pagan concepts and gods were Christianized.
- Blasphemous Art: What is and what is not acceptable in depicting the divinity?
SAME AS ARFA *1
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MDGS 888 - Women and Medicine 3 credits
“Through the pursuit of an ever-changing, homogenizing, elusive ideal of femininity—a pursuit without a terminus, requiring that women constantly attend to minute and often whimsical changes in fashion—female bodies become docile bodies—bodies whose forces and energies are habituated to external regulation, subjection, transformation ‘imrovement.” –Susan Bordo . This course explores the complex relationship between women and medicine and the politics of women’s health in Western culture. We will focus primarily on the role of women as patients and subjects of medical science, looking specifically at a select group of distinctly female maladies. Students will examine the social construction of gender and interrogate how cultural norms, gender role stereotypes, and gender power dynamics have informed, shaped, and driven the pursuit of medical knowledge. For instance, we will explore how hysteria (a diagnosis commonly given to women during the late nineteenth century) served in the maintenance of a paternalistic medical tradition that often pathologized women’s minds and bodies and was simultaneously employed subversively by women as a form of creative rebellion against patriarchal social conventions. This course will also touch upon the experiences of women as medical professionals—how they have influenced and been influenced by a historically masculine arena. Topics will be approached through multiple lenses, including modern history, literature, film, and popular media.
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MDHM 001 - Orientation to the Medical Humanities 1 credits
20
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MDHM 706 - Topics in Theology and Philosophy of Medicine 3 credits
Topics vary and are announced at the time of registration.
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MDHM 799 - Introduction to Medical Humanities and Humanism 3 credits
Medical Humanities is concerned with addressing the human side of medicine and as such draws theoretical, critical and practical insights from across the social sciences and the arts to explore the meanings attached to illness, disease, embodiment, disability and health encounters. This course will connect today’s medical humanities to the tradition of Renaissance humanism and trace the history of medical humanities from its inception to the present day. Major topics include the relations between medical humanities and the social sciences; origins, development, and appropriate scope of bioethics; literature and medicine and narrative approaches to healthcare and Drew’s initiative to “do the medical humanities.” 14
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MDHM 890 - Special Topics in Medical Humanities 3 credits
14
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MDHM 900 - Clinical Practicum 3 credits
Times to be arranged in consultation with the director. Supervised schedule of clinical instruction involving the Bioethics Committee, clinic and emergency room observation, Ethics Conference, grand rounds, Humanities Conference, ICU/CCU rounds, Morbidity and Mortality Conference, Narrative Conference, nursing home visitation, and teaching rounds. Submission of a written journal required. The practicum can be geared towards student interests, and takes into account prior experience (if applicable). Prerequisite: MDHM 801 and MDHM 802 .
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MDHM 900A - Clinical Practicum: Overlook Hospital 3 credits
Times to be arranged in consultation with the director. Supervised schedule of clinical instruction involving the Bioethics Committee, clinic and emergency room observation, Ethics Conference, grand rounds, Humanities Conference, ICU/CCU rounds, Morbidity and Mortality Conference, Narrative Conference, Palliative Care, nursing home visitation, and teaching rounds. Submission of a written journal required. The practicum can be geared towards student interests, and takes into account prior experience (if applicable). Prerequisite: MDHM 801 AND MDHM 802
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MDHM 900B - Clinical Practicum: St. Barnabas Hospital 3 credits
Times to be arranged in consultation with the director. Supervised schedule of clinical instruction involving the Bioethics Committee, clinic and emergency room observation, Ethics Conference, grand rounds, Humanities Conference, ICU/CCU rounds, Morbidity and Mortality Conference, Narrative Conference, nursing home visitation, and teaching rounds. Submission of a written journal required. The practicum can be geared towards student interests, and takes into account prior experience (if applicable). Prerequisite: MDHM 801 AND MDHM 802
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MDHM 901 - Tutorial 3 credits
Members of the Medical Humanities Faculty. Available in autumn and spring terms annually. Open only to D.M.H. candidates interested in doing a tutorial ith Drew-based faculty. Any doctoral student interested in registering for a tutorial must file a petition; forms are available in the Dean’s Office. Arraignments must be made with the tutorial director and Program Director prior to filing petition. A student may only register for MEDHM+901 or MDHM 903 twice. Course may be repeated.
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MDHM 905 - The Joy of Scholarly Writing: Beginning the Dissertation Process 3 credits
In this class, students will embark on their individual dissertation journeys. Specifically, students will choose and refine their dissertation topics and initiate research into that choice. We will review research skills and resources related to the various fields represented by the students/topics in the course. Early writing assignments will build towards composing a prospectus draft, and then an extended 20-page piece of scholarly writing related to their dissertation topics (shaped by Caspersen School guidelines). Students will benefit from both sustained individual attention to their research and writing, along with group workshops. Work in this course will foster individualized, imaginative approaches to scholarly writing, as well as solid critical thinking and perspectives on research materials and methods. Corequisite: ARLET+905
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MDHM 906 - Research Design and Methodology 3 credits
14
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MDHM 908 - Doctoral Internship/Practicum 3 credits
In this course Drew students will work with faculty and medical professionals on projects designed to bring the Medical Humanities to practitioners in the field. Projects might include programs like Drew students participating as a team with faculty advisors to develop, using ACCME guildlines, a one-hour CME accreditied Presentation on Medical Humanities for presentation to 40 Primary Care Physicians and staff in their offices. Prerequisite: Completion of 18 credits in the Medical Humanities Program, including MDHM 801 - Biomedical Ethics and MDHM 802 - Medical Narrative . Completion of MDHM 900 - Clinical Practicum is preferred but not required.
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MDHM 990 - Master’s Thesis Preparation 3 credits
Times to be arranged in consultation with the director. Supervised clinical study leading to preparation of the master’s thesis. The directed study is geared towards student interests and builds upon the previous clinical practicum experience. This course is open only to master’s degree candidates preparing to begin their thesis research. Prerequisite: (MDHM 900 or MDHM 900B )
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MDHM 999 - Dissertation 9 credits
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MDMH 851 - Plagues in History 3 credits
An examination of the relationship between the human population and the micro- and macro-parasites that interact with it. The nature of the ecological balance between people and their diseases is discussed, as well as the effects of both endemic and epidemic disease on history
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MDMH 853 - Medical Transgressions 3 credits
A history of medicine usually recounts the triumphs, but seldom the failings, of those that practice this hallowed art and science. History, like life itself, often teaches through failure. This course will explore medical failures that violate not only the tenets of sound science but also the personhood of those seeking relief from suffering. The examination of man’s responses to these transgressions will help us see that these individual and societal remedies now shape our concepts of healing. We will examine the origins of what has come to be known as medical ethics, peer review, social justice, as well as legislative and judicial oversight. The possession of power and knowledge has been, and continues to be, used for good or ill. Medical history is being written today; only with vigilance will we ensure that it builds on solid foundations crafted in the spirit of beneficence, non-malfeasance, justice, and respect for person
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MDMH 855 - Introduction to the History and Historigraphy of Disability 3 credits
An exploration of ideas about disability, humanity and human difference in Europe and the United States. After a brief survey of disability from ancient times to the Enlightenment in the Old World, we will examine the colonial period in America, when disabled persons faced a mixture of suspicion and acceptance in small and isolated communities, followed by a discussion attitudes and practices in the nineteenth century, when disabled persons confronted isolation and institutionalization arising in part from industrialization, and continue with the early twentieth-century nightmares of eugenic hysteria and sterilization, which grew in part out of distortions of Enlightenment ideas of statistical norms and progress. We will conclude with a brief introduction to the disability rights movement of the last generation
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MDNR 802 - Introduction to Narrative Medicine 3 credits
The course will explore narrative and interpretive techniques that may enhance communication within the healthcare community as a whole. Narrative is everywhere in medicine: in patient stories, in the notes we write, in our formal presentations and in conversations with colleagues and families. Traditionally, healthcare education has provided little training in how best to create and interpret such narratives. This course will use medical fiction, essays, poetry, great literature, illness narratives, medical autobiographies and case write-ups to introduce students to Narrative Medicine. The course will include some lecture but largely be conducted as a seminar with writing workshops.
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MDNR 810 - Literature and Medicine 3 credits
Examines the role of medicine, caregivers, and illness in fiction and nonfiction.
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MDNR 811 - Medical Biography 3 credits
A study of the changing nature and importance of narratives of illness. Focus will be on the historical development of patients’ autobiographical narratives of illness (pathographies); the historical development of physicians’ narratives of patients’ illnesses (expanded case histories); and representative contemporary patients’ narratives of illness that exemplify different forms and styles. Special attention will be given to theoretical background works about pathographies (Anne Hunsaker Hawkins) and the first-person narrative of illness (Arthur Frank).
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MDNR 813 - Film and Medicine 3 credits
Explores the depiction of medicine and medical practitioners through the medium of film.
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MDNR 814 - Narratives of the Poor-Voices of Inequality 3 credits
Stories are the true windows into the hearts and minds of mankind. Through the narratives written by and about those living at the low end of the socioeconomic continuum, this course will explore the stress of inequality and poverty and the havoc it wreaks. Through short stories, poems, essays, medical narratives and film, we will become acquainted with those who suffer and survive illness, street gangs, prison, abuse, as well as unemployment, welfare, hunger, and homelessness. Looking through the lens of medical humanities and listening for the voice of the speaker, we will discuss each piece with regard to the bio-psycho-social determinants of health and healing
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MDNR 815 - Raymond Carver and the Literature of Addiction 3 credits
Understanding addiction and the addictive process through the stories, poems and life of Raymond Carver. Carver wrote about the working poor. He wrote about their money problems, alcoholism, embittered marriages, and disaffected children: about muted, interior crises brought on by neglect rather than intent. Carver knew the territory because he lived in it for much of his life.
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MDNR 816 - The Experience of Aging in Literature 3 credits
Aging is as common and imperceptible as the passage of time. As part of the human experience, we are all aging from birth through to the end of our life span. This course will focus on the varied personal meanings of growing older and the social perceptions of aging that are brought to light imaginatively in novels, short stories and poetry. How does the theme of loss reverberate as one ages? What are the differences across lines of gender, race, and social class? Appreciating the subjective experience of aging and the social construction of “old age” is particularly germane to those in the healthcare community.
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MDNR 818 - Poverty, Stress and Health–The Impact of Inequality 3 credits
Our culture and society have created an environment that fosters an unhealthy populous that increasingly suffers from debilitating, chronic illness. Society and the medical industrial complex have failed to address the root cause of chronic illness which is consistently shown to be stress in its many forms, and for those at the far end of the economic and financial continuum, this root cause may be at the core of their many maladies. This course will examine the concepts and effects of inequality, the social determinants of health, and the stress of poverty. The silent epidemics of chronic disease are presented as examples of the interwoven complications among poverty, stress, and health. The physiological response to stress is examined as psychoneuroimmunology – the interconnectivity between mind, brain, and body, establishing the link between environmental and emotional stress, and disease. Justice, rights, responsibility, and reform are additional topics of discussion as are possible solutions to break the cycle of poverty and poor health
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MDNR 820 - Poetry, Dementia and the Construct of Self: 3 credits
This course combines dynamic creative writing assignments, lecture and discussion with a focus on narrative in contemporary poetry, prose, essays and visual art. We will examine multiple perspectives on memory, dementia, and specifically the construction (and deconstruction) of what we perceive as “the self.” What does it means to be human in this new age of humanism and how does art foster a space for empathy?
Students will gain tools and strategies to analyze and generate narratives critically and creatively. Through a focus on craft, we will think broadly, read closely, and write compellingly as we tell, read and hear
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MDSM 830 - Medical Anthroplogy 3 credits
A study of human health from an anthropological (e.g., evolutionary, comparative, and biocultural) perspective. Topics under consideration include evolution of human disease patterns, health and ethnicity, comparison of Western and non-Western systems of medicine, alternative and complementary medicine, the political economy of health, and emerging diseases. This course considers the interplay of culture, biology, and environment in influencing human disease and behavioral response to it.
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MDSM 840 - Medical Sociology 3 credits
A study of the important themes, dominant theoretical perspectives, and main methodological approaches involved in the sociological analysis of health care problems and their treatment. Topics include social epidemiology, doctor-patient relationships, professional socialization, different health-care delivery mechanisms, and the social psychological consequences of medical technology
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MDSM 841 - Essentials of Palliative Care I 3 credits
Americans are struggling to orchestrate end-of-life care for themselves or a loved one in way that reflects their understanding of a “good death” and in a medical system that is increasingly complex and driven by mechanisms beyond the control of the patient. Core principles of palliative care will be defined, barriers to the provision of palliative care will be explored and interventions that can be delivered to patients and their families in various settings will be studied. Laws, regulations, policies, and systems that create barriers to good end-of-life care will be examined, as well as innovative approaches to challenge the status quo of end-of-life care in America.
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MDSM 842 - Essentials of Palliative Care II 3 credits
Case studies and readings will be supplemented with individual stories presented through multimedia approaches (film, patient narratives, poems and stories from patients and their families) to elucidate the importance of all aspects of palliative care. The focus will be on patient experiences, pain and symptom management, communication skills of clinicians, fears, understanding of prognosis, withdrawing or withholding of life-sustaining treatments, difficulties encountered by surrogate decision makers, psychosocial aspects of patient and family dynamics and spiritual and religious aspects. We will examine how these aspects play a role in enhancing or preventing the delivery of palliative care in hospitals, nursing homes and other settings. Students will be better prepared to recognize suffering in all realms and to understand how to access resources for palliative care for patients and families in need.
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MDSM 843 - Medical Humanities and the Caregiver 3 credits
Explores the humanistic challenges facing modern caregivers. Topics include: approaches to wellness. coping, and responses to the caregiver role.
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MDSM 844 - The Legal Foundation of American Health Care 3 credits
The topics covered in this course will include discussions of major court decisions as well as the laws that shape the practice of medicine in the areas of: professionalization, structure of hospital-based and doctor-based delivery systems, concepts of health insurance and more.
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MDSM 845 - Evolution of American Health Ethics 3 credits
This course will focus on the evolution of the legal directives guiding ethical behavior as societies become more complex. Topics will include the rationale and goals of criminal law, civil remedies, and political systems.
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Masters in Fine Arts |
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MFA 800 - Poetry Workshop I 3 credits
At the residency the student will attend six poetry workshops. Each workshop will be comprised of 4-5 students and one faculty poet. The student is required to submit 4-5 poems for the Residency Anthology prior to the residency. During each two hour workshop one poem by every student will be discussed by the mentor and by fellow students. The workshop may include writing exercises. Two of the required workshops may include being assigned to the New Work Workshop in which each student will start new work under the guidance and prompting of the faculty. Graded Pass/Unsatisfactory.
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MFA 801 - Translation Workshop I 3 credits
Student attends 6 translation workshops Graded Pass/Unsatisfactory.
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MFA 803 - Poetry & Translation Workshop I 3 credits
Student attends 4 poetry workshops and 2 translation workshops. Graded Pass/Unsatisfactory.
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MFA 804 - Craft Seminar & Residency Essay I 4 credits
It is required that each student attend all the lectures as well as all the readings at the residency. These lectures will be on various topics, such as craft issues, particular poets or movements, and translation. Craft issues are wide ranging and include use of music, meter, rhyme, voice, diction, forms, etc. Shortly after the residency each student will be required to turn in a residency essay. This essay should be an engaged response to three of the lectures, one workshop, and one reading, and should discuss things learned as well as topics the student would like to follow up on. Graded Pass/Unsatisfactory.
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MFA 805 - Poetry Writing I 5 credits
Student sents approximately 16-20 poems over the course of the semester to mentor for critique. Graded Pass/Unsatisfactory.
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MFA 806 - Poetry in Translation I 5 credits
Student sends approximately 15-18 translated poems over the course of the semester to mentor for critique Graded Pass/Unsatisfactory.
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MFA 807 - Poetry & Poetry in Translation I 5 credits
Student sends approximately 8-10 poems and 6-10 translated poems over the course of the semester to mentor for critique Graded Pass/Unsatisfactory.
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MFA 808 - Critical Writing & Reading I 4 credits
During the mentorship semester each student will have a list of 20-25 books to read that will include poetry and essays on poetry. The student will be expected to write two short papers (3-4 pages) for each packet. The student will also respond to the reading in a letter to the mentor included in each packet. Graded Pass/Unsatisfactory.
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MFA 810 - Poetry Workshop II 3 credits
At the residency the student will attend six poetry workshops. Each workshop will be comprised of 4-5 students and one faculty poet. The student is required to submit 4-5 poems for the Residency Anthology prior to the residency. During each two hour workshop one poem by every student will be discussed by the mentor and by fellow students. The workshop may include writing exercises. Two of the required workshops may include being assigned to the New Work Workshop in which each student will start new work under the guidance and prompting of the faculty. Graded Pass/Unsatisfactory.
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MFA 811 - Translation Workshop II 3 credits
student attends 6 translation workshops Graded Pass/Unsatisfactory.
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MFA 812 - Poetry in Translation Workshop II 3 credits
student attends 3 poetry workshops and 3 translation workshops. Graded Pass/Unsatisfactory.
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MFA 814 - Craft Seminar & Residency Essay II 4 credits
It is required that each student attend all the lectures as well as all the readings at the residency. These lectures will be on various topics, such as craft issues, particular poets or movements, and translation. Craft issues are wide ranging and include use of music, meter, rhyme, voice, diction, forms, etc. Shortly after the residency each student will be required to turn in a residency essay. This essay should be an engaged response to three of the lectures, one workshop, and one reading, and should discuss things learned as well as topics the student would like to follow up on. Graded Pass/Unsatisfactory.
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MFA 815 - Poetry Writing II 5 credits
During the mentorship semester each student will be writing original poems as well as working on revisions of poems. A minimum of 4 poems and 2-3 revisions will be included in every packet sent to the student’s mentor. Graded Pass/Unsatisfactory.
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MFA 816 - Poetry in Translation II 5 credits
Student sends approximately 15-18 translations over the course of the semester to mentor for critique Graded Pass/Unsatisfactory.
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MFA 817 - Poetry & Poetry in Translation II 5 credits
Student sends approximately 8-10 poems and 6-10 translated poems over the course of the semester to mentor for critique Graded Pass/Unsatisfactory.
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MFA 818 - Critical Writing & Reading II 4 credits
During the mentorship semester each student will have a list of 20-25 books to read that will include poetry and essays on poetry. The student will be expected to write two short papers (3-4 pages) for each packet. The student will also respond to the reading in a letter to the mentor included in each packet. Graded Pass/Unsatisfactory.
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