Boston College Bulletin 2016 - Forgotten Books

BOSTON COLLEGE BULLETIN 2016—2017VolumeXCIII, Number 36, j uly 2016

The Boston College Bulletin contains current information regarding the Univers ity calendar, admissions , degreerequirements , fees , regulations , and course offerings . It is not intended to be and should not be relied upon as a statementof the University’s contractual undertakings .Boston College reserves the right in its sole judgment to make changes of any nature in its program, calendar, or

academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling ofclasses with or without extending the academic term , cancelling of scheduled classes and other academic activities , andrequiring or affording alternatives for scheduled classes or other academic activities , in any such case giving such noticethereof as is reasonably practicable under the circumstances .

The Boston College Bulletin is published s ix times a year: once in April, May, August, and September, and twicein July.

Founded by the Society of Jesus in 1863, Boston College is dedicated to intellectual excellence and to its Jesuit,Catholic heritage . Boston College recognizes the essential contribution a diverse community ofstudents , faculty and staffmakes to the advancement of its goals and ideals in an atmosphere of respect for one another and for the University’smission and heritage . Accordingly, Boston College commits itself to maintain ing a welcoming environment for all peopleand extends its welcome in particular to those who may be vulnerable to discrimination on the bas is of their race, color,national origin, sex, religion, disab il ity, age, marital or parental status , sexual orientation, military status , or other legallyprotected status .Boston College rej ects and condemns all forms ofharassment, wrongful discrimination and disrespect . It has devel

oped procedures to respond to incidents of harassment whatever the basis or circumstance . Moreover, it is the policyof Boston College, while reserving its lawful rights where appropriate to take actions designed to promote the Jesuit,Catholic principles that sustain its mission and heritage, to comply with all state and federal laws prohib iting discrimination in employment and in its educational programs on the bas is of a person ’s race, color, national origin , sex, religion ,disab ility, age, marital or parental status , genetic information or family medical histo ry, ormilitary status , and to complywith state law prohib iting discrimination on the basis of a person ’s sexual orientation .

To this end, Boston College has designated its Executive D irector for Institutional D iversity to coordinate its effortsto comply with and carry out its responsib ilit ies to prevent discrimination in accordance with state and federal laws ,including Title VI, Title IX, Section 504 and the ADA . Any applicant for admission or employment, and all students ,faculty members and employees , are welcome to raise any questions regarding this notice with the Executive D irectorfor Institutional D iversity:Boston College Office for Institutional D iversity (Q ID)140Commonwealth Avenue (Office location : 129 Lake Street)Chestnut Hill, MA 02467Patricia LoweExecutive D irector for Institutional Diversity/Title IX Coordinator

Phone : 6 17—552—3334E—mail : [email protected]

The Executive D irector for Institutional D iversity oversees the efforts of the following additional Title IX coordinators : ( i) StudentAffairs Title IX Coordinator (for student sexual harassment complaints) , 260Maloney Hall, Chestnut Hill,MA02467 , Katie O ’

Dair, reachable at 617—552—3482 or (i i) University Harassment Counselor, reachablevia OID (see above contact information) ; and (i i i) Jaime Seguin, [email protected] Title IX Coordinator, theSenior Women ’s Administrator, 310Conte Forum, Chestnut Hill, MA 02467 , reachable at 617—552—8520.

In addition , any person who believes that an act of unlawful discrimination has occurred at Boston College mayraise this issue with the Ass istant Secretary for Civil Rights of the United States Department ofEducation .

USPS—3897 50Periodicals postage paid at Boston , Massachusetts 02109 .

Postmaster : Send PS Form 3579 to Boston College Office of Studen t Services ,Lyons Hall, Chestnut Hill, MA 02467—3804 .

Copyright 2016 Trustees of Boston College

TABLE OF CONTENTS

About Boston CollegeIntroduction

The UniversityThe Miss ion ofBoston CollegeA Brief History ofBoston CollegeAccreditation of the UniversityThe Campus

Academic ResourcesArt and Performance . .

Walk—in Help DeskThe Help Center (2—HELP)The Hardware Repair CenterLanguage Laboratory .

The LibrariesMedia Technology Services

University Research Institutes and CentersStudent Life Resources

D isab ili ty Services OfficeAnnual Notification ofRightsConfidentiality of Student Records

Consumer Notices and D isclosures (HEOA)FinancialAidNotice ofNon-D iscrimination .

Off-Campus HousingTuition and FeesMassachusetts Medical Insurance

National Student ClearinghouseBoston College Graduate Degree Programs

The University: Policies and ProceduresAcademic IntegrityAcademic Regulations

Graduate School of the Morrissey College of

Arts and SciencesMaster’s Degree ProgramsDoctoral Degree ProgramsSpecial S tudents (Non-Degree)Admiss ionFinancialAid

Class ical S tudiesEarth and Environmental SciencesEconomics

Political SciencePsychologyRomance Languages and LiteraturesItalian

Romance Languages and LiteraturesHispanic Studies

Slavic and Eastern Languages and LiteraturesLinguistics

SociologyTheology

School ofTheology and MinistryAdmissions and FinancialAidGraduate ProgramsFaculty

Lynch School ofEducation , Graduate Program sAdmissionFinancialAidDegree Programs .Doctoral Degree ProgramsCertificate ofAdvanced EducationalSpecializationMaster ’s Degree Programs .Research CentersDepartment ofTeacher Education/Special Educationand Curriculum and InstructionPrograms in Teacher Education/Special Educationand Curriculum and InstructionDepartment ofEducational Leadershipand Higher EducationPrograms in Educational LeadershipProgram s in Higher EducationDepartment ofCounseling, Developmental,and Educational PsychologyPrograms in Counseling and Counseling PsychologyProgram s in Applied Developmentaland Educational PsychologyDepartment ofEducational Research,Measurement, and EvaluationDual Degree Programs

Graduate Course OfferingsCounseling, Developmental, and EducationalPsychologyTeacher Education and Curriculum andInstructionEducational Leadership and Higher EducationEducational Research, Measurement, andEvaluation

Boston College Law SchoolRegistration for Bar ExaminationAuditorsAdvanced Standing .

Dual Degree Program in Law andBusiness Administration . 134

Dual Degree Program in Law and SocialWork 134

Dual Degree Program in Law and Education 134

Tbe B oston College Graduate Catalog2016—201 7

Master ofLaws Degree . 135

Information 135

Faculty 135

Graduate Course Offerings 137

Carroll School ofManagement, Graduate ProgramsFull—time M.B .A. Program 155

Evening M.B .A . Program . . 155

Dual Degree Programs 155 Board OfTrustees , Administration , and OfficersMaster of Science in Accounting 156 Academic Calendar 2016—2017Master of Science in Finance 156 Directory and Office Location sPh.D . in Management with aConcentration in Finance IndexPh.D . in Management with aConcentration in Organization StudiesAdmiss ion InformationFinancialAss is tance . .

Career DevelopmentAccreditationFor More InformationFaculty/Graduate Course Offerings

AccountingBus iness Law . .

FinanceInformation SystemsManagement and OrganizationMarketingOperations Management

Connell School ofNursing, Graduate Program sDoctor ofPhilosophy Degree Programwith a Major in Nurs ing .

Program of

Master of Science Degree Programwith a Major in Nurs ing

Program of StudyGeneral Information

Graduate Course OfferingsBoston College School of SocialWork

Professional Program : Master of SocialWorkDual Degree Programs 19 1

Doctor ofPhilosophy Degree Program 19 1

Continuing Education 192

Information 192

Faculty 193

Graduate Course Offerings 193

Woods College ofAdvancing Studies,Graduate Program sOnline Master ofHealth AdministrationMaster of Science in Applied EconomicsMaster of Science in Cybersecurity Policyand Governance

Tbe B oston College Graduate Catalog2016—201 7

TABLE OF CONTENTSMaster of Science in Leadership and Administration 208

Contact Information and Office Location 210

Course OfferingsAdministrative S tudiesApplied Economics .

Cybersecurity

ABOUTBOSTON COLLEGE

INTRODUCTIONThe UniversityFrom its beginnings in 1863 as a small Jesuit college for boys in

Boston ’s South End, Boston College has grown into a national institution ofhigher learning that is regularly listed among the top 40universities in the nation in ratings compiled by publications such as Barron ’

s

and U S. News and World Report.The University, now located in the Boston suburb of Chestnut

Hill, Massachusetts , enrolls full—time undergraduates andgraduate students , hailing from 49 states and more than 90 foreigncountries . Boston College offers its diverse student body state—of—the—artfacilities for learning: a full range of computer services including onlineaccess to databases in business , economics , social sciences , and law, and alibrary system with over million books , periodicals , and governmentdocuments , and more than 4 million microform units .Boston College awards bachelor ’s and graduate degrees in more

than 50subj ects and interdisciplinary areas within the Morrissey CollegeofArts and Sciences , as well as undergraduate and graduate degrees fromthree professional schools : the Carroll S chool ofManagement, foundedin 1938 ; the Connell School of Nursing, founded in 1947 ; and theLynch School of Education, founded in 1952, which is now knownas the Carolyn A. and Peter S . Lynch School of Education . BostonCollege also awards master’s and doctoral degrees from the BostonCollege S chool of SocialWork, and the Juris Doctor and the MasterofLaws from Boston College Law School, which is consistently rankedamong the top 30 law schools in the United States . Note: Law Schoolis currently ranked 34 .

The Boston College School ofTheology and Ministry was formedon June 1, 2008 , when the former Weston Jesuit School ofTheologyand the Institute ofReligious Education and PastoralMinistry j oined tooffer a full array ofministerial and theological courses and degrees . Botha graduate divinity school and an ecclesiastical faculty of theology regulated by the Apostolic Constitution Sapientia Christiana theschool offers both master’s and doctoral degrees, civil and ecclesiasticaldegrees , and a wide variety of continuing education offerings , includingonline programs through Church in the 21st Century (C21 Online) .The Mission ofBoston CollegeStrengthened by more than a century and a quarter of dedication

to academic excellence, Boston College commits itself to the higheststandards of teaching and research in undergraduate, graduate, andprofessional programs and to the pursuit of a j ust society throughits own accomplishments , the work of its faculty and staff, and theachievements of its graduates . It seeks both to advance its place amongthe nation ’s finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholicintellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry.

Boston College draws inspiration for its academic and societalmission from its distinctive religious tradition . As a Catholic and Jesuituniversity, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truthin every discipline, in the desire to learn, and in the call to live j ustlytogether . In this spirit, the University regards the contribution ofdifferent religious traditions and value systems as essential to the fullness of

its intellectual life and to the continuous development of its distinctiveintellectual heritage . Boston College pursues this distinctive mission byserving society in three ways0 by fostering the rigorous intellectual development and thereligious , ethical, and personal formation of its undergraduate,graduate, and professional students in order to prepare them forcitizenship , service, and leadership in a global society;by producing significant national and international research thatadvances ins ight and understanding, thereby both enriching culture and addressing important societal needs ;and by committing itself to advance the dialogue between religious belief and other formative elements of culture through theintellectual inquiry, teaching and learning, and the communitylife that form the University.

Boston College fulfills this mission with a deep concern for allmembers of its community, with a recognition of the important contribution a diverse student body, faculty, and staff can offer, with a firmcommitment to academic freedom, and with a determination to exercise careful stewardship of its resources in pursuit of its academic goals .A BriefHistory ofBoston CollegeBoston College was founded by the Society ofJesus in 1863 and,

with three teachers and 22 students , opened its doors on September 5 ,1864 . Through its first seven decades , it remained a small undergraduate institution, offering the sons of the Irish working class a rigorouscourse load in theology and philosophy, class ical languages , rhetoric,math and science .Originally located on Harrison Avenue in Boston ’s South End,

the College outgrew its urban setting early in the twentieth centuryand moved to the former Lawrence Farm in Chestnut Hill, whereground was broken on June 19 , 1909 for the construction of a centralRecitation Building, later named Gasson Hall in honor of PresidentThomas I . Gasson, S.J . , who led the relocation . The RecitationBuilding opened in March 19 13. The three Other buildings that stillshape the core of the campus— St. Mary’s Hall, Devlin Hall, and BapstLibrary— opened in 19 17 , 1924 , and 1928 , respectively.

The oldest and largest of the University’s eight schools and colleges is the College ofArts and Sciences . In 2015 , it was renamed theRobert J . Morrissey College ofArts and Sciences in honor of 1960alumnus Robert Morrissey, Boston College ’s largest benefactor.

Though incorporated as a univers ity since its beginning, BostonCollege did not begin to fill out the dimens ions ofits university charteruntil the l920s, with the inauguration of the Graduate S chool ofArtsand Sciences (now the Graduate School of the Morrissey College ofArts and Sciences) , the Law School, and the Evening College, todaythe Jam es A. Woods , S.J . , College ofAdvancing S tudies . The 1930ssaw the introduction of the Graduate S chool of SocialWork (now theBoston College S chool of Social Work) and the College of BusinessAdministration— today the Wallace E . Carroll School ofManagement .The School of Nursing— named in honor ofWilliam F . Connell in2003— and the School of Education— today nam ed for Carolyn A.

and Peter S . Lynch— followed in 1947 and 1952, respectively. BostonCollege first offered doctoral program s in 1952. By 1970all undergraduate programs had become coeducational, and today women comprisemore than half of the University’s enrollment .In 1974 , Boston College acquired a 40—acre site, miles

from the Chestnut Hill Campus , which had been owned by NewtonCollege of the Sacred Heart . The land is the present site of the Boston

The B oston College Graduate Catalog2016—201 7

College Law School and of res idence halls hous ing some 800freshmen .

Thirty years later, the University acquired a 65—acre parcel from theBoston Archdiocese, j ust across Commonwealth Avenue in Brighton .

The Brighton Campus is now home to the School ofTheology andMinistry, which was established in 2008 , after the re—affiliation of theWeston Jesuit S chool of Theology and Boston College ’s Institute ofReligious Education and Pastoral Ministry.

In 2005 , the Church in the 21st Century Initiative, which wasfounded in the midst of the sex abuse scandal as a catalyst and resourcefor engaging critical issues facing the Catholic Church, became a permanent center at Boston College .In October 2008 , the University launched the Light the World

capital campaign, setting a goal of billion to support a Strategicplan that advances academic program development, faculty expansionand research, and endows undergraduate financial aid, student formation programs , capital projects , and efforts to advance Boston Collegeas the world ’s leading Catholic university.

To honor its l 50th anniversary, Boston College embarked inSeptember 2012 on a three—semester celebration that began with aMass at Fenway Park for alumni, students , faculty, and friends ,academic symposia, a naturalization ceremony, student and alumniservice proj ects and a student concert at Symphony Hall .In 2016, having surpassed its Light the World” goal, Boston

College embarked on a new Strategic planning effort that will set theUniversity’s goals and priorities for the coming decade .Accreditation of the UniversityBoston College is accredited by the Commission on Institutions

of Higher Education (CIHE) of the New England Association of

Schools and Colleges (NEASC) and has been accredited by NEASCs ince 1935 .

CIHE is recognized by the US . Secretary of Education as a reliable authority on the quali ty of education and adheres to the standardsof the Council for Higher Education Accreditation . As part ofCIHE’

s

guidelines , member institutions ofNEASC undergo a peer review process every ten years which involves the preparation of a comprehensiveself—study. Boston College ’s next full review for accreditation will occurin 2017 .

For information regarding the accreditation process please reference or the New England Association of Schoolsand Colleges , 3 Burlington Woods Drive, Suite 100, Burlington,MA 01803. Inquiries regarding BC

’

s accreditation may be directedto the Office of the Provost and Dean of Faculties , Boston College,270 Hammond Street, Chestnut Hill, MA 02467 (6 17—552

For a paper copy of the information presented in this catalog, pleasecontact Boston College ’s Office of Institutional Research, Planning85 Assessment at 6 17—552—3111 or [email protected] . The mailing addressis Boston College, IRPA, S t . Clement ’s Hall, 140 CommonwealthAvenue, Chestnut Hill, MA 02467 .

In addition to NEASC, a variety of schools and programs atBC are affiliated with discipline-based accrediting agencies such as

Connell School of Nursing: American Association of Colleges of

Nursing; Carroll S chool of Management : Association to AdvanceCollegiate S chools ofBus iness ; Law School : American BarAssociation ;Boston College S chool of Social Work: Council on Social WorkEducation ; School of Theology and Ministry : The Associationof Theological S chools ; Morrissey College of Arts and Sciences ,Chemistry Department : American Chemical Society; Lynch School


ABOUTBOSTON COLLEGEofEducation, Teacher Education, Special Education, and Curriculumand Instruction programs : Teacher Education Accreditation Council;Doctoral Program in Counseling Psychology: American Psychological .The CampusLocated between Boston and Newton, Boston College benefits

from its proximity to one ofAmerica’s greatest cities and its setting in aquiet residential suburb . Often cited as a model ofuniversity planning,the Main Campus is located in idyllic Chestnut Hill, j ust six miles fromthe heart of culturally rich Boston .

The 120—acre Chestnut Hill campus comprises three levels : theUpper Campus , which features undergraduate residence halls ; theMiddle Campus , which includes classrooms , laboratories , adm inis

trative offices , and student facil ities ; and the Lower Campus , whichfeatures Robsham Theater, Conte Forum and student residences as wellas dining, recreational, and parking facil ities .

The Newton Campus is s ituated miles from the Chestnut HillCampus on a 40—acre site that includes Boston College Law School,undergraduate residence halls , athletic fields , and student facilit ies .

The Brighton Campus is located across Commonwealth Avenuefrom the Chestnut Hill Campus on a 65—acre site that includes administrative offices , the S chool ofTheology 85 Ministry and the future siteofbaseball, softball and intramural fields . It is also the new home of theMcMullen Museum ofArt, which opened in 2016 .

ACADEMIC RESOURCESArt and Performan ceBoston College is home to a rich mix of cultural organiza

tions , including mus ical performance groups , dance troupes , andtheatre productions , ranging from class ical to contemporary. The

Music Department houses the Boston College Symphony Orchestra,Chamber Music Society, operatic performances , BC Baroque, andsome other small instrumental ensembles The University Bands program supports the “Scream ing Eagles marching band, SymphonicBand, Wind Ensemble, pep band, and B C . bOp! Jazz Ensemble .Student organizations engage in a wide variety of musical activities ,including the University Chorale, the Voices of Imani (a gospel choir) ,and several a cappella groups . TheMcMullen Museum ofArt, openinga new home on Brighton Campus in September 2016, presents innovative and multidisciplinary exh ib itions that span the histo ry of art . TheTheatre Department presents six dramatic and musical productionseach year while student organizations produce dozens ofother proj ects .The annual Arts Festival is a three—day celebration of the hundreds ofBoston College faculty, students , and alumni involved in the arts , aplatform for student arts groups from all disciplines .Arts Council

The Arts Council works year—round to promote, develop , andcelebrate the arts in the Boston College community, both on and offcampus . Annual programming from the Arts Council includes CareerNight for the Arts , a fall networking event for students to connectwith alumni working profess ionally in arts—related fields , and theBoston College Arts Festival, a three—day multi—venue showcase of

performers and artists in all disciplines across campus . Each year, theArts Council ’s awards program honors the distinguished achievementsof alumni, faculty, and student artists . The Arts Council also supportsstudent arts groups with regular workshops and development classes ,collaborates with faculty to develop new courses , and works with

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ABOUTBOSTON COLLEGEalumni to enhance arts participation at BC . Students can get involvedwith the Arts Council through their many volunteer opportunities ,internships , and staff positions .Walk—in Help Desk

The Walk—in Help Desk (located on Level 3 ofO’

Neill Library)provides troubleshooting services for personal computers , including software configuration, network connectivity, virus protection and removal,and password ass istance . To learn more, visitThe Help Center (2-HELP )

The Help Center provides technical support via telephone (6 17552-HELP) , e—mail and Internethelp) to the BC community Monday through Friday betweena m . and p m . Limited off-hours support is available via telephone24 hours a day, seven days a week.

The Hardware Repair CenterThe Hardware Repair Center is located in O ’

Neill 208 and provides warranty and non—warranty repair ofApple, Dell, HP, and Lenovocomputers . For hours , rates , and contact information visit : www.

—repair.html.

Language LaboratoryThe Boston College Language Laboratory serves the language

learning and teaching needs of all of the University’s language andliterature departments , non—native speakers of English, and the BCcommunity at large from its center in Lyons Hall, room 313. By providing access to installed and portable equipment to be used with audio ,video, cable television, multimedia learning tools and online resources ,the Lab pursues its mission to promote and facilitate the acquisition andenhancement of language skills and cultural competence . In addition toits listening/recording stations and teacher console, the facili ty includes :Mac and PC workstations , wireless laptops , laser printers , a materialsdevelopment workstation, TV/video/DVD viewing rooms and mediacarrels, a CD listening station, and portable audio and video equipment .

The Language Laboratory boasts an extensive catalog of resourcesin more than 40 languages and in multiple formats (analog and digitalaudio, videocassette, DVD /Blu—ray, cable television and online subscription services programming, computer/multimedia software, printmaterials— including monolingual and bilingual dictionaries , as wellas language textbooks and activity manuals for elementary throughadvanced language courses) . Designed to ass ist users in the acquisitionand maintenance of aural comprehension, oral and written proficiency,and cultural awareness , these resources directly support and/or supplement curriculum requirements in world language, culture, music, andliterature .

The Language Lab also supports the course planning and classroom teaching needs of language and literature faculty by encouragingrecommendations for new acquisitions , ass isting in the preparation of

course materials , and serving as a multimedia classroom for the facil itation of curricular programming, including the administration of oralexams via digital language lab technology, as well as student participation in online language and intercultural learning exchanges with globalpartners .Boston College community members who wish to use the

Language Laboratory facility and its collection will find the staff available during the day, in the evening, and on weekends to ass ist them inthe operation ofequipment and in the selection ofappropriate materials

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for their course—related or personal language needs . For more information about the Language Laboratory, call 6 17—552—8473 or visit

The Librarieslibrary.bc.edu

As/e a Librarian (Including librarians by subj ect specialty)library.bc.edu/ask—a—l ibrarianResearchHelp by Subj ectlibrary.bc.edu/subj ectsLibrary Cataloglibrary.bc.edu/searchO

’

Neill Library Reference : x2—4472O

’

Neill Library Circulation : x2—8038Bapst Library: x2—3200Burns Library: x2—3282Educational Resource Center: x2—4920Law Library: x2—4434Social Work Library: x2—3233Theology and Ministry Library: x2—0549Weston Observatory Library: x2—8321The Boston College Libraries offer a wealth of resources and ser

vices in support ofthe teaching and research activities ofthe University.

The book collection numbers nearly 3 million volumes and overprint and electronic serials . In addition to O ’

Neill Library, theBoston College Libraries comprise the Bapst Art Library, the BurnsLibrary (rare books and special collections) , the Educational ResourceCenter, the SocialWork Library, the Theology and Ministry Library(Brighton Campus) , the Law School Library (Newton Campus) , andthe O ’

Connor Library (at the Weston Observatory) . The Libraries havea variety of study spaces , networked printers , and workstations withproductivity software, and scanners .Library subject specialists are available to answer questions , to

serve as research consultants , and to provide class and individual libraryinstruction . Librarians can ass ist students in finding resources in theirsubject areas , searching the online catalog, selecting and using the mostappropriate databases and reference sources , and managing the resultsof their research .

Digital Library Services : The Boston College Libraries provideonline access to a wide range of articles in j ournals , magazines , andnewspapers , as well as e—books , government documents , images ,streaming video and audio, and other digital content . These resources ,as well as detailed information about phys ical books and other items inthe Libraries , are access ible via a central online discovery system as wellas more than 500 subj ect—specific databases . Books , DvDs , and otheritems checked out from the Libraries can be renewed online . Itemsnot available at BC can be requested online from other libraries viainterlibrary loan andWorldCat Local. The Libraries also provide morethan 240online research guides , including guides for broad and narrowsubjects and specific Boston College courses . Library staff supplementin—person instruction, reference, and consultation services with experthelp via e—mail, text, 24/7 chat, and online tutorials .

Digital In stitutional Repository: The eScholarship@BC digitalreposito ry is a central online system maintained by the Boston CollegeUniversity Libraries . The goal is to showcase and preserve BostonCollege ’s scholarly output and to maximize research visib il i ty andinfluence . eScholarship@BC encourages community contributors to


archive and disseminate scholarly work, peer—reviewed publications ,books , chapters , conference proceedings , and small data sets in anonline open access environment . eScholarship@BC archives and makesdigitally available the undergraduate honors theses and doctoral dissertations written by students at Boston College . As part of its eScholarship services , the Libraries host several open access j ournals . Librarystaff members provide set—up, initial design, and technical support tothe j ournal staff. For access and more information about eScholarship@BC, visit : dlib .bc.edu.

In terl ib rary Loan : Interlibrary Loan service is offered to students ,faculty, administrators , and staff to obtain research materials notowned by the Boston College Libraries . Some materials arrive within aday or two and electronic titles are delivered directly to the user’s desktop . Requests are made by using forms in the online discovery systemand the Find It option that appears in many online databases .Un ited S tates Governmen t Publication s : Boston College

Libraries is a member of the Federal Depos itory Library Program .

O’

Neill Library receives selective government documents in electronicformat, and maintains a legacy print collection . These materials areavailable to the general public as well as to Boston College students ,faculty, and staff. Researchers can locate government documents in theonline discovery system, and through a number of databases such as

ProQuest Congress ional and Hein Online . Questions about the availab ility ofgovernment publications should be directed to the Referencestaff at O ’

Neill Library.

The Libraries ofBoston CollegeThe Thomas P . O

’

Neill, Jr. Library is named for the formerSpeaker of the US . House of Representatives , Thomas P . Tip

”

O’

Neill, Jr. , class of 1936 . The O’

Neill Library is the central researchlibrary of the University and is located on the Main Campus inChestnut Hill . O ’

Neill Library provides 24 hours a day, five days aweek study space when classes are in sess ion . Collections include bookson a broad range of subj ects reflecting the University’s extensive curriculum and research initiatives . Services also include access to varioussoftware applications as well as printing, scanning, video editing, andmus ic technology stations . For more information, visit library.bc.edu/

oneill .Bapst Art Library, a beautiful collegiate Gothic building that

served as the main library for over 60 years , has been restored to itsoriginal splendor and houses the resources for library research inart, architecture, art history, and photography. Graduate Study andResearch Space is located in the mezzanine of the Kresge ReadingRoom . Gargan Hall, with its magnificent stained glass windows , provides for quiet study. For more information, visitJohn J . Burn s Library ofRare Books and Special Collections : The

University’s special collections , including the University’s Archives , arehoused in the Honorable John J . Burns Library, located in the BapstLibrary Building, north entrance . Burns Library staff work with stu

dents and faculty to support learning and teaching at Boston College,offering access to unique primary sources through instruction sessions ,exhib its , and programing. The Burns Library also serves the researchneeds of external scholars , hosting researchers from around the globeinterested in using the collections . The Burns Library is home to morethan volumes , over 700manuscript collections , and important holdings of architectural records , maps , art works , photographs ,films , prints , artifacts , and ephemera . Though its collections covervirtually the entire spectrum of human knowledge, the Burns Library


ABOUTBOSTON COLLEGEhas achieved international recognition in several specific areas of

research, most notably: I rish studies ; British Catholic authors ; Jesuitica,Fine Printing; Catholic liturgy and life inAmerica, 1925—1975 ; Bostonhistory; the Caribbean, especially Jamaica; Nursing; and Congress ionalarchives . To learn more about specific holdings in Burns , please seelibrary.bc.edu/burns .

The Educational Resource Cen ter (ERC) serves the specializedresource needs of the Lynch School of Education students and faculty. The state—of—the—art facil i ty includes children ’s books , fiction andnon—fiction, curriculum and instructional materials in all formats ,educational and psychological tests , educational software intended forelementary and secondary school instruction , and educational technology. In addition, the ERC has an interactive technology room designedto ass is t students in integrating computers and other technology inthe K—12 classroom as well as to practice lesson plans and presentations . These materials are unique to the needs of the Lynch School ofEducation and do not duplicate materials found in the O ’

NeillLibrary.

For more information, visitThe Social Work Library, located in McGuinn Hall, offers the

full range of library services and resources needed to support studentsof the Boston College School ofSocialWork. The collection also servesthe departments of Psychology, Political Science, Sociology, Nursing,and related disciplines . Services are provided on—s ite by two librarians and two staff members . Many services can be accessed remotelythrough the SocialWork Library website . For more information, visit

The Theology and Ministry Library (TML) serves the research,teaching, learning, and pastoral formation needs of the S chool ofTheology and Ministry and Saint John

’s Seminary. The l ibrary’scollections are centered in biblical studies , Catholic theology, histo ry,canon law, and Jesuitica. The TML is a member library of the BostonTheological Institute Libraries and Resources Network whose libraries ’combined collections number nearly a mill ion and a half volumes intheology and related disciplines .In addition , because of its close relationship to the highly respect

ed New TestamentAbstracts which are edited and published at BostonCollege, the library is a depos itory of virtually all s ignificant international publications in New Testament and related fields . For moreinformation , vis it

The University Archives , a department within the John J . BurnsLibrary, contains the official non—current papers and records ofBostonCollege that are retained permanently for their legal, fiscal, or historicalvalues . The collection includes the office records and documents ofvarious administrative and academic offices ; copies of all Universitypublications , including student publications ; movie footage of BostonCollege football ; some audiovisual materials ; and tape recordings ofthe University Lecture Series and other significant events . The photograph collection documents the pictorial histo ry of Boston College .Alumni, faculty, and Jesuit records are also preserved . In addition, theUniversityArchives is the reposito ry for the records ofNewton Collegeof the Sacred Heart ( 1946—1975) and the documents of the JesuitCommunity ofBoston College ( 1863—the present) .

The Law School Library, located on the Newton Campus , has acollection of approximately volumes and volume equivalentsof legal and related materials in a variety of media. The collectionincludes primary source materials consisting of reports of judicialdecisions and statutory materials as well as a broad collection of

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ABOUTBOSTON COLLEGEsecondary research materials in the form of textbooks and treatises ,legal and related periodicals , legal encyclopedias , and related referenceworks . Most law—related licensed databases , with the exception of

LexisNexis and Westlaw, are open for the entire univers ity’s use andmay be accessed remotely. The Library possesses substantial and growing collections of international and comparative law works . The DanielR. Coquillette Rare Book Room holds the Law Library

’s special collections and features an ongoing series of exhib its . For more information,visit

The Catherine B . O’

Connor Geophysics Library: Located atWeston Observatory, this l ibrary contains a specialized collection of

earth sciences monographs , periodicals , and maps , particularly in theareas of seismology, geology, and geophysics . For more information,visitPartnerships and Associations

The Connors Fam ily Learning Cen ter (CFLG) , located on thesecond floor ofO ’

Neill Library, is a comprehensive, inclusive resourceserving all of the University’s students and faculty. The mission of theCenter is to enhance teaching and learning across the University. Oneof the CFLC ’

s three professional staff members ass ists students withlearning disab il ities , help ing to ensure their academic success at BostonCollege . The Center also sponsors seminars for faculty and graduateteaching fellows on strategies for successful teaching and learning;graduate students can earn a certificate through the Apprenticeship inCollege Teaching. To address the needs of the great maj ority ofBostonCollege students , the Center provides tutoring for more than 60 courses , including calculus , statistics , biology, chemistry, nursing, accounting, classical and foreign languages , English as a Second Language, andwriting . Most tutoring takes place in the Center, but online writingtutoring is offered through the OWL (online writing lab) . Tutoringand all other academic support services are free of charge to all BostonCollege students and instructors .Boston Library Consortium : The Boston Library Consortium

(BLC) is a group of area libraries which includes Boston College,Brandeis Univers ity, Boston University, Massachusetts Institute of

Technology, Northeastern University, Tufts Univers ity, the UniversityofMassachusetts system, the Univers ity ofNew Hampshire,WellesleyCollege, and Williams College, as well as the State Library of

Massachusetts and the Marine Biological Laboratory at Woods Hole .Boston College offers direct self—service borrowing and delivery fromthe BLC l ibraries by usingWorldCat Local, one of the databases available to the BC community. With a Consortium borrower ’s card, faculty and students may vis it a BLC library and check—out directly fromthe member library. In order to receive a BLC card, ask at the O ’

Neill

Circulation Desk for more information about the Consortium services .Association of Research Libraries (ARL) : ARL is a nonprofit

organization of 124 research libraries at comprehensive, research—extensive institutions in the US . and Canada that share similar researchmissions , aspirations , and achievements . It is an important and distinctive association because of the nature of the institutions represented .

ARL member libraries make up a large portion of the academic andresearch library marketplace, spending more than $ 1 billion every yearon l ibrary materials . Boston College was invited to become a memberofARL in 2000.

Media Technology ServicesMediaTechnology Services , a division of Information Technology

Services , provides a full range ofmedia and technology services to theentire University. MTS can ass ist members of the Boston College community who are using technology in the areas of teaching and learning,research projects , conference planning, and event support .

A wide array of equipment and multimedia display devices areavailable, and MTS can provide training and support for faculty whoteach in classrooms that are equipped with the latest in multimediatechnology. Services such as digital photography and media, video andaudio production , CD and DVD production and duplication , andgraphic design are also available . Faculty who wish to reach their students outside of the classroom can take advantage of the BC Cable TVsystem by airing original or rental films and videos . Media TechnologyServices is located in Campion Hall, Room 36 . For more information,call 6 17—552—4500or vis it

D ivis ions within MTS include :Class room Support ServicesGraphic, Photography and Design ServicesAudio and Event Technology ServicesVideo and Cable Television ServicesFilm and Video RentalsNewton Campus Support ServicesProj ect Management and Technical Support Services

UNIVERS ITY RESEARCH INSTITUTES AND CENTERSResearch is an important part of the intellectual life at Boston

College . Faculty members, graduate students, and undergraduates collaborate in a range of research strategies across the disciplines and professionalschools including laboratory studies, quantitative and qualitative research,archival and textual research, theory development, and field and bas icresearch . In addition to the work of individual faculty and units, BostonCollege supports the collaborative work offaculty and students across theUniversity through the following centers and institutes :Boisi Center for Religion and American Public Life

Through its many campus events, seminars, publications, and visiting fellows program , the Boisi Center creates opportunities for scholars ,policy makers , and media and religious leaders to connect in conversationand scholarly reflection around issues at the intersection of religion andAmerican public life . The Center does not seek to advance any ideological or theological agenda, whether conservative or liberal. Rather, it operates on the conviction that rigorous conversation about religion and public life can clarify the moral consequences ofpublic policies in ways thathelp to maintain the common good while respectingAmerica’s increas ingreligious diversity. For more information, visitCenter for Christian—Jewish Learning

The Center for Christian—Jewish Learning is devoted to the multifaceted development and implementation ofnew relationships betweenChristians and Jews that are based not merely on toleration but onfull respect and mutual enrichment . This defining purpose flows fromthe mission of Boston College and responds to the vision expressed inRoman Catholic documents ever since the Second Vatican Council .

The building of new, pos itive relationships between Jewsand Christians requires sustained collaborative academic research .

Therefore, under the Center ’ s ausp ices , scholars and thinkers


representing diverse Jewish and Christian perspectives engage inintense and ongoing study of all aspects of our related, yet distinct,traditions of faith and culture .

The Center is thus dedicated to conducting educational researchand to offering programs , both in the Univers ity and the wider community, in which Christians and Jews explore their traditions together .For more information , vis itCenter for Corporate CitizenshipBased in the Carroll S chool ofManagement, the Boston College

Center for Corporate Citizenship combines the most valuable aspectsof a professional community and the resources of a leading academicinstitution . Founded in 1985 , the Center engages 400member companies and more than individuals annually on diverse topicswithin the field of corporate citizenship . The Center offers professionaldevelopment, access to an online community of peers , regional programs , timely research, best practice updates , and an annual conferenceaddressing the challenges that corporate citizenship professionals face .Contact the Center for Corporate Citizenship at 6 17—552—4545 ,ccc.bc.edu or [email protected].

Center for Human Rights and International JusticeThe Center for Human Rights and International Justice, a col

laborative effort of faculty from various departments and schools atBoston College, addresses the increas ingly interdisciplinary needs ofhuman rights work. Through multidisciplinary training programs ,applied research, and the interaction of scholars with practitioners , theCenter aims to nurture a new generation of scholars and practitionerswho draw upon the strengths ofmany disciplines , and the wisdom of

rigorous ethical train ing in the attainment of human rights and international j ustice . For more information , visitCenter for Ignatian Spirituality

The Center for Ignatian Spirituality at Boston College offersmembers of the university— and faculty and staff in particular— oppor

tunities to learn about and experience more deeply the spirituality ofIgnatius Loyola, the founder of the Society of Jesus . This spiritualityis at the heart of the Jesuit mission of Boston College . The Centersponsors talks on campus , and offers retreats , seminars , and reflectionopportunities for groups as well as individual spiritual direction . Formore information, visit us at Bourneuf House, 84 College Road, or call(6 17—552- 1777 ) or click (www.bc.

Center for International Higher EducationEstablished in 1995 and housed in the Lynch School ofEducation ,

the Center for International Higher Education (CIHE) is an academicresearch and training unit providing information, publications , anda sense of community to colleges and univers ities around the world .

Our focus is on conducting research and disseminating knowledgeon current issues in higher education worldwide . We are interested inall manner of postsecondary systems and institutions , with a specialconcern for academic institutions in the Catholic and Jesuit tradition .

CIHE is a also particularly attuned to the needs of academic institutions in developing countries .Center activities include : the publication of InternationalHigher

Education, a quarterly publication dealing with the central mattersof higher education in an international context ; regular informationdissemination about higher education developments around theworld via various social media outlets ; the production of books andreports on key issues in international higher education ; engagement in


ABOUTBOSTON COLLEGEcollaborative international research projects ; the provision of profes

sional development and train ing courses ; and involvement in internationalmeetings and conferences on higher education issues worldwide .Vis iting scholars from around the world are often in residence atthe Center . CIHE works in conjunction with the Higher EducationProgram of the Lynch School of Education (LSOE) , and is respon

s ible for coordinating LSOE’

s Master ofArts in International HigherEducation .

For more information on the Center for International HigherEducation, visitCenter for Optimized Student Support

The mission of the Center for Optimized Student Support isto study the most effective ways to address the out—of—school factorsimpacting student achievement and thriving in schools . The Centerdevelops , tests , and disseminates innovative practices that address theseout—of—school factors (social/emotional, health, and family) by optim izing student support in schools .Center for Retirement Research

The Center for Retirement Research at Boston College wasestablished through a grant from the Social SecurityAdministration in1998 . The goals of the Center are to promote research on retirementissues , to transmit new findings to the policy community and the public, to help train new scholars , and to broaden access to valuable datasources . As the nation confronts the myriad issues surrounding howbest to ensure adequate retirement income for an aging population, theCenter’s research experts explore any issue involving money and retirement, including Social Security, employer—sponsored pensions , homeequity, and the labor force behavior of older workers . The Center alsoemploys undergraduate and graduate research ass is tants and sponsorscompetitive grant programs for j unior faculty and graduate students .For more information on publications , events , and financial sup

port programs , call (6 17—552 send an e—mail or

visit the Center ’s websiteCenter for Student Formation

The Center for Student Formation engages students to explorethe connection between their talents , dreams , and the world ’s deepneeds . By incorporating faculty and staff into all areas of programming, the Center provides opportunities in which students may fullyintegrate their intellectual, social, and spiritual experiences . In additionto sponsoring events for faculty, staff, and students , the Center forStudent Formation collaborates with University departments to serveas a resource for new program design and implementation .

Center for the Study ofTesting, Evaluation , and

Educational Policy (CSTEEP )The Lynch School ofEducation houses the Center for the S tudy of

Testing, Evaluation, and Educational Policy (CSTEEP) , a Universitysupported research center internationally recognized for its work inthe policy uses of tests . This research center is a rich resource for thoseinterested in educational reform, teacher professional development andthe impact of educational technology. It is especially well-known for itswork on high—stakes assessment and in the analyses ofpolicies related totest-based educator accountability. It also conducts studies employingdata from national and international large—scale assessment surveyssuch as the NationalAssessment ofEducational Progress , TIMMS andPIRLS . Further information on CSTEEP is available on its website atavailable at

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ABOUTBOSTON COLLEGE

Center forWork 85 FamilyThe Boston College Center for Work 85 Family (BCCWF) is a

global leader in helping organizations create effective workplaces thatsupport and develop healthy and productive employees . The Center,part of the Carroll School ofManagement, links the academic community to leaders in the working world dedicated to promoting workforceeffectiveness . With nearly 100 leading employers as our corporatepartners , BCCWF has the potential to impact the lives and workenvironments of four mill ion employees . As work—l ife issues continueto become more prominent in discuss ion, BCCWF is frequently calledupon as an expert contributor to explore the myriad of challenges facing workplaces , fam ilies , and society.

The Center’s values are :Bridging Research and P ractice : We seek to advance the depthand quali ty of knowledge in the work- l ife field and serve as abridge between academic research and organizational practice .Tran sfo rming Organization s : We believe any work- l ife in itiativeis also an organizational change initiative . We help identify anddevelop organizational models to meet the needs of a contemporary workforce and provide expertise to assist in implementingthese changes successfully.

Strengthening Society: We believe employers who recognize andmanage the interdependence ofwork, family, and communitybuild stronger organizations and a more vibrant society.

The Center ’s initiatives fall into three broad categories : workplacepartnerships , research, and education .

0 Workplace Partnerships : The Center is home to highly successfulemployer partnerships : the BC Workforce Roundtable and theNew England Work and FamilyAssociation (NEWFA) . Eachmembership group offers interactive events , access to informational resources , and a robust community dedicated to sharing leadingpractices .Research : The Center focuses attention on applied studies thatcontribute knowledge building, meet standards of rigorousresearch, and are meaningful and practical to practitioners . TheCenter’s research focuses on how organizational leadership , culture, and human resource practices increase work force engagement, productivity and commitment while also improving thequality of employees

’ l ives . Recent topics of focus include careermanagement, workplace flexib ility, fatherhood, and Millennialsin the workplace .Education : Consistent with the mission ofBoston College, theCenter is committed to academic excellence . Several courses areoffered within the Boston College community as well as expertled presentations at corporate, regional and international conferences and events . Center reports , videos and other publicationsare available as educational resources for individuals , corporateleaders , HR Professionals , academics and the media.For more information, vis itwww.bc.edu/cwfor follow@BCCWF .

Global Leadership InstituteThe Global Leadership Institute (GLI) specializes in professional

development and leadership training for mid and senior level leadersfrom around the world . Offering custom and “open enrollment”professional development programs for international executives anddeveloping leaders , private corporations , and government agencies ,the GLI enables profess ionals to develop applied skills for contemporary challenges . The GLI offers program ing in areas of importance to

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leaders in business , government, the sciences , and the community suchas Strategic marketing, organizational change management, e—commerce, policy development, and the applied sciences .GLI programing also connects the Boston College community

to the world by enabling faculty to develop and deepen links withpractitioners from across the globe . Programs offer a robust mix of

classroom seminars led by Boston College faculty, participant casestudy analysis , and site visits” to and exchanges with innovative andeffective leaders from across the Commonwealth ofMassachusetts andthe United S tates .For more information, visit our webs ite at www.bc.edu/gli or

contact D irector, Dr. Robert Mauro at 6 17—552—4503.

Institute ofMedieval Philosophy and TheologyThe Institute is a center that unites the teaching and research efforts

of the faculty members in the Philosophy and Theology departmentswho specialize in Christian , Jewish, andArabic medieval philosophy andtheology. Doctoral degrees are awarded in the Philosophy or Theologydepartments , and students matriculate in one of these two departments .The focus of the Institute is on the relationship between medieval philosophy and theology and modern continental philosophy and theology.

To foster this dialogue and encourage the scholarly retrieval of thegreat medieval intellectual world, the Institute sponsors speakers programs ; runs a faculty—student seminar to investigate new areas ofmedieval philosophical and theological research; and runs a research center toass ist in the publication ofmonographs and articles in the diverse areasof medieval philosophy and theology to encourage the translations ofmedieval sources , and to Stimulate editions ofphilosophical and theological texts . For more information, visitgraduate/special/med—phil.html.

Institute for Scientific ResearchFormed in 1954 , the Institute for S cientific Research (ISR) is the

largest sponsored research center at Boston College . It embodies theUniversity’s motto “Ever to Excel . It has been and continues to be atthe forefront ofworld—class innovative research .

Our highly skilled team of scientists , engineers , mathematicians ,and research associates uses its expertise for theoretical and experimen

tal studies that include space physics , space chemistry, solar—terrestrialresearch, space weather, and seismic studies .Our current proj ects include heavenly explorations , such as

observing the celestial sky to interpret the changes in infrared emissionsin space, and earthbound pursuits , such as defining the effects of solarstorms on space-based communication and navigation systems .Our researchers are fully dedicated to their work and have

achieved numerous awards and high acclaim from our sponsors , whoinclude the following0 Air Force Research Laboratory (AFRL)

Air Force Office of Scientific Research (AFOSR)Office ofNaval Research (ONR)National Science Foundation (NSF)NationalAeronautics and Space Administration (NASA)Federal Aviation Administration (FAA)Other sponsors and partners from industry and academiaAs an organized research institute at Boston College, ISR supports

the research mission of Boston College to conduct national and international s ignificant research that advances insight and understanding,enriches culture, and addresses pressing social needs . Through our


research and workshops , ISR also fosters the intellectual developmentof young scientists from around the world . For more information onour programs , visitInstitute for the Study and Promotion ofRace and

Culture (ISPRC)The ISPRC was founded in 2000by Dr. Janet E . Helms to pro

mote the assets and address the societal conflicts associated with raceand culture in theory and research, mental health practice, education ,business , and society generally.

The Institute solicits , designs , and distributes effective interventions with a proactive, practical focus . Each year the Institute addressesa racial or cultural issue that could benefit from a pragmatic, scholarly,and/or grass roots focus through its D ivers ity Challenge conference . Formore information, visitIrish Institute

The I rish Institute is a division of the Center for Irish Programsat Boston College . The mission of the Institute is to promote the peaceand normalization process on the island of I reland and to contributeto social, political, and economic stab il ity through cross-border andcross—community cooperation . Professional development programmingby the Institute introduces Irish and Northern Irish participants tosuccessful models of best practices in the US , as well as offering anopportunity for cultural exchange that promotes mutual understandingamong the US , I reland, and Northern Ireland .

S ince its founding in 1997 , more than decision—makersfrom all sectors , including government, business , education , environment, policing, media, and nonprofits , have participated in over 120Irish Institute programs . Programs balance classroom seminars ledby Boston College faculty with site vis its to innovative and effectiveindustry leaders in Massachusetts and across the United States . TheIrish Institute is regarded as an honest broker by allparties on the islandof I reland, and its reputation for delivering quality programming in aninclusive environment attracts leaders from all communities and fromacross the political spectrum .

The Institute receives annual funding from Boston College, theUS . Congress through the US . Department of S tate, the Bureau ofCultural and Educational Affairs , as well as through external businesspartnerships . For more information, visit our webs ite atwww.bc.edu/

irishinstitute or contact D irector, Dr. Robert Mauro at 6 17—552—4503.

Jesuit InstituteThe Jesuit Institute was established in 1988 to support the Jesuit,

Catholic character of Boston College precisely as a university. Initiallyfunded by the Jesuit Community and then by subsequent generousdonations , the Institute works in collaboration with existing schools ,programs and faculties primarily at Boston College . Within the atmosphere of academic freedom and colleagueship , the Institute promotesresearch and collaboration on issues that emerge at the intersection offaith and culture . The Institute supports program s that explore suchreligious and ethical questions and sponsors the presence on campusof scholars committed to these questions . Vis itjesinst.

Lonergan Center

Studies related to the work of the Jesuit theologian and philosopherBernard Lonergan, S.J . , (1904—1984) are fostered and advanced in theLonergan Center at Boston College . Inaugurated in 1986, the Centerhouses a growing collection of Lonergan ’s published and unpublished


ABOUTBOSTON COLLEGEwritings as well as secondary materials and reference works . BostonCollege sponsors the annual Lonergan Workshop each June, providingresources , lectures, and workshops for the study ofthe thought ofBernardLonergan, S.J . Scholarships and fellowships offered by the LonerganInstitute enable scholars from around the world to utilize the resources ofthe Center. For more information, visitTIMSS 8C P IRLS International Study Center

The TIMSS 85 P IRLS International S tudy Center, Lynch Schoolof Education, is a global research enterprise that conducts assessmentsof student educational achievement in countries all around the world .

Drs . Ina V.S. Mullis and Michael O . Martin, Executive D irectors ,provide the overall international direction of TIMSS (Trends inInternational Mathematics and Science S tudy) and PIRLS (Progressin International Reading Literacy Study) . Over the past 20 years , theTIMSS 8C PIRLS International S tudy Center has attracted nearly $ 100million in research funding to Boston College .S ince 1995 , TIMSS has assessed mathematics and science achieve

ment every four years at the fourth and eighth grades , while TIMSSAdvanced has assessed advanced mathematics and physics at thetwelfth grade . TIMSS 2015 provides 20years of trends , with about 60countries participating in the study. New in 2015 , TIMSS Numeracy,a less difficult version of TIMSS, assesses primary school childrenstill developing fundamental mathematics skills . Looking toward thefuture, eTIMSS 2019 will trans ition TIMSS from paper and pencil toan electronic tablet and stylus environment .S ince 2001, PIRLS has assessed reading comprehension every five

years at the fourth grade . PIRLS 2016 will provide 15 years of trends ,with more than 50 countries participating. Also , PIRLS Literacy willprovide a less difficult reading assessment than PIRLS for countrieswhere children are Still developing fundamental reading skills . New in2016, ePIRLS is a computer based assessment ofstudents ’ ability to readand comprehend information presented in an internet environment .

The TIMSS 8C P IRLS International S tudy Center is fundedby the International Association for the Evaluation of EducationalAchievement (IEA) , headquartered in the Netherlands . For more information, visit timssandpirls .bc.edu .

Weston Observatory of the Department ofEarth and

Environmental SciencesWeston Observatory is a geophysical research and science educa

tion center of the Department of Earth and Environmental S ciencesat Boston College . It is located in Weston, Massachusetts about 10miles west ofBC’

s Chestnut Hill campus . The Observatory, which hasbeen recording earthquakes since the 1930s, conducts bas ic researchon earthquakes and related processes , provides public information aftersignificant earthquakes occur, contributes to earthquake awareness tohelp reduce the tragic effects of earthquakes , and educates future generations of geophysicis ts , geologists , environmental geoscientists , andscientifically literate citizens .

Today’s advances in geophys ical instrumentation, coupled withadvances in Internet communication and social media, make it poss ibleto observe and study earthquakes and the Earth

’s interior in unprecedented ways . Inspired by its earliest roots in the 1930s that formedthe foundation of a modern high—tech networked observatory of thetwenty-first century, Weston Observatory shares in that endeavor.Seismic monitoring at Weston Observatory is part of a consortiumof institutions that operate networks of seismographs throughout the

ABOUTBOSTON COLLEGENortheast United S tates and around the world . In the early l960s ,newer seismographs were installed at the Observatory as part of theWorld—Wide Standardized Seismographic Network (VVWSSN) , thefirst modern global seismic monitoring system . The Observatorycontinues to operate itsWWSSN station, and continues to develop itsmore modern research and educational seismographs distributed acrossNew England . The facil ities at Weston Observatory offer students aunique opportunity to work on research proj ects in geophysics andrelated research areas . For more information, visit the Observatorywebsite :

STUDENT LIFE RESOURCESAthletics Department

In keeping with its tradition as a Catholic and Jesuit univers ity,rooted in a belief that seeks God in all things , especially in humanactivity, the Boston College Athletics Department offers a broad-basedprogram of intercollegiate athletics , as well as intramural, recreation ,and club sport opportunities . Through these activities , the AthleticsDepartment provides an educational experience that promotes thedevelopment of the whole person intellectually, physically, socially,and spiritually. Through its offerings , the Athletics Department playsan integral part in the personal formation and development ofstudents ,preparing them for citizenship , service, and leadership .

The University’s pursuit of a j ust society is fostered throughthe Athletics Department ’s commitment to the highest standards ofintegrity, ethics , and honesty. The Athletics Department promotes theprinciples of sportsmanship , fair play, and fiscal responsib ili ty in compliance with University, Conference, and NCAA policies .

TheAthletics Department supports and promotes the University’sgoal of a diverse student body, faculty, and staff. In this spirit, theAthletics Department supports equitable opportunities for all studentsand staff, including minorities and women .

Career Center

The Career Center at Boston College offers an exciting programof services and resources designed to help students build successfulcareers . Through the Career Center, students may obtain advice andguidance regarding career and major choices , gain work—related expe

rience, make meaningful connections with alumni and employers , andlearn the latest j ob search techniques .Students can stay informed by checking CareerEdge as well as

the Career Center web site for career insight as well as program andresource information .

Students are encouraged to learn more about career fields byconducting informational interviews with BC alumni . The CareerCenter hosts many events designed to introduce students to alumni . Anumber of Boston College Alumni groups can be found on LinkedInand Facebook. The RealJobs Blog Series , available through the CareerCenter web site, provides another opportunity for students to learnabout the day—to—day life of profess ionals .Internship and Experiential Learning programs offer students

in all class years numerous opportunities to gain practical work experience in a professional capaci ty over the summer months or duringthe academic year. The Career Center works closely with studentsto prepare them for their Internships through building effective networking and interviewing skills . As a member of the University CareerAction Network (UCAN) , a consortium of 22 prestigious nationalcolleges and universities , Boston College makes available internships

in a wide range of professional settings and geographic areas . Theannual Internship Fair is held every spring semester. Students are alsoencouraged to participate in the BC Externship program which offersj ob—shadowing experiences during the winter break.

Active j ob postings with hundreds more employers are maintainedvia the EagleLink database which is open to all students and alumni .The annual Boston College Career Fair is held every fall semester .

The Boston College Career Center is located at 38 CommonwealthAvenue . For a list ofour services , including in—person and online dropins as well as individual career advising appointments , please visit us atcareercenter.bc.edu .

Career services for Carroll Graduate School ofManagement students are available through the CGSOM Career Strategies Office . Lawstudents will find ass istance available through the Law School CareerServices Office .Office ofCampusMinistryWithin the Division of

Mission and MinistryBoston College is rooted in the Roman Catholic faith and the rich

spirituality of the Society of Jesus . The Office of Campus Ministry isdedicated to the faith formation of all of its students , faculty and staffthrough worship , religious retreats , sacramental catechesis , prayer, spiritual companionship , small faith communities , pastoral care as well asan array of service opportunities . The Campus Ministry mission is tohave faith influence every aspect ofBoston College life from classroomsto libraries , from laboratories to residence halls , from student organizations to athletic teams , and from chapels to wherever students , facultyand staff gather in the University’s name . All are welcome . CampusMinistry’s main office is located in McElroy, Room 233. Its phonenumber is 6 175523475 . For further information, please go to www.

bc.edu/m inistry.

Dining ServicesGraduate students may open an optional Eagle-One account,

which allows them to use their BC Eagle ID to make purchases at avariety of food and retail locations both on and off campus . Optionalaccounts are convenient, prepaid, declining balance accounts that areideal for graduate and law students . Opening an optionalD ining Bucksaccount saves students 100/o on every purchase made in a dining hallor outlet such as the Bean Counter, Hills ide or the Chocolate Bar inStokes . D ining Bucks are also accepted in vending machines and thethree On The Fly Eagle Marts , although with no discount . You canalso choose one of our flex dining plans which provides two optionsfor buy in with significant bonus dollars at $800 and Specificdetails regarding these plans can be obtained on the dining website atwww.bc.edu/dining or by contacting the office of Student Services at6 17—552 3300. These accounts , which are fully refundable if not used,may be opened online any time of the year through the Agora Portal.Disability Services Offi ceServices for students with hearing, visual, mobility, medical, and

psychiatric disab ilities are coordinated through the Ass istant Deanfor Students with D isabilities . Academic and other types of supportservices are provided to students who provide appropriate documentation and complete the appropriate intake forms . Accommodations areindividualized and may include, but are not limited to, s ign languageinterpreters , ass isted listening equipment, CART services , electronictextbooks , extended time for exams , alternate testing locations , facilitation of program modification, course under—loads, readers , scribes , and


note—takers . Additionally, parking permits are granted for temporarilydisabled students . TheAss istant Dean works with each student to determine the appropriate accommodations necessary for the student ’s fullparticipation in college programs and activities .

All students are encouraged to register with the department priorto the beginning of the school year . For more information, contactAss istant Dean Paulette Durrett at 617—552—3470or visit www.bc.edu/

disab ility. Services and accommodations for students with learning disabilities and Attention Deficit Hyperactivity D isorder are coordinatedthrough the Connors Family Learning Center. The Center, located inO

’

Neill Library, provides academic support services and accommodations to undergraduate and graduate students . The Center’s services areextensive and vary depending upon the unique needs of the individualstudent . For more information, contact Dr. Kathy Duggan at 6 17—5528093 or visitGraduate Student Association

The Graduate Student Association (GSA) of Boston College isa student—run organization that advocates for issues important to thegraduate community, sponsors programs geared toward graduate students ’ need and interests , and provides funding for research grants andprofessional development opportunities . Advocacy groups affiliatedwith the GSA include the Graduate S tudents of Color Association(GSCA) , the Graduate International S tudent Association (GISA) , andthe Graduate Pride Alliance (GPA) . The GSA is located in the MurrayGraduate Student Center at 292 Hammond Street, across BeaconStreet from Middle Campus . For more information, vis it www.bc.edu/

gsa.

The Offi ce ofGraduate Student Life/John CourtneyMurray, S.J . Graduate Student Center

As part of the D ivis ion of Student Affairs , the miss ion of theOffice ofGraduate Student Life is to facilitate student learning and formation in their fullest sense ( integrating intellectual, ethical, religiousand spiritual, and emotional—social development) and to promote aninclusive community of engaged learners while advancing the JesuitCatholic heritages and values of Boston College . To this end, theOffice of Graduate S tudent Life provides a variety of programs andservices for graduate and profess ional students and works with theGraduate Student Association to serve as an advocate for the graduatepopulation .

The John Courtney Murray, S.J . Graduate Student Center isan essential component of the Office ’s miss ion, serving as a center ofhospitali ty and community building. It provides a number of servicesand amenities available to all current graduate students , including acomputer lab (printing, network, and wireless access) , study areas ,meeting space, dining and lounge areas , bill iards , ping pong, and accessto two Smart TVs for presentations and video conferencing. Spaceswithin the house can be reserved for events and group meetings . TheCenter is located at 292 Hammond Street (j ust across Beacon Streetfrom McElroy) .

For more information about programs and services provided bythe Office ofGraduate S tudent Life, call 6 17—552- 1855 or visit www.

bc.edu/gsc.

University Health ServicesThe mission ofUniversity Health Services (UHS) , is to enhance

the physical and psychological well being of Boston College studentsby providing multifaceted health care services in the Jesuit tradition of


ABOUTBOSTON COLLEGEcura personalis (care for the entire person) . UHS provides a compassionate safe haven for those in cris is and improves student learning outcomes through modifying health related barriers to learning, enablingfull participation in the college experience . The Department is locatedin Cushing Hall on the Main Campus and can be contacted by calling6 17—552—3225 .

The Outpatient Unit staff includes full—time primary care physicians, nurse practitioners , and on—s ite specialty consultants . The24-hour Inpatient Unit provides care for students requiring observation and frequent physician/nurse assessments . The staff also providesurgent outpatient nursing assessments when the Outpatient Unit isclosed and can be reached at 6 17—552—3225 .

Boston College requires that all undergraduate resident studentsbe enrolled with University Health Services . A mandatory campushealth fee is included on the tuition bill . Undergraduate students livingoff—campus who have been charged this fee and do not wish to util ize theservice, may request a waiver from the Univers ity Health Services officeat 2150Commonwealth Avenue or download it from the UniversityHealth Services website . It must be submitted to the University HealthServices Department during the month of September .

Accessing care from University Health Services is optional forgraduate students and is available through payment of the Health/Infirmary fee or on a fee-for—service bas is .

All students may have access to the facilities for first aid or in caseof an emergency.

The Health/Infirmary fee covers medical care provided on campusby University Health Services and is not to be confused with medicalinsurance . Massachusetts law requires that all students be covered byan Accident and S ickness Insurance Policy so that protection may beassured in case of hospitalization or other costly outside medical services . See Massachusetts Medical Insurance .

Additional information is available at the University HealthServices webs ite : For additional information regarding services or insurance, call 6 17—552—3225 or visit thePrimary Care Center at 2150Commonwealth Avenue .Immunization

All students considered full—time by the University are required tocomply with Massachusetts College Immunization Law.

The College Immunization Law requires proof of the followingimmunizations :

Tdap Booster If it has been less than 5 years since the last doseof Tdap is not required but is recommended regardless of the interval s ince the last tetanus—containingvaccine .2 doses of the Measles , Mumps and Rubella vaccines ; with theexception ofHealth Science students, birth before 195 7 in the U S.

is also acceptable .3 doses of the Hepatitis B vaccinesMeningitis vaccine within the past 5 years or submiss ion ofwaiver form for all students living in University—sponsoredhousing2 doses ofVaricella chicken pox vaccines or a reliable historyof chicken pox documented by a health care provider; with theexception ofHealth Science students, birth before 19 80in the U S.

is also acceptable .Completion of the Tuberculosis Screening Form is also required .

ABOUTBOSTON COLLEGEGSONé“ SONhave additional requirements topreparefor clinicalreadiness; these requirements will be communicated to each studentby the respective schools.

If proof of immunization for measles , mumps , rubella, hepatitisB , and/or varicella is not available, a blood Titer showing immunitywill be accepted .

Failure to show proof of immunizations within 30days from thestart of classes will result in a block on your registration and an administrative fee of $70will be charged to your student account .University Counseling Services (UCS)University Counseling Services (UCS) provides counseling, psy

chological, and psychiatric services to the students of Boston College .The goal of UCS is to ass ist students in understanding and solvingproblems that interfere with their personal development and successas students . Services available include individual counseling and psychotherapy, psychiatric services , consultation, evaluation , and referral.

Students wishing to make an appointment should call 6 17—552—3310.

Volunteer and Service Learning Center (VSLC)The mission of the Volunteer and Service Learning Center is to

support students who seek opportunities to serve Others . We do thisby communicating volunteer needs , offering advisement and resourcesfor service in itiatives , providing educational opportunities , and collaborating with other University departments who engage with studentsin service . The Center supports the education and formation of our

students by promoting conscientious service in the context ofCatholicsocial teaching and contemporary Jesuit education . Services include :0 An online volunteer database available for students to find service placements in the Greater Boston area that fit their interestsand schedulesAnnual programs including the First Year Service Program,

Welles R. Crowther Red Bandanna 5k Run, Relay for Life,Nicaragua Faculty/Staff Immersion TripStrong partnerships with Boston—based organizations , includingBig Brothers Big S isters ofMA BayVolunteer fairsAn English Language Learners program for BC employees topractice their language skills with BC student tutorsPost—graduate volunteer programming, such as an annual fair,discernment retreat, and student advisement for those considering full—t ime volunteer work after leaving Boston CollegeSupport for students , groups , and university departments onvolunteer proj ectsFor more information , vis it www.bc.edu/service .

Annual Notification ofRightsThe Executive D irector ofS tudent Services and the Vice President

for S tudent Affairs are responsible for notifying students annually oftheir rights under FERPA . The annual notice is to appear in the BostonCollege Bulletin and in the Boston College Student Guide.

All non—directory information is considered confidential and willnot be released to outs ide inquiries without the express written consentof the student .Student Rights Under FERPABoston College maintains a large number of records regarding

its students in the administration of its educational programs , as wellas its housing, athletics , and extracurricular programs . The Universityalso maintains employment and financial records for its own use and to

14

comply with state and federal regulations . Boston College is committedto protecting the privacy interests of its students and to maintainingthe confidentiali ty of student records in accordance with the FamilyEducational Rights and Privacy Act of 1974 (FERPA) .

These rights are as follows :The right to inspect and review the student ’s education recordwithin 45 days of the day the Univers ity receives a request foraccess .Any student who wishes to inspect and review information contained in an education record maintained by any office of theUniversity may, with proper identification, request access to therecord from the office responsible for maintaining that record .

Unless the circumstances require the existence of a formalrequest, an oral request may be honored .

Whenever an office responsible for maintaining educationrecords is unable to respond, the student may submit to theOffice of Student Services , dean, academic department head,or other appropriate official a written request that identifies therecord he or she wishes to inspect . The Univers ity official shallprovide access within 45 days after the University receives therequest, and shall notify the student of the time and place therecord may be inspected . If the record is not maintained by theUniversity official to whom the request is submitted, that official is to advise the student of the correct official to whom therequest is to be addressed .

The right to request the amendment of the student’s education

record if the student believes that information contained in hisor her record is inaccurate, misleading or in violation ofhis orher rights ofprivacy.

Any student who believes that information contained in his orher education record is inaccurate, misleading, or in violation ofhis or her rights ofprivacy is to write to the Univers ity officialrespons ible for the record, clearly identifying the part of therecord he or she wants changed, and specifying why the recordshould be amended .

If the University concludes that the record should not be amended as requested, the University will notify the student, advise thestudent ofhis or her right to a hearing and provide informationabout the hearing process .The right to consent to the disclosure of personally identifiableinformation contained in the student ’s education record, exceptto the extent permitted under FERPA. One exception thatpermits disclosure without consent is disclosure to Univers ityofficials with legitimate educational interests , which may includeemployees in administrative, supervisory, academic or research,or support staff position ( including law enforcement unit personnel and health staff) ; members of the Board ofTrustees ; andstudents serving on an official committees , such as a disciplinaryor grievance committees , or ass isting another University officialsin performing their tasks . University officials may also be contractors , consultants , volunteers or other outside parties to whomthe University has outsourced institutional services or functionsthat would ordinarily be performed by University employees .The University may disclose education records without consentto officials of other educational institutions that have requested


the records and in which a student seeks or intends to enroll oris already enrolled so long as the disclosure is for purposes related to the student ’s enrollment or transfer.The right to file a complaint with the US . Department ofEducation concerning alleged failures by the University tocomply with the requirements of FERPA. Written complaintsmay be directed to the Family Policy Compliance Office,US . Department ofEducation , 400Maryland Avenue, SW,

Washington, D .C. , 20202—4605 .

Confidentiality of Student RecordsCertain personally identifiable information from a student ’s edu

cation record, designated by Boston College as directory information,may be releas ed without the student’s prior consent . This informationincludes name ; term, home, local, and electronic mail addresses; telephone listing; date and place of birth ; photograph; major field of study;enrollment status ; grade level; participation in officially recognized activities and sports ; weight and height ofmembers ofathletic teams; dates ofattendance ; school/college of enrollment; anticipated date ofgraduation ;degrees and awards received; the most recent previous educational agencyor institution attended; and Other similar information .

Electronic access to selected directory information is available toboth the Boston College community and the general public. A studentwho so wishes has the right to prevent the release ofalldirectory information including verification ofenrollment, or to suppress selected directoryinformation in their Agora Portal account under

“

Privacy Preferences . ”This must be done by the end of the first week of enrollment .Disclosures to Parents of StudentsWhen a student reaches the age of 18 , or attends a postsecondary

institution regardless of age, FERPA rights transfer to the student .Guidelines for the disclosure of information to parents are as follows :

Parents may obtain directory information at the discretion ofthe institution .

Parents may obtain nondirectory information grades ,GPA) at the discretion of the institution and after i t is determined that the student is legally dependent on either parent .Parents may also obtain nondirectory information if they have asigned consent from the student .

CONSUMER NOTICES AND D ISCLOSURES (HEOA)The university provides access to all the annual consumer notices

and disclosures required by the Higher Education Opportunity Actwhich reauthorized the Higher Education Act of 1965 , at

the following url :Each linked disclosure web page explains how to request a paper copyof that disclosure .0 Institutional and Studen t Info rmation , including informationregarding the University’s academic programs , facilities, faculty,academic improvement plans , accreditation, student rights withrespect to the privacy of student records, transfer of credit policies,resources for students with disabilities , the diversity of the studentbody, voter registration, copyright and file—sharing, and how toreach the Office of Student Services, which maintains a wealth ofresources and information for students and prospective students ;Finan cial Info rmation , including the cost of attendance, withdrawal and refund policies , information regarding financial aidprograms ( including information about eligib ili ty requirementsand criteria, forms , policies , procedures , standards for


ABOUTBOSTON COLLEGEmaintaining aid, disbursements and repayment) , studentemployment information and exit counseling information, andhow to reach Office of FinancialAid;S tuden t Outcomes, including information regarding retentionrates , graduation rates , and placement and education ofgraduates;Vaccination Policy, including the University’s policies withrespect to immunizations required under Massachusetts law;Annual Campus Security and Fire S afety Report, includingstatistics for the previous three years concerning reported crimesthat occurred on campus and on public property immediately adjacent to and accessible from the campus and fires thatoccurred in on—campus hous ing facil ities , and descriptions ofthe campus safety programs and policies , including informationregarding safety notification and emergency response procedures ,missing student notification procedures , campus law enforcement, sexual assault programs , and fire safety programs ;D rug—Free Campus and Workplace P rogram , including BostonCollege ’s standards of conduct and legal sanctions with respectto the unlawful possess ion, use and distribution of illegal drugsand alcohol by students , faculty, and staff, including sanctionswith respect to the unlawful possession , use and distribution ofillegal drugs and alcohol by students , faculty, and staff, some ofthe health risks and consequences of substance abuse, BostonCollege ’s continuing obligation to provide a drug-free workplaceunder the Drug-Free Workplace Act of 1988 , and the obligationof all individual federal contract and grant recipients to certifythat grant activity will be drug-free ; andAthletic P rogram Info rmation , describ ing how to request areport about the University’s athletic programs that includesparticipation rates , financial support, and other information onmen ’s and women ’s intercollegiate athletic programs from theOffice of the Financial Vice President and Treasurer .

F INANCIAL AIDBoston College offers a variety of ass is tance programs to help stu

dents finance their education . The Office of S tudent Services adm inisters federal Title IV financial aid program s that include Teach Grants ,Federal D irect Loans (Stafford and PLUS) , Federal Perkins Loans , andFederal Work—Study, as well as Nursing Loans .Financial aid application materials generally become available on

the Student Services website each January for thefollowing academic year . S tudents wishing to be considered for ass istance from federal sources must complete all required forms .For more complete information on financial aid at Boston

College, visit the S tudent Services website atGraduate and profess ional students should consult their school ordepartment for specific policies regarding financial aid .

General Information

It is the student ’s responsib il i ty to know and comply with all

requirements and regulations of the financial aid programs in whichthey participate . Financial aid awards may be reduced or cancelledif the requirements of the award are not met . Students receiving anyFederal Loans are expected to accept responsib ili ty for the promissorynote and all other agreements that they sign . S tudents must complywith all FederalWork—S tudy dates and deadlines .

https://www.forgottenbooks.com/join

Boston College Office for Institutional D iversity (OID)140Commonwealth Avenue (Office location : 129 Lake Street)Chestnut Hill, MA 02467Patricia LoweExecutiveD irector for InstitutionalD iversity/Title IX [email protected]

Phone : 6 17—552—3334E—mail : [email protected]

The Executive D irector for Institutional D iversi ty overseesthe efforts of the following additional Title IX coordinators : ( i)Student Affairs Title IX Coordinator (for student sexual harassmentcomplaints) , 260 Maloney Hall, Chestnut Hill, MA 02467 , KatieO

’

Dair, reachable at 6 17—552—3482 or ( ii) UniversityHarassment Counselor, reachable via OID (see above contact information) ; and ( i i i) Jaime Seguin , [email protected] Athletics Title IXCoordinator, the Senior Women ’s Administrator, 310Conte Forum ,

Chestnut Hill, MA 02467 , reachable at 6 17—552—8520.

In addition , any person who believes that an act of unlawfuldiscrimination has occurred at Boston College may raise this issuewith the Ass istant Secretary for Civil Rights of the United StatesDepartment ofEducation .

OFF—CAMPUS HOUS INGThe University operates an Off-Campus Hous ing office located in

Maloney Hall, Suite 4 13 for the convenience of those seeking referralsfor off—campus housing. The office maintains updated listings of apartments and rooms available for rent in areas surrounding the campus .Interested students can contact the office Monday through Friday,a.m . to p m . by calling 6 17—552—3075 or e—mailing [email protected] . Walk—ins are always welcomed as well . To search for listingsand general information on the Residential Life website, go to www.

bc.edu/offcampus . The office maintains a database of rentals androommate postings , as well as a list of local agents/brokers, resources ,and events . On average, it takes from 5 to 7 days to secure a place tolive near Boston College .

TUITION AND FEESTuition and fees for the Graduate S chools of Management,

Morrissey College of Arts and Sciences , Education, Nurs ing, SocialWork, and School ofTheology and Ministry are b illed on or aboutJuly 15 and August 15 for the fall and December 15 for the spring.

Payment is due by September 15 and January 11, respectively. All

students should be registered by August 15 for the fall and December15 for the spring .

The tuition in the Boston College Law School is due semi—annually by August 10and by December 10.

There is a $ 150 late payment fee for payments received after thedue dates lis ted above . In severe cases , students whose accounts are notresolved by the due dates may be withdrawn from the Univers ity.

Tuition in the Woods College ofAdvancing Studies is due uponregistration . All billing statements are sent electronically. Vis it www.

bc.edu/mybill for more information .

Graduate TuitionGraduate School of the Morrissey College ofArts and Sciences

Tuition per credit hour:

Auditor’

s —per credit hour

Lyn ch School ofEducation , Graduate P rogram sTuition per credit hour:


ABOUTBOSTON COLLEGEAuditor

’

s —per credit hour:


0 0 0

O0 0 0 0 0 0 0 0 0 0 0 0 0

O0 0 0 0 0

682

Carroll School ofMan agemen t, Graduate P rogram s

semester

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0

O0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Auditor’

s fee —per credit hour

Connell School ofNursing, Graduate P rogram sTuition per credit hour:

Auditor’

s —per credit hour 649

Boston College School of SocialWor


Auditor’


Boston College Law School**Tuition per semester:

Tuition per credit hour (AY)Tuition per credit hour (Summer)

School ofTheology and MinistryMTuition per credit hour:

Auditor’

s —per credit hour 5 12

Summer tuition per credit hour:

Summer auditor’

s —per credit hour 5 12

Woods Graduate College ofAdvan cing Studies— GraduateAdministrative Studies

Tuition per credit hour 774

Woods Graduate College ofAdvan cing Studies— Graduate App liedEconomics

Tuition per credit hour

Woods Graduate College ofAdvan cing Studies— GraduateCybersecurity


Woods Graduate College ofAdvan cing Studies— Graduate HealthAdministration

Tuition per credit hour

Summer Session**Tuition per credit hour 774

Auditor’


**S tudents cross—registering in graduate programs pay tuition ratesof the school in which they are enrolled .

are cons idered fees and are not refundable . S tudentschanging from credit to audit receive no refund .

Graduate GeneralFees*Acceptan ce Deposit FeesLynch School ofEducation , Graduate Programs

Connell School ofNursing, Graduate Programs :

Carroll School ofManagement,

Graduate Programs— part—time

Carroll School ofManagement,

Graduate Programs— full—time:

Boston College Law School—LB . Program 500

Boston College Law School— LL .M. Program 500

Boston College School of SocialWork 200

deposit due by April 15 with an additional $500 dueby May 15 .

Activity Fee— Per Semester(GSMCAS; LSOE, Graduate P rogram s ; CSON, GraduateP rogram s ; BCSSW; STM)

7 credits or more per semester:

Fewer than 7 credits per semester

ABOUTBOSTON COLLEGEActivity Fee— Per Semester(CSOM, Graduate P rogram s)

7 credits or more per semester:

Fewer than 7 credits per sem ester:

Activity Fee (Boston College Law School)Registration Fee (Woods College ofAdvan cing Studies)Registration Fee (Summer Session)Appl ication Fee (Non-Refundable)Graduate School of theMorrissey College of

Arts and Sciences : 70

Lyn ch School of Education , Graduate Programs : 65

Carroll School ofManagemen t, GraduateConnell School ofNursing, Graduate Programs : 50

Boston College School of SocialWork:

Boston College Law School:School ofTheology and Ministry:

Woods College ofAdvancing Studies :

Doctoral Comprehensive/Con tinuation Fee (Ph .D . Candidate) andMaster ’ s Thesis Direction (Per Semester)Graduate School of theMorrissey College of

Arts and Sciences :

Lyn ch School of Education , Graduate Programs :

Carroll School ofManagemen t, Graduate P rogram s :

Connell School ofNursing, Graduate Programs :

Boston College School of SocialWork:

In terim Study: 30

Laboratory Fee (Per Semester) up to

Late Paymen t Fee : 150

Massachusetts Medical In suran ce (PerYear) :fall semester; spring semester)

Microfilm and BindingDoctoral Dissertation :

Master’

s Thesis :

Copyright Fee (Optional) :Studen t Iden tification Card :(mandatory for all new studen ts)

*All fees are proposed and subject to change .who are in off—campus satellite programs in the

Boston College School ofSocialWork are exempt from the activity fee .Collection Cost and Fees

Tuition does not include the cost of lab fees , textbooks , or otherrequired materials for specific courses . In general, full—time graduatestudents should anticipate costs for textbooks and course supplies of

for the academic year . Textbook costs for specificcourses can be found on the website for the Boston College Bookstore .

The University reserves the right to correct typographical errors orto adjust the Tuition and Fees schedule at any time it deems necessary.

The Trustees of Boston College reserve the right to change thetuition rates and to make additional charges within the Universitywhenever such action is deemed necessary.

Matriculated students at Boston College are individually, personally, and primarily responsible to the University for paying all tuitionand other fees associated with enrollment and room and board, ifapplicable . This obligation also applies to any additional tuition andfees resulting from adjustments to course schedules . Students remainresponsible in accordance with University policy for tuition and fees forclasses from which they have been withdrawn, been dropped, failed, or

18 The B oston College Graduate Catalog2016—201 7

failed to attend . Students must formally withdraw from any/all classesthat they do not attend in a particular semester . Failure to properlywithdraw from these classes , according to the withdrawal timelinespublished by the Office of S tudent Services

will not relieve students of theirrespons ib il ity to pay any tuition/fees owed for such classes .Students will be informed of the status of their accounts via an

electronic b illing statement . It is their responsib ility to review thestatement, to make payments by the due date stated in the billingstatement, and to advise the Univers ity in a timely manner of anyerrors or discrepancies . They also agree that, in the event their accountis delinquent, a registration , transcript, ID , meal plan, parking anddiploma hold will be placed on their account . There will be a $ 150 latepayment fee assessed to unresolved accounts by the due date . Failure topay any balance when due may result in the cancellation of a student ’sregistration for the current academic term, referral of the account toa collection agency, legal action to collect any balance due, or anycombination thereof. Students will be responsible for all fees and costsincurred by Boston College for the collection of the past due amount,including collection and attorneys ’ fees . They will be charged a fee of

for a returned check or returned electronic payment if thisis a fourth returned item and $65 for any returned item overStudents will not be permitted to enroll in classes without agree

ing to accept financial responsib il i ty as described below.

Notice ofCon sen t to Collection CommunicationsI expressly consent to you, your affiliates , agents , and service

providers using written , electronic, or verbal means to contact me asthe law allows . This consent includes , but is not limited to , contactby manual calling methods , prerecorded or artificial voice messages ,e—mails and/or automated telephone dialing systems . I also expresslyconsent to you, your affiliates , agents , and service providers contactingme by telephone at any telephone number associated with my account,currently or in the future, including wireless telephone numbers ,regardless ofwhether I incur charges as a result . I agree that you, youraffiliates , agents , and service providers may record telephone callsregarding my account in assurance of quali ty and/or other reasons . Ihave read this disclosure and agree that the Lender/Creditor may contact me/us as described above .Massachusetts Medical InsuranceIn accordance with the Commonwealth of Massachusetts ’ law

and the policies of Boston College, all students who are registered ina degree program and all international students will automatically becharged by Boston College for medical insurance .

Non—degree studen ts who are registered at least 75 percent of thefull—time credit load (see chart below) will also be charged unless waiverinformation is submitted . Failure to maintain these credit levels willresult in the termination of the medical insurance . It is the student ’sresponsib il ity to monitor their eligib ili ty status .0 Woods Graduate College ofAdvancing Studies— 7 ormoreGraduate S chool of the Morrissey College ofArts andSciences— 7 or moreLynch School ofEducation, Graduate Programs— 7 or moreCarroll School ofManagement, Graduate Program s— 7 ormoreConnell School ofNursing, Graduate Programs— 7 ormoreBoston College School of SocialWork— 7 ormore

Boston College Law School— 12 ormoreSchool ofTheology and Ministry— 7 ormoreBoston College will offer all students who are required to enroll in

the BC insurance plan the option of participating in the plan offeredat the University or submitting a waiver if they have other comparableinsurance . The details of the University’s insurance plan are availableat

Domestic studen ts may waive the BC insurance plan by completing the electronic waiver form through theirAgora Portal at portal.bc.edu . S tudents under the age of 18 are required to submit a writtenwaiver form with the signature of their parent/guardian . This form isavailable for download at The waiver must becompleted and submitted by September 23, 2016, for the fall semesterand by January 27 , 2017 , for spring semester. Students who do notcomplete a waiver by the due dates will be enrolled and billed for theBC plan .

In ternational studen ts are not permitted to submit waivers andare required to participate in the BC plan . If you are insured through1) a parent/guardian/spouse

’

s health insurance plan offered througha US employer, 2) a government sponsored program , (for exampleGovernment of Kuwait/UAE or Government of Saudi Arab ia) , or 3)MassHealth or a plan purchased through the MA Health Connector(except Health Safety Net, Children ’s Medical Security orMassHealth

Limited) , you might be eligible to waive coverage . The waiver form forinternational students is available atReturned ChecksReturned checks will be fined in the following mannerFirst three checks returned : $25 per checkAll additional checks : $40per checkAny check in excess of $65 per check

Withdrawals and RefundsFees are not refundable .Tuition is cancelled subj ect to the following conditionsNotice ofwithdrawal must be made in writing to the dean of thestudent ’s school .The date of receipt ofwritten notice ofwithdrawal by theDean ’s Office determines the amount of tuition cancelled .

The cancellation schedule that follows will apply to students withdrawing voluntarily, as well as to students who are dismissed from theUniversity for academic or disciplinary reasons .Graduate Refund Schedule (Excluding Law)Graduate students (except Law students) withdrawing by the fol

lowing dates will receive the tuition refund indicated below.

First S emesterby Sept . 7 , 2016 : of tuition charged is cancelledby Sept . 9 , 2016 : 800/o of tuition charged is cancelledby Sept . 16, 2016 : of tuition charged is cancelledby Sept . 23, 2016 : 400/o of tuition charged is cancelledby Sept . 30, 2016 : 200/o of tuition charged is cancelled

Second Semesterby Jan . 25 , 2017 : of tuition charged is cancelledby Jan . 27 , 2017 : 800/o of tuition charged is cancelledby Feb . 3, 2017 : of tuition charged is cancelledby Feb . 10, 2017 : 400/o of tuition charged is cancelledby Feb . 17 , 2017 : 200/o of tuition charged is cancelledNo cancellations are made after the fifth week of classes .


ABOUTBOSTON COLLEGE

LawRefund ScheduleLaw students are subj ect to the refund schedule outlined below.

First Semesterby Aug. 26, 2016 : of tuition charged is cancelledby Sept . 9 , 2016 : 800/o of tuition charged is cancelledby Sept . 16, 2016 : of tuition charged is cancelledby Sept . 23, 2016 : 400/o of tuition charged is cancelledby Sept . 30, 2016 : 200/o of tuition charged is cancelled

Second Semesterby Jan . 13, 2017 : of tuition charged is cancelledby Jan . 27 , 2017 : 800/o of tuition charged is cancelledby Feb . 3, 2017 : of tuition charged is cancelledby Feb . 10, 2017 : 400/o of tuition charged is cancelledby Feb . 17 , 2017 : 200/o of tuition charged is cancelled

Summer Sessions Refund Schedule: All SchoolsPrior to the second class meeting, of tuition charged is can

celled . No cancellation of tuition is made after the second class meeting.

FederalRegula tions Governing RefundsIf a student does not wish to leave any resulting credit balance on

his or her account for subsequent use, he or she should request a refundthrough their Agora Portal account at portal.bc.edu . If a student has acredit balance as a result of Federal Aid and he or she does not requesta refund, the University will, within two weeks , send the credit balanceto his/her local address .Federal regulations establish procedural guidelines applicable to

the treatment of refunds whenever the student has been the recipientof financial ass istance through any program authorized under Title IVof the Higher Education Act of 1965 . These guidelines pertain to theFederal Perkins Loan, the Federal Pell Grant, the Federal SupplementalEducational Opportunity Grant, the Federal College Work—S tudy, andthe Federal S tafford and PLUS Loan . In such cases , the regulationsrequire that a portion of any refund be returned according to federal guidelines . Further, if a student withdraws , the institution mustdetermine if any cash disbursement ofTitle IV funds , made directlyto the student by the institution for non—instructional purposes , is anoverpayment that must be repaid to the Title IV program . Universitypolicy developed to comply with the regulations at Boston College willbe available upon request from the Office of Student Services .National Student Clearinghouse

The National S tudent Clearinghouse maintains a comprehensiveelectronic registry of student records that provides a single, highlyautomated point of contact for organizations and individuals requiringtimely, accurate verification of student enrollment, degree, and loandata.

Today, over colleges , representing of the nation ’senrollment, participate in the Clearinghouse by providing regularstudent record updates on all of their currently enrolled students .Student loan providers , employers , student credit issuers , studenthealth insurance providers , the Federal government, and others accessthe Clearinghouse ’s registry over 100million times annually to conductelectronic student record verifications .

ABOUTBOSTON COLLEGE

Degree and Enrollment Verification Fifth Year P rogram s— Graduate School of MorrisseyBoston College has authorized the National S tudent Clearinghouse Arts and Sciences

to provide degree and enrollment verifications . The National Student English : B °A-/M-A

Clearinghouse can be contacted at LingUiStiCS:

Web : www.degreeverify.com HistoryPhone : 703-742-4200 Philosophy:Fax; 703-742-4239 Psychology:E—mail : [email protected]

Psychology/SocialWork :Mail : National S tudent Clearinghouse (B-A~ Psychology majors only)13454 Sunrise Valley Drive, Suite 300 Russian :Herndon, VA 2017 1 Slavic S tudies :

i l B .A. .A.

BOSTON COLLEGE GRADUATE DEGREE PROGRAMS gfifiizifig/soafivmk,Graduate School of the Morrissey College ofArts and Sciences Theology: B .A./M.A.

American Politics : M.A. , Ph.D .

Behavioral Neuroscience : M-A Ph.D . Dual Degree P rogram s— Graduate S chool of the Morrissey CollegeBiblical S tudies : Ph.D .

ofArts and SciencesBiology: Ph.D . Biology/Management:

Chemistry: M.S. , Ph.D . French/Management:

Class ics : M°A° Geology/Management:

Cognitive Neuroscience : M°A° > Ph.D . Geophysics/Management:

Comparative Politics : M~A° > Ph.D . Hispanic Studies/Management :Comparative Theology: Ph.D . Italian/Management:

Developmental Psychology: M~A~ > Ph.D . Linguistics/Management:

Economics : M°A° > Ph.D . Mathematics/Management:

Engiish ! M-A» M-A-T» Ph.D Philosophy/Law:European National Studies/History: M~A~ Political Science/Management:

French Literature and Culture : M.A. Russian/Management: M .A. /M.B .A.

Geology: M°S° > M°S°T° Slavic Studies/Management:

GeOPhysics : M-S» M S T. Sociology/Management:

Greek: M.A.

Hispanic Literature and Culture : M.A. School ofTheology and MinistryHistoricalTheology/History ofChristianity: Ph.D . Master ofD ivinity: M.Div.

History: M-A° > M Ph.D . Sacred Theology: S.T.D .

International Relations : M.A. , Ph.D . Theological Studies : M.T.S.

Irish Studies/English : M.A. Theology: Th.MItalian Literature and Culture : M.A. Theology and Education : Ph.D .

Latin : M-A~ Theology and Ministry: M.A.

Linguistics : M.A.

Mathematics : Ph~D ~ Fifth Year P rogram s— School ofTheology and MinistryMiddle Eastern S tudies : M.A. Theology:Medieval Studies/Hiswry: M-A Theology and Ministry:Philosophy: M.A. , Ph.D .

Philosophy and Theology: M~A~ Dual Degree P rogram s— School ofTheology and MinistryPhysics : M.S. , Ph.D . Theology and Ministry/Business Administration :Political Theory: M-A Ph.D . Theology and Ministry/Counseling Psychology:Quantitative Psychology: M~A° > Ph.D . Theology and Ministry/Nursing:Russian Language and Literature : M°A° Theology and Ministry/SocialWork:Slavic Studies : M.A.

Social Psychology: M~A° > Ph.D . Join t Degree P rogram s— School ofTheology and MinistrySociology: M.A. , Ph.D . EducationalAdministration and Catholic S chool LeadershipSystematic Theology: M.A.

(with LSOE) : M.Ed .

Theological Ethics : Ph-D Higher Education, Catholic Univers ity LeadershipConcentration (with LSOE) : M.A.

Religious Education, Catholic School Leadership Concentration(with LSOE) : M.Ed .


ABOUTBOSTON COLLEGELyn ch School ofEducation , Graduate P rogram s Dual Degree P rogram s— Boston College Law School

Applied Developmental and Educational Psychology: M.A. , Law/Education :

Ph.D . Law/Management:

Applied Statistics and Psychometrics : M.S. Law/Philosophy:

Educational Leadership : M.Ed . , Ed .D . Law/Public Health :Counseling Psychology: M.A. , Ph.D . Law/SocialWork:Curriculum and Instruction : M.Ed . , Ph.D .

Early Childhood Education : M.Ed. Carro ll School ofMan agemen t, Graduate P rogram sEducational Research, Measurement and Evaluation : M.Ed . , Accounting: M.S. , Ph.D .

Ph.D . Business Administration : M.B .A.

Elementary Education : M.Ed. , M.A.T. Finance : M.S. , Ph.D .

Higher Education : M.A . , Ph.D . Leadership and Management : M.B .A.

Mental Health Counseling: M.A. Organization S tudies : Ph.D .

Moderate Special Needs : M.Ed. ,

Professional Licensure in English, History, Geology, Biology, Dual Degree P rogram s— Carro ll School ofManagemen t, GraduateMathematics , Spanish Elementary Education, and Reading: P rogram s

M.S.T. Accounting:Reading/Literacy Teaching: M.Ed. , Finance :School Counseling: M.A . Management/Biology:

Secondary Education : M.Ed. , M.S.T. Management/French:

Severe Special Needs : M.Ed. , Management/Geology and Geophys ics :Management/Higher Education :

Fifth Year P rogram s— Lyn ch School ofEducation , Management/Hispanic Studies :Graduate P rogram s Management/Italian :

Applied Developmental and Educational Psychology: BA. or Management/Law:

Management/Linguistics :

Curriculum and Instruction : B A. or Management/Mathematics :

Early Childhood Education : BA . or Management/Nursing:

Educational Research, Measurement and Evaluation : B A. or Management/Pastoral Ministry:Management/Political Science :

Elementary Education : B A. or Management/Russian :

Higher Education : B A. or Management/Slavic Studies :Moderate Special Needs : Management/SocialWork:Reading/Literacy Teaching: Management/Sociology:

Secondary Education : BA . or Management/Urban 85 Environmental Policy and PlanningSevere Special Needs : BA . or ( in conjunction with Tufts University)

Management/Food 85 Nutrition Science, Policy 85 ManagementEarly Admit P rogram s— Lyn ch School ofEducation , ( in conjunction with Tufts Univers ity)Graduate P rogram sMental Health Counseling: B A. or Connell School ofNursing, Graduate P rogram sS chool Counseling: B A. or Nursing : M.S. , Ph.D . , D .N.P . (beginning in 2020)

Dual Degree P rogram s— Lynch School ofEducation , Graduate P rogram— Connell School ofNursing,P rogram s Graduate P rogram s

Counseling/PastoralMinistry: Nursing :Curriculum and Instruction/Law:Educational Leadership/Law: Dual Degree P rogram s— Conne ll S chool ofNursing, GraduateHigher Education/Law: P rogram sHigher Education/Management: Nursing/Management:

Nursing/PastoralMinistry:Boston College Law SchoolLaw: J D . Boston College School of SocialWorkLaw: LL .M . Social Welfare : Ph.D .

Social Work: M.S.W, Ph.D . ,

Sixth-Year P rogram— Boston College Law SchoolLaw/MCAS: or B S.


ABOUTBOSTON COLLEGEFifth Year P rogram s— Boston College School of SocialWorkSocialWork/Applied Psychology and Human Development

SocialWork/Psychology:SocialWork/Sociology:

Dual Degree P rogram s— Boston College School of SocialWorkSocialWork/Law:

SocialWork/Management :SocialWork/PastoralMinistry:

Woods College ofAdvan cing Studies , Graduate P rogram sAdministrative S tudies : M.S.

Students may choose from the following specializationsCommunication and MarketingExecutive Leadership and Organizational DevelopmentHuman ResourcesSports Administration

Applied Economics : M.S.

Cybersecurity Policy and Governance : M.S.

Healthcare Administration : M.H .A.

Leadership and Administration : MS


ACADEMIC INTEGRITYPolicy and Procedures

The pursuit of knowledge can proceed only when scholars takeresponsib ili ty and receive credit for their work. Recognition of individual contributions to knowledge and of the intellectual property ofothers builds trust within the University and encourages the sharing ofideas that is essential to scholarship . S imilarly, the educational processrequires that individuals present their own ideas and insights for evaluation, critique, and eventual reformulation . Presentation ofothers ’ workas one ’s own is not only intellectual dishonesty, but it also underminesthe educational process .Standards

Academic integrity is violated by any dishonest act which iscommitted in an academic context including, but not restricted to thefollowing :Cheating is the fraudulent or dishonest presentation of work.

Cheating includes but is not limited to :the use or attempted use of unauthorized aids in examinations orother academic exercises submitted for evaluation ;fabrication , falsification, ormisrepresentation of data, results ,sources for papers or reports , or in clinical practice, as in reporting experiments , measurements , statis tical analyses , tests , orother studies never performed ; manipulating or altering data orother manifestations of research to achieve a desired result; selective reporting, including the deliberate suppression of conflictingor unwanted data;falsification ofpapers , official records , or reports ;copying from another student ’s work;actions that destroy or alter the work of another student ;unauthorized cooperation in completing assignments or duringan examination ;the use ofpurchased essays or term papers , or ofpurchased preparatory research for such papers ;submission of the same written work in more than one coursewithout prior written approval from the instructors involved ;dishonesty in requests for make—up exams , for extensions ofdeadlines for submitting papers , and in any other matter relatingto a course .P lagiarism is the act of taking the words , ideas , data, illustrations ,

or statements ofanother person or source, and presenting them as one ’sown . Each student is responsible for learning and using proper methodsofparaphras ing and footnoting, quotation, and other forms of citation ,to ensure that the original author, speaker, illustrator, or source of thematerial used is clearly acknowledged .

0 Other breaches of academic in tegrity includethe misrepresentation of one ’s own or another ’s identity for academic purposes ;the misrepresentation ofmaterial facts or circumstances in relation to examinations , papers , or other evaluative activities ;the sale ofpapers , essays , or research for fraudulent use;the alteration or falsification of official University records ;the unauthorized use ofUniversity academic facilities or equipment, including computer accounts and files ;the unauthorized recording, sale, purchase, or use of academiclectures , academic computer software, or other instructionalmaterials ;


THE UNIVERSITY: POLICIES AND PROCEDURESthe expropriation or abuse of ideas and preliminary dataobtained during the process of editorial or peer review ofworksubmitted to j ournals , or in proposals for funding by agencypanels or by internal University committees ;the expropriation and/or inappropriate dissemination of personally—identifying human subj ect data;the unauthorized removal, mutilation, or deliberate concealmentofmaterials in University libraries , media, or academic resourcecenters .Collusion is defined as ass istance or an attempt to assist another

student in an act of academic dishonesty. Collusion is distinct fromcollaborative learning, which may be a valuable component ofstudents ’scholarly development . Acceptable levels of collaboration vary in different courses , and students are expected to consult with their instructorif they are uncertain whether their cooperative activities are acceptable .Promoting Academ ic Integrity: Roles ofCommunity

MembersStuden t Roles in Main taining Academic In tegrityStudents have a responsib ility to maintain high standards of

academic integrity in their own work, and thereby to maintain theintegrity of their degree . It is their responsib ility to be fam il iar with,and understand, the University policy on academic integrity.

Students who become aware of a violation of academic integrityby a fellow student should respond in one of the following ways0 Students may discuss their concerns with the student whom theysuspect of a violation . D irect contact by another student may bethe best means of resolving the problem . Repeated demonstration of student concern for academic integrity will in the longrun build a peer—regulated community.

If the incident is a maj or violation or part of a repeated patternofviolations , students should bring their concerns to the attention of the instructor or to the appropriate department chairperson or associate dean . Suspected violations by students reportedto members of the faculty or to an associate dean will be handledaccording to the procedures set forth below.

Students who have serious concern that a faculty member is notliving up to his or her responsib ili ty to safeguard and promote academic integrity should speak with the faculty member directly, or shouldbring their concern to the attention of the department chairperson orassociate dean .

Faculty Roles in Fostering Academic In tegrityFaculty members should provide students with a pos itive envi

ronment for learning and intellectual growth and, by their words andactions , promote conditions that foster academic integrity.

Faculty should be concerned about the impact oftheir behavior onstudents . Students are sensitive to messages communicated in informaldiscussions and in casual faculty remarks about personal decisions andvalue judgments . S tudents are perhaps most sensitive to how respon

sibly faculty members fulfill their obligations to them in the carefulpreparation of classes , in the serious evaluation of student achievement,and in their genuine interest in and availab ility to students .Faculty should promote academic integrity in the following

specific ways0 At the beginning of each course, instructors should discuss academic integrity in order to promote an ongoing dialogue aboutacademic integrity and to set the tone and establish guidelinesfor academic integrity within the context of the course, e.g. , the

23

arrangements for the student ’s return to the course should be madewith the Graduate Associate Dean ’s Office as soon as the student ’shealth and other circumstances permit .Absencesfor Religious Reasons

Any graduate or professional student who is unable, because ofhis or her religious beliefs , to attend classes , internships , or practica,or to participate in any examination, study, or work requirement ona particular day shall be excused from any such examination, or studyor work requirement, and shall be provided with an opportunity tomakeup such examination, study or work requirement that may havebeen missed because of such absence on any particular day. However,students should notify professors and supervisors at the end of the firstcourse meeting or at least two weeks in advance of any such plannedObservances , and such makeup examination orwork shall not create anunreasonable burden upon the University. No fees will be charged andno adverse or prej udicial effects shall result to any student who is absentfor religious reasons .AuditsGraduate and professional students should consult their school or

department for specific policies regarding audits .Comprehensive Examination or Qualifying PapersDoctoral StudentsGraduate and professional students should consult their school or

department for specific policies regarding comprehensive examinationsor qualifying papers for doctoral students .Comprehensive Examination : Master’s StudentsGraduate and professional students should consult their school or

department for specific policies regarding comprehensive examinationsfor master’s students .Continuation : Doctoral CandidacyGraduate and professional students who have completed all

required coursework and who have successfully completed the comprehensive examination or the oral defense of a publishable paper areadmitted to doctoral candidacy. Doctoral candidates are required toregister and pay for Doctoral Continuation (9999) during each semester of their candidacy or its equivalent .

Please refer to your school ’s regulation for additional informationon doctoral candidacy.

Cross RegistrationBoston Theological Institute

The Boston Theological Institute (BTI) , a consortium of theologyfaculty primarily in the Boston—Newton—Cambridge area, has as its constituent members the following institutions . Graduate and professionalstudents should consult their school or department for specific policiesregarding cross—registration in the BTI.

Andover Newton School ofTheology0 Boston College ’s Department ofTheology0 Boston College ’s S chool ofTheology and Ministry0 Boston Univers ity S chool ofTheology0 Episcopal D ivin ity School0 Gordon—Conwell Theological Seminary0 Harvard D ivinity School0 Holy Cross Greek Orthodox Seminary0 St . John ’s Seminary


THE UNIVERSITY: POLICIES AND PROCEDURES

The ConsortiumBoston College is part of a consortium that includes Boston

University, Brandeis University, and Tufts Univers ity. Eligible stu

dents are allowed to take courses at any of these institutions if thesame courses are not offered at Boston College at any time during theacademic year. Cross registration materials are available from the Officeof S tudent Services . Graduate and professional students should consulttheir school or department for specific policies regarding cross—registration in this consortium .

Graduate Consortium in Women’s Studies

Eligible graduate and professional students enrolled in degreeprograms during the academic year may apply to participate in theGraduate Consortium inWomen ’s S tudies , an inter-institutional enterprise established to advance the field ofwomen ’s studies and enlargethe scope of graduate education through new models of team teachingand interdisciplinary study. Faculty and students are drawn fromnine member schools : Boston College, Boston University, BrandeisUniversity, Harvard University, MIT, Northeastern, S immons , Tufts ,and UMass Boston . Graduate and profess ional students should consulttheir school or department for specific policies regarding cross—registration in this consortium . Eligible students need to obtain permissionfrom their department or school . Registration forms will be mailedfrom the Consortium to accepted students .Enrollment StatusFull Time Enrollment StatusGraduate and profess ional students should consult their school or

department for specific policies regarding full—time enrollment status .Final ExaminationsFor graduate level courses that have final examinations , professors

may use the University’s final exam ination schedule, which is publicand set before classes begin, or they may set the day and time of theirfinal exam ination in the syllabus or document prepared explicitly forthe academic experience . All students are responsible for knowing whentheir final examinations will take place and for taking examinations atthe scheduled time . S tudents who miss a final exam ination are not entitled, as a matter of right, to a makeup examination except for seriousillness and/or family emergency. Students who are not able to take afinal exam ination during its scheduled time should contact the persondesignated by the department or school, preferably prior to the examination date, to inform them of their situation and to make alternativearrangements if granted permiss ion to do so .

Foreign Language Requirement

Graduate and professional students should consult their school ordepartment for specific policies regarding foreign language requirements .GradingIn each graduate course, in which a graduate or professional stu

dent is registered for graduate credit, the student will receive one of thefollowing grades at the end of the semester : A, A B+ , B , B C, F ,W,

J , U, P , or I . The high passing grade ofA is awarded for superior work.

The passing grade of B is awarded for work that clearly is satisfactoryat the graduate level . The low passing grade ofC is awarded for workthat is minimally acceptable at the graduate level . The fail ing grade ofF is awarded for work that is unsatisfactory.

A pass/fail option is available for a limited number of courses . AU grade is recorded for ungraded courses such as doctoral continuation .

THE UNIVERSITY : POLICIES AND PROCEDURESPlease refer to your school ’s regulation for additional information

on grading .

Grading ScaleIn computing averages , the following numerical equivalents are

used . The entire grading scale is not used by all schools .0 A

A

B+

BB

C+

CC

D+

D

D .67

F .00

P No effect on GPAU No effect on GPA

Grade ChangesGrade changes should be made only for exceptional reasons . The

grades submitted by faculty at the end of each semester are consideredfinal unless the faculty member has granted the student an Incomplete .Incompletes may be granted to provide a student time to finish his orher course work after the date set for the course exam ination or in thecourse syllabus . Incompletes should only be granted for serious reasons ,e.g. , illness , and only when the student has been able to complete mostof the course work but is miss ing a specific assignment, e.g. , a finalpaper, an examination, etc . Incompletes are not to be granted to allowthe student to complete a maj or portion of the course work after theend of the semester .

All I grades will automatically be changed to F on March 1 for thefall, August 1 for the spring, and October 1 for the summer except forstudents in the Boston College School of SocialWork and the BostonCollege Law School .Graduate and professional students should consult their school or

department for more information on grade changes .Pass/Fail ElectivesGraduate and professional students should consult their school or

department for specific policies regarding pass/fail electives .Good StandingGrades , satisfactory performance in internships and practica, and

timely completion of degree requirements determine a student’s good

standing in his or her program . Students should be informed in atimely manner if their good standing is in j eopardy and the conditionsneeded to maintain or establish good standing.

Graduate and profess ional students should consult their schoolor department for specific policies regarding academic good standing.

GraduationThe University awards degrees in May, August, and December

of each year except to students in the Law School where degrees areconferred in May and December . Commencement ceremonies areheld only in May. S tudents who have completed all requirements forthe degree before a specific graduation date are eligible to receive thedegree as of the university’s next official graduation date . A diploma

will not be dated before all work is completed . S tudents who graduatein December or August may participate in commencement exercisesthe following May.

In order to ensure timely clearance, all students who plan to graduate should confirm their diploma names online through their AgoraPortal at portal.bc.edu by the following dates :Last day of drop/add in January for May graduationMay 1 for August graduationLast day of drop/add in September for December graduation

Leave ofAbsenceVoluntary Leave ofAbsenceGraduate students who do not register for course work, Thesis or

D issertation D irection , or Interim Study in any given semester mustrequest a leave of absence for that semester. Leaves of absence are notusually granted for more than two semesters at a time, and are rarelygranted for students on Doctoral Continuation . Students may applyfor a personal or medical leave of absence . As described below, appropriate documentation is required for a medical leave of absence .Students may obtain a personal or medical leave of absence form

online at www.bc.edu/studentservices and submit it for their school ’sAssociate Dean ’s approval.Leave time for either a personal or medical leave of absence will

normally be considered a portion of the total time limit for the degreeunless the contrary is decided upon initially between the student andthe Associate Dean .

P ersonal Leave ofAbsenceStudents on an approved personal leave of absence should contact

the Associate Dean ’s Office at least six weeks prior to the semester inwhich they expect to re—enroll . The appropriate Associate Dean willmake the decis ion on the readmiss ion request .Medical Leave ofAbsenceIf a student is unable to complete the coursework or other course

of study for a semester due to medical reasons , the student may requesta medical leave ofabsence . Medical leave, whether requested for mentalhealth or physical health reasons , must be supported by appropriatedocumentation from a licensed care provider and be approved by thestudent ’s Associate Dean .

The University reserves the right to impose conditions on readmission from a medical leave, which may include : length of time onleave ; the submission of documentation from the student ’s health careprovider; the student ’s consent for the provider to discuss the student ’scondition with Univers ity clinicians , and/or an independent evaluationof the student ’s condition by University clinicians ; and/or making useofUniversity or outside profess ional services .

The conditions will be specified at the time of leave, and studentswill be asked to acknowledge their acceptance of them .

Students seeking to return from leave should contact the appropriate Academic Dean prior to seeking readmission no later than fourweeks prior to the desired admission date . However, students seekingto return to a practicum , clin ical or field education placement mustcontact the appropriate Academic Dean expressing the intent to seekreadmission at least a full semester before the des ired return .

Students on Boston College ’s medical insurance policy may be eligible to continue their health insurance the semester in which they takea medical leave of absence and the following semester. Students shouldconsult with S tudent Services and can learn more about this policy at :


S tudents granted a medical leave may beentitled to a semester’s tuition credit to be provided upon readmission ,and should consult their school ’s policy regarding the tuition credit .Involuntary Leave ofAbsenceStudents may be separated from the University for academic

reasons (please refer to specific school or department policies for moreinformation) or for reasons of health, safety, or when a student ’scontinuance at Boston College poses significant risk to the studentor others . For additional information, vis itstudentguide/judicial.html.

ReadmissionGraduate and professional students seeking readmission to the

University should consult with the policies and procedures specified bytheir department or school . The decision to re—admit a student will bebased on a consideration of the best interests of both the student andthe University.

Summer CoursesIn graduate programs , summer courses may be an integral part

of the curriculum . Graduate and professional students should consultwith their schools or departments for specific policies regarding summer courses .Time-to -Degree

Graduate and professional students should consult their school ordepartment for specific policies regarding time—to—degree .Transcripts

All current graduate and professional students submit requestsfor academic transcripts through their Agora Portal at portal.bc.edu .

Requests for academic transcripts may also be submitted in writing tothe following address : Transcript Requests , Office of S tudent Services ,Lyons Hall, Boston College, Chestnut Hill, MA 02467 , or faxed to6 17—552—4975 .

Requests are usually processed within 48 to 72 hours of receipt .For more information , vis it www.bc.edu/transcripts .Transcript/D iploma Holds

The University will not issue diplomas or release transcripts forany graduate or profess ional student with an outstanding financialobligation to the University, which includes failure to complete a mandatory loan exit interview.

Transfer ofCreditGraduate and professional students should consult their school or

department for specific policies regarding transfer of credit .University Communication Policies and StudentResponsibilitiesOfficial communications of the Univers ity with its currently

enrolled graduate and professional students , including notices of academic and administrative matters and communications from facultyand administrative staff, may be sent via postal service, campus mail, ore—mail . To assure that these communications arrive in a timely manner,all enrolled students have the following responsib ilities

Postal service and Campus mail : For purposes ofwritten communication , the student ’s local and permanent addresses on record atthe Office of S tudent Services will be regarded as the student ’s officiallocal and permanent residences . All students have a responsib ilityto provide both local and permanent mailing addresses and to enter


THE UNIVERSITY: POLICIES AND PROCEDUREScorrections through their Agora Portal if the addresses are not accuratein University records . S tudents should review their address record foraccuracy at the beginning of each semester and again soon after submitting any corrections .

E—mail : The University recognizes and uses electronic mail asan appropriate medium for official communication . The Universityprovides all enrolled students with e—mail accounts as well as access toe—mail services from computer stations at various locations on campus .All students are expected to access their e—mail accounts regularly, tocheck for official University communications , and to respond as necessary to such communications .Students may forward their e—mail messages from their University

e—mail accounts to non—university e—mail systems . In such cases ,students shall be solely respons ible for all consequences aris ing fromsuch forwarding arrangements , including any failure by the non—university system to deliver or retain official University communications .Students should send test messages to and from their University e—mailaccount on a regular bas is , to confirm that their e—mail service is functioning reliably.

All student responses to official e—mail communications from theUniversity must contain the student ’s University e—mail address in the“From : ” and Reply To : lines and should originate from the student ’sUniversity e—mail account, to assure that the response can be recognizedas a message from a member of the University community.

Withdrawal from a CourseGraduate and professional students who withdraw from a course

after the drop/add period will have a“W” recorded in the grade col

umn of their academic record . To withdraw from a course all studentsmust go to the Forms page of the Office of S tudent Services website,print the withdrawal form , and then go to the Office of the AssociateDean for their school . S tudents will not be permitted to withdraw fromcourses after the published deadline . Students who are Still registered atthis point will receive a final grade for the semester .Withdrawal from Boston CollegeGraduate and professional students who wish to withdraw from

Boston College in good standing are required to file a WithdrawalForm in the Associate Dean ’s Office . In the case of students who aredismissed for academic or disciplinary reasons , the Associate Dean willprocess the withdrawal.

UNIVERS ITY AWARD S AND HONORSPlease refer to your school or department website for information

about awards and honors .

The Graduate S chool of the Morrissey College of Arts andSciences offers programs of study leading to the degrees of Doctorof Philosophy Master ofArts and Master of Science

In addition, the Graduate S chool also may admit as SpecialStudents those students not seeking a degree who are interested inpursuing course work for personal enrichment .

The Graduate S chool of the Morrissey College of Arts andSciences also offers several dual degree options . The Master ofArts inTeaching and Master of Science in Teaching areoffered in cooperation with the Lynch School of Education GraduatePrograms . The Master of Arts/Master of Business Administration

and the Doctor of Philosophy/Master of BusinessAdministration are offered in cooperation with theCarroll Graduate S chool ofManagement . The Graduate S chool alsooffers , through select departments , a Fifth Year Master ofArtsand Master of Science program for high—achieving BC undergraduates wishing to pursue an accelerated graduate program .

General Information

The Graduate S chool of the Morrissey College of Arts andSciences Admissions Office, Gasson 108 , is open from a.m . to

p .m . , Monday through Friday, to ass is t prospective students withgeneral admissions inquiries . Application materials may be obtainedeither from the department in which students hope to study or fromthe Graduate Admiss ions Office .

The course schedule is available online prior to each semester’sregistration period at the Course Information and Schedule link at

The International Student Office, the Officeof the Dean for S tudent Development, and the Graduate StudentAssociation provide non—academic services for students .Mas ter

’s Degree Program sRequirementsfor the Degrees ofMaster ofArts and

Master of ScienceAcceptan ceCandidates for the Master’s degree must be graduates of an

accredited college and normally must have at leas t 18 semester hours ofupper divis ion work in the proposed area of study. In case ofdeficiencies , prerequisites may be earned in the graduate school by achieving aminimum grade ofB in courses approved for this purpose .Where thereis some doubt about a scholastic record, acceptance may be conditional.The candidate will then be evaluated by the department and recom

mended to the Dean for approval after completing the first semester ofcourse work or after earning a minimum of six credits .Course Credits

The number of graduate credits required for the degree variesby department . No more than six graduate credits will be accepted intransfer toward fulfillment of course requirements , as described morefully under “Transfer Credit Policies” under Academic Regulations .Fifth Year and B .S./M S.In cooperation with the Morrissey College ofArts and Sciences,

the Graduate School offers five year and programsin some disciplines . See the Undergraduate Morrissey College ofArtsand Sciences for further information .

Doctoral Degree Program sRequirementsfor the Degree ofDoctor ofPhilosophy

The Ph.D . degree is granted only for distinction attained in aspecial field of concentration and the demonstrated abil ity to modify orenlarge upon a significant subj ect in a dissertation based upon originalresearch meeting high standards of scholarship .

Requirements for the doctoral degree are specific to departmentsand may be found under departmental l is tings . Detailed statementsof requirements and procedures should be requested directly from thedepartment in which the student has an interest .Residence

The res idency requirement is that students must be in residencefor at least two consecutive semesters of a given academic year, duringwhich the student is registered as a full—time student in the University.

A plan of studies that meets this requirement must be arranged by thestudent with the department . Registration in two courses per semesteris considered as fulfill ing the residency requirement for students holding full—year fellowships and ass istantships . The residence requirementmay not be satisfied, in whole or in part, by summer session attendance .Interdisciplinary Doctoral P rogramWhere departmental doctoral programs are unable to satisfy the

interests of the student, an interdisciplinary doctoral program remains apossib ili ty. However, students must first be admitted to a departmentalprogram . A student interested in exploring such a poss ib il ity shouldfirst make an inquiry to the Graduate S chool Dean

’s Office .Special Students (Non-Degree)Non—degree seeking students , who are interested in pursuing

course work at the graduate level, may apply for admission as specialstudents . Many individuals enter departments of the Graduate S choolas special students— either to explore the seriousness of their interest instudying for an advanced degree or to Strengthen their credentials forpossible later application for degree study. Others are s imply interestedin taking graduate course work for interest ’s sake or for other purposes .Admission as a special student does not guarantee subsequent admission for degree candidacy. Individuals who are admitted as specialstudents and who subsequently wish to apply for admiss ion as degreecandidates must file additional application documents and be acceptedfor degree study. The number of credits one has earned as a specialstudent that may be applied toward the requirements of a degree isdetermined by the appropriate department in concert with GraduateSchool regulations .

Those admitted as special students may take courses only in thedepartment that has recommended their admiss ion . Permiss ion to continue to take courses as a special student beyond the semester for whichadmission was originally gained must be obtained from the admittingdepartment ’s Graduate Program D irector.AdmissionEligibility and Application Information

The Graduate School of the Morrissey College of Arts andSciences is an academic community whose doors are open to all students without regard to race, ethnic or national origin, religion, color,age, gender, marital or parental status , veteran status , disab ilities , or

sexual orientation . Opportunities and experiences are offered to all students on an equal bas is and in such a way as to recognize and appreciatetheir individual and cultural differences .


Applicants for admiss ion to the Graduate School must possessat least a bachelor ’s degree from an accredited institution and giveevidence of the ability and preparation necessary for the satisfactorypursuit of graduate studies . This evidence consists primarily, but notexclusively, in the distribution ofundergraduate courses and the gradesreceived in them . Consult the appropriate departmental descriptionsfor additional specific requirements .Individuals lacking a bachelor’s degree generally are not admitted

to Graduate School classes . In order to attend graduate classes , personslacking the bachelor ’s degree should apply for authorization eitherthrough the Dean of the Woods College ofAdvancing S tudies or, inthe case of Boston College undergraduates , through their appropriatedean and with the approval of the chairperson of the given department .Such students will receive only undergraduate credit for the coursetaken in the Graduate S chool, and the course credit will be enteredonly on their undergraduate record . For regulations governing thes imultaneous mas ter’s/bachelor ’s degree, students should consult theirdepartment .

The Graduate School accepts two classes of applicants— degreestudents (degree—seeking) and special students (non—degree—seeking) .

A completed application to the Graduate School includes theapplication form, official transcripts as well as any program specificrequirements e.g. GRE scores , statement of purpose, writing sample,references , etc . For these additional requirements , please consult therequirements of the department to which admission is being sought .All application materials should either be submitted online or sent tothe Graduate Admiss ions Office, Gasson 108 .

Applicants for special student status are only required to submitan application form, statement of purpose, and official transcripts . Allapplication materials should either be submitted online or sent to theGraduate School Admissions Office, Gasson 108 .

Degree and special students are not admitted officially until thecompleted application form with a positive department recommen

dation has been approved by the Associate Dean ofAdmissions andAdministration . Admission should not be presumed without receipt ofofficial notification from the Associate Dean .

Degree—seeking applicants should consult the department of specialization regarding the specific requirements for the various departmental master ’s and doctoral programs .

For the necessary application forms and information, studentsmay either address their requests to the department of interest or to theGraduate Admissions Office, Gasson 108 .

Information on the GRE and TOEFL tests may be obtainedfrom the Educational Testing Service, Box 955 , Princeton, New Jersey08540or at www.gre.org.

All documents submitted by applicants for admission become theproperty of the Graduate School and are not returnable .Acceptance

Announcements ofacceptance or rej ection are usually mailed no laterthan April 15 for September admissions, but may vary by department .Decis ions are made on the bas is ofdepartmental recommendations and thefulfillm ent of prerequisites . No student should presume admission untilhe or she has been notified officially of acceptance by theAssociate Dean .


ARTS AND SCIENCES

Financial Aid

AcademicAwardsStipends and scholarships are available to aid promising students

in the pursuit of their studies , including :0 Graduate Ass is tantshipsResearch Ass is tantshipsTeaching Ass istantshipsTeaching FellowshipsTuition ScholarshipsUniversity FellowshipsIndividuals whose applications are complete will routinely be

cons idered for financial aid by the department in which they hopeto study. No separate application is necessary. The scholastic requirements for obtaining these Stipend awards or scholarship awards arenecessarily more exacting than those for simply securing admission tothe Graduate School .0 Graduate students may not receive Univers ity financial aid

(stipend and/or tuition scholarships) from two schools or departments simultaneously.

Graduate students who hold fellowships or assistantships maynot be employed full—time without Dean ’s approval.

FellowshipsUniversity FellowshipsUniversity Fellowships are available in some departments offering

the Ph.D . degree . These awards , which provide a Stipend, and mayinclude up to a full tuition scholarship , do not require specific services .Teaching Fellowships

The Graduate School of the Morrissey College of Arts andSciences has available a limited number of Teaching Fellowships .These provide a Stipend that varies among departments . The TeachingFellow, in addition to his or her program of studies , is usually respons ible for six hours of teaching in the undergraduate colleges .AssistantshipsGraduate Assistan tships and Teaching Assistan tshipsGraduate and Teaching ass istantships are ass igned by depart

ments . Duties , including the nature and number of hours (though inno case to exceed 20hours) , and Stipend amounts vary by department .Research Assistan tshipsResearch Ass istantships are available in some departments .

Research Ass istantship duties , including the nature and number ofhours (though in no case to exceed 20 hours) , and Stipend amountsvary by department . Summer research opportunities are available onsome research proj ects . For further information, contact the chairperson of the department .Tuition Scholarships

Tuition scholarships are awarded to a limited number of studentsbased on academic achievement and promise .P roceduresfor FinancialAid Recipients

At the opening of each school year, or at whatever other t imefinancial aid may be awarded, recipients of fellowships and ass istantships must report to the Human Resources Service Center to completehis/her personnel and tax information forms .

An aid recipient who relinquishes a fellowship , ass istantship , or atuition scholarship must report this matter in writing to the departmentchairperson and to the dean . These awards may be discontinued at any

ARTS AND SCIENCESt ime during an academic year if either the academic performance orin—service ass istance is of an unsatisfactory character . They may also bediscontinued for conduct inj urious to the reputation of the Univers ity.

Other Sources ofFinancialAidStudents interested in other sources offinancial aid, such as work

study funds and various loan programs , should inquire in the Office ofStudent Services where all such aid is administered . Refer to the earliersection on financial aid in this catalog.

Academ ic RegulationsFull-Time En ro llmen t S tatusGraduate full—time enrollment in the Graduate School of the

Morrissey College ofArts and Sciences is 9 ormore credits .All students are considered half—time with six credits .Students completing degree requirements in their final semester

may be given exceptions to the school ’s minimum credit standard forfull—t ime status by their academic dean .

The credits amounts listed above are used to determine a student ’senrollment status for loan deferments , immunizations , medical insurance requirements , and verifications requested by other organizations .Graduate schools may also define full—time status by a student ’s

course work or role respons ib il it ies as listed below:0 All doctoral candidates in the Graduate School of the MorrisseyCollege ofArts and Sciences are considered full—time students .Master’s candidates are considered full—time students if theyare registered full—time and/or receiving an ass is tantship or fellowship through an academic unit, e.g. , Graduate Ass is tants ,Teaching Fellows , Teaching Ass istants , or Research Ass istants .

Tran sfer Credit PoliciesGraduate students may request transfer ofnot more than six grad

uate credits . Courses will be considered for transfer if the student hasreceived a grade of B or better and if the course has not been appliedto a prior degree . If approved, the transfer course and credit, but notthe grade, will be recorded on the student ’s academic record . Creditreceived for courses completed more than ten years prior to a student ’sadmission to his or her current degree program are not acceptable fortransfer . Students are advised to consult with the procedures and policies of their department or school for exceptions to this policy.

Biology

An thony T. Annunziato , Professor; B .S. , Boston College ; M.S. ,

Ph.D . , Univers ity ofMassachusetts , AmherstDavid Burgess , Professor; BS , MS , California S tate PolytechnicUniversity; Ph.D . , University ofCalifornia, DavisThomas Chiles, Professor; B .S. , Ph.D . , University of FloridaPeter Clote, Professor; B .S. , Massachusetts Institute ofTechnology;M.A. , Ph.D . , Duke UniversityMarc—Jan Gubbels, Professor; B .SC . , M.Sc. ,Wageningen AgriculturalUniversity; Ph.D . , Utrecht UniversityCharles S . Hoffman , Professor; S.B . , Massachusetts Institute ofTechnology; Ph.D . , Tufts University School ofMedicineWelkin John son , Professor; Chairperson of the Department; BA ,

University ofCalifornia, Berkeley; Ph.D . , Tufts University School ofMedicine .Daniel Kirschner, Professor; B .A . ,Western Reserve University; Ph.D . ,

Harvard University


Thomas N . Seyfried , Professor; B .A. , St . Francis College; M.S. ,

Illinois State University; Ph.D . , University of IllinoisKenneth C . William s, Professor; B .A . , Northland College ; M.A. ,

University ofHartford; Ph.D . , McGillUnivers ityMary Kathleen Dunn , Associate Professor; BA , University ofKansas ;M.S. , Michigan State University; Ph.D . , Univers ity ofNorthCarolina at Chapel HillLaura Hake , Associate Professor; BA , University ofTennessee; Ph.D . ,

Tufts UniversityMichelle M . Meyer, Associate Professor; B .S. , Rice University; Ph.D . ,

California Institute ofTechnologyJunona F . Moroianu, Associate Professor; B .S. , Ion CreangaUniversity; MS , Univers ity ofBucharest ; Ph.D . , RockefellerUniversityClare O ’

Connor, Associate Professor; B .S. , Ph.D . , Purdue UniversityHugh P . Cam , Assistant Professor; B .S. , University ofTexas , Austin ;Ph.D . , Harvard Univers ityEric S . Folker, Assistant Professor; B .S. , University of Illinois atUrbana—Champaign ; Ph.D . , Notre Dam eLaura Anne Lowery, Assistant Professor; BS , MS , University ofCalifornia, San D iego ; Ph.D . , Massachusetts Institute ofTechnologyTim van Opijnen , Assistant Professor; B S, MS , Ph.D . , University ofAmsterdamCelia E. Shiau, Assistant Professor; B .S. , University ofCalifornia,Davis ; Ph.D . , California Institute ofTechnologyJoseph Burdo , Associate Professor of the Practice; B .S. ,WesternMichigan University; Ph.D . , Penn State College ofMedicineChristopher Kenaley, Assistant Professor of the Practice; B .S. , CornellUniversity; Ph.D . , University ofWashingtonDanielle Taghian , Assistant Professor of the Practice; B .S. , TuftsUniversity; Ph.D . , Harvard UniversityCon tacts

D irector ofGraduate Studies : Charles Hoffman ,[email protected]

D irector ofLaboratories : Douglas Warner,douglas [email protected]

Technology Coordinator : [email protected]

Administrative Ass istant : D iane Butera, [email protected]

Office Coordinator : Colette McLaughlin , [email protected]

6 17—552—3540

www.bc.edu/biologyGraduate P rogram Description

The Biology Department offers courses leading to the degree ofDoctor ofPhilosophy as well as a j oint degree . The master ofscience in teaching degree is administered through the LynchSchool ofEducation in cooperation with the Biology Department .

Those seeking admission to the graduate program should have abachelor ’s degree and undergraduate coursework in calculus , physics ,biochemistry, biology, and chemistry, including organic chemistry.

Deficiencies in preparation as noted by the Admissions Committeemay be made up in the graduate school .

The minimum curriculum for Ph.D . students consists of fiveGraduate Core Courses (BIOL6110 Advanced Genetics , BIOL6350Graduate Biochemistry, BIOL6 140 Graduate Molecular Biology,BIOL6 150 Advanced Cell B iology, and BIOL6 160 GraduateBioinformatics) , three additional Biology—approved Graduate Elective

Courses BIOL5000+ , BIOL BIOL6180Scientific ProposalWriting and a University seminar ofResponsible Conduct ofResearch(both beginning with students who entered into the program in 2012F) .

Throughout the academic year, the Biology DepartmentalColloquium hosts distinguished researchers in many areas of biology.

Attendance is expected of all full—t ime Ph.D . students .Lab rotations occur during the first year, which allows students

the opportunity to explore important questions in different areas ofbiology and to determine if a particular lab environment is suitable fortheir thesis research . S tudents are expected to have j oined a permanentlab by the end of this year, with permission of the lab ’s P .I.

S tudents are also required to be a Teaching Ass istant for at leas ttwo semesters , beginning in their first semester . Depending on theavailab ility of funding from their lab P .I. , they may then trans ition toa Research Ass istantship .

For theM.S.T. degree, course requirements vary depending uponthe candidate ’s prior teaching experience ; however, all master ’s programs leading to certification in secondary education include practicalexperiences in addition to course work. S tudents seeking certificationin Massachusetts are required to pass the Massachusetts EducatorsCertification Test . For further information on the pleaserefer to the Lynch School of Education section, Master ’s Programs inSecondaryTeaching, or call the Office ofGraduateAdmissions , LSOE,

at 6 17—552—4214 .

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .BIOL7 101 Readings and Research (Fall/Spring: 3)Intended for MS . students who are acquiring a knowledge of

the literature and experimental methods associated with their researchprojects under the guidance of a faculty research advisor. Participationin research group meetings , j ournal clubs , data clubs , etc . , may berequired . A maximum of six credits may be earned from this course .TheDepartmentBIOL8010Thesis Seminar (Fall/Spring: 3)

A research problem of an original nature will be addressed . Thiscourse is designed for MS . candidates under the direction of a facultymember. A maximum of six credits may be earned from this course .TheDepartmentBIOL8050Departmen tal Semin ar (Fall : 1)

This is a series of research seminars conducted by leading scientists, both from within the department and from other institutions ,that are presented on a regular (usually weekly) bas is .MarcMus/eavitch

BIOL8060Departmen tal Semin ar (Spring: 1)This is a series of research seminars conducted by leading scien

tists, both from within the department and from other institutions ,that are presented on a regular (usually weekly) bas is .

BIOL8 880 In terim Study (Fall/Spring : 0)Required for Master

’s candidates who have completed all courserequirements but have not taken comprehens ive examinations . Alsofor Master ’s students (only) who have taken up to six credits ofThesisSeminar, but have not yet finished writing their thesis .TheDepartment


ARTS AND SCIENCESBIOL9901 Doctoral Comprehensive (Fall/Spring: 1)Required for Doctoral students who have completed all course

requirements , but are preparing for comprehensive examinations .TheDepartmentBIOL99 11 Doctoral Con tinuation (Fall/Spring : 1)

All students who have been admitted to candidacy for the Ph.D .

degree are required to register and to pay the fee for doctoral continuation during each semester of their candidacy. Doctoral Continuationrequires a commitment of at least 20 hours per week working on thedissertation .

TheDepartmentChem istry

Joseph Born stein , Professor Emeritus; B .S. , Boston College ; Ph.D . ,

Massachusetts Institute ofTechnologyEvan R. Kantrovvitz, Professor Emeritus; A.B . , Boston University;M.A. , Harvard University; Ph.D . Harvard UniversityLawrence T. Scott, Professor Emeritus; A.B . , Princeton University;Ph.D . , Harvard Univers ityPaul Davidovits, Professor; BS , MS , Ph.D . , Columbia Univers ityAm ir H . Hoveyda,joseph T. and Patricia VandersliceMillenniumProfessor; Chairperson of the Department ; B .A. , Columbia University;Ph.D . , Harvard Univers ityT. Ross Kelly, ThomasA. andMargaret Vanderslice Professor; B .S. ,

Holy Cross College ; Ph.D . , University ofCalifornia at BerkeleyShih—Yuan Liu, Professor; B .S. , Vienna Institute ofTechnology;Ph.D . , Massachusetts Institute ofTechnologyDavid L. McFadden , Professor; A.B . , Occidental College; Ph.D . ,

Massachusetts Institute ofTechnologyLarry W. McLaughlin , Professor; B .Sc. , University ofCalifornia atRiverside ; Ph.D . , University ofAlbertaUdayan Mohanty, Professor; B .Sc. , Cornell University; Ph.D . , BrownUniversityJames P . Morken , Professor; B .S. , University ofCalifornia at SantaBarbara; Ph.D . , Boston CollegeMary F . Roberts, Professor; A.B . , Bryn Mawr College ; Ph.D . ,

Stanford UniversityMarc L. Snapper, Professor; B .S. , Union College ; Ph.D . , S tanfordUniversityX. Peter Zhang, Professor; B .S. , Anhui Normal Univers ity; MS ,

Beij ing Normal University; Ph.D . University ofPennsylvaniaWilliam H . Armstrong, Associate Professor; B .S. , Bucknell University;Ph.D S tanford UniversityJianmin Gao , Associate Professor; B .S. , University of Science andTechnology ofChina; Ph.D . , Stanford UniversityDunweiWan g, Associate Professor; B .S. , University of Science andTechnology ofChina; Ph.D . , Stanford UniversityEranthieWeerapan a, Associate Professor; B .S. , Yale Univers ity; Ph.D . ,

Massachusetts Institute ofTechnologyJeffery Byers, Assistant Professor; B .A. ,Washington University; Ph.D . ,

California Institute ofTechnologyAbhishek Chatterj ee, Assistant Professor; B .S. , RKM ResidentialCollege ; Ph.D . , Cornell UniversityChia—Kuan g (Frank) Tsung, Assistant Professor; B .S. , National SunYat—sen Univers ity; Ph.D . , University ofCalifornia at Santa Barbara

CHEM88 88 In terim Study (Fall : 0)TheDepartmentCHEM9998 Doctoral Cumulative Examinations (Fall/Spring: 1)

This course consists ofa series of cumulative written examinationsthat test the student ’s development in his or her maj or field of interest(organic, inorganic, analytical, physical, biochemistry) and criticalawareness and understanding of the current literature . S ix of s ixteenexams must be passed over a two—year period .

TheDepartmentCHEM9999 Doctoral Con tinuation (Fall/Spring: 1)


degree are required to register and pay the fee for doctoral continuation during each semester of their candidacy. Doctoral Continuationrequires a commitment of at least 20 hours per week working on thedissertation .

TheDepartmentClassical Studies

Kendra Eshleman , Associate Professor; Chairperson of the Department ;B .A. , Swarthmore College ; Ph.D . , University ofMichiganGail L. Hoffman , Associate Professor; A.B . , Yale University; M.A. ,

Ph.D . , Univers ity ofMichiganChristopher Polt, Assistant Professor; B .A . , M.A . , Boston University;M.A. , Ph.D . , Univers ity ofNorth Carolina at Chapel HillMaria Kakavas, Visiting Assistant Professor; M.A. , Boston College ;Ph.D . , Boston UniversityCon tacts

Adm instrativeAss istant : Gail Rider, 6 17—552—3316,

[email protected]

www.bc. edu/schools/cas/class icsGraduate P rogram DescriptionCandidates must complete 30 credits of coursework at the grad

uate level, ofwhich six may, with departmental permission, consist ofa thesis tutorial. In addition, candidates must complete a departmentalreading list ofLatin and/or Greek authors , must demonstrate the ability to read a modern foreign language (usually French or German) , andmust pass comprehensive examinations . The examinations will be written and oral. The written portion includes translation from the authorson the reading list and an essay on one of the passages translated . The

oral consists of discussion with the faculty about topics in the historyand interpretation ofLatin and/or Greek literature .Incoming students can expect to find major Greek and Latin

authors and genres taught on a regular basis . In Greek these includeHomer, lyric poets , fifth—century dramatists (Aeschylus , Sophocles ,Euripides , Aristophanes) , the historians Herodotus and Thucydides ,Plato, and fourth—century orators . In Latin they include Plautus andTerence, the late republican poets Catullus and Lucretius , Cicero ,Augustan poetry (Virgil, Horace, Elegy, and Ovid) , the historians Livyand Tacitus , and the novel .Course Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .CLAS7790Readings and Research I (Fall : 3)Kendra Eshleman

GailHofiinan


ARTS AND SCIENCESCLAS779 1 Readings and Research II (Spring : 3)TheDepartmentCLA5 8 88 8 In terim Study (Fall/Spring : 0)GailHofiinan

Earth and Environmental Sciences

George D . Brown , Jr. , ProfessorEmeritus; B .S. , St . Joseph ’s College ;MS , University of Ill inois at Urbana; Ph.D . , Indiana UniversityJ . Christopher Hepburn , ProfessorEmeritus; A.B . , Colgate University;A.M. , Ph.D . , Harvard Univers ityJames W. Skehan , S.J . , Professor Emeritus; A.B . , A.M. , BostonCollege ; Ph.L. ,Weston College ; A .M. , Ph.D . , Harvard University;

Weston CollegeEmanuel Bombolakis , Retired Research Professor; BS , MS , ColoradoSchool ofMines ; Ph.D . , Massachusetts Institute ofTechnologyJohn E. Ebel, Professor; A.B . , Harvard University; Ph.D . , CaliforniaInstitute ofTechnologyGail C . Kineke, Professor; D irector ofGraduate Studies ; B .A. ,

Princeton University; M.A . , Ph.D . , University ofWashingtonEthan Baxter, Associate Professor; Chairperson of the Department;B .S. , Yale University; Ph.D . , Univers ity ofCalifornia-BerkeleyRudolph Hon , Associate Professor; M.Sc. , Charles University; Ph.D . ,

Massachusetts Institute ofTechnologyAlan L. Kaflca, Associate Professor; B .A. , New York Univers ity; MS ,

Ph.D . , S tate University ofNew York at Stony BrookNoah P . Snyder, Associate Professor; B .S. , Bates College ; Ph.D . ,

Massachusetts Institute ofTechnologySeth C. Kruckenberg, Assistant Professor; B .S. , University ofWyoming; Ph.D . , University ofMinnesota—Twin CitiesJeremy D . Shakun , Assistant Professor; B .A. , Middlebury College ;MS , University ofMassachusetts , Amherst; Ph.D . , Oregon StateUniversityCorinne I . Wong, Assistant Professor; B .A. , B .S. , University of thePacific; M.S. , Ph.D . , University ofTexas , AustinTara Pisan i Gareau, Assistant Professor of the Practice; AssociateD irector, Environmental Studies Program; B .S. , Vi rginia PolytechnicInstitute and State University; M.A. , Ph.D . , University ofCaliforniaSanta CruzCon tacts

Administrative Ass istant : Courtney Reggo , [email protected]

Department Chair : Dr. Ethan Baxter, ethan [email protected]

D irector ofGraduate Studies : Dr. Gail C . Kineke,gail.kineke@ bc.edu

www.bc.edu/eesciences

Graduate P rogram DescriptionMaster of Science

The Department offers graduate courses and research programsleading to the MS . degree in Geology or Geophysics . S tudents areencouraged to obtain broad backgrounds by taking courses in geology,geophysics , and environmental geosciences along with the other sciences and mathematics . Multidisciplinary preparation is particularly usefulfor students seeking future employment in industry.

The Department, with approximately 20 graduate students inresidence, is housed in Devlin Hall and has additional research facilitiesat Weston Observatory. Students enj oy close working relationshipswith faculty while being able to undertake research using the most

ARTS AND SCIENCESmodern scientific equipment available . The program stresses a strongbackground in the earth sciences , as well as the abil i ty to carry out

research . It prepares students for successful careers as geoscientists inthe environmental and engineering industries , oil and gas explorationor government service, teaching, or for continued studies towarda Ph.D . A particularly beneficial aspect of the MS . program is theopportunity for students to integrate studies in geology, geophysics ,and environmental subjects .Research in the Department covers a broad range of top ics ,

including: coastal and estuarine processes , physical sedimentation ,earthquake and exploration seismology, geomorphology, structuralgeology and tectonics , isotope geochemistry and geochronology, globalchange geochemistry, groundwater hydrology, sedimentology, biogeochemistry, and environmental geology and geophysics .

The Department offers a number of Teaching and ResearchAss istantships .Appl ication

Applicants to the Mas ter of Science degree program generally fallinto one of the following categories : ( 1) students well—prepared in geology or geophysics with courses in mathematics , physics , chemistry, and/or biology who are interested in broadening their experience at the MS .

degree level before employment or doctoral studies elsewhere; (2) students well—prepared in mathematics or one of the natural sciences otherthan geology orgeophysics and who wish to use theMS . degree programto transfer into the earth sciences .In addition to the normal application forms , applicants should

graduate courses , as well as in all undergraduate courses in the othersciences and mathematics . Passing a comprehensive oral exam inationis required of each student . A research thesis approved by three facultymembers is also required of allM.S. students .Dual Degree P rogram (M.S.

In conjunction with the Carroll Graduate School ofManagementat Boston College, the Department ofEarth and Environmental Sciencesoffers interested students the opportunity to participate in the combinedM.S. degree program . Completion of this program leads to theawarding of both degrees . This program is excellent preparation forcareers in industrial or financial geoscience management, including areassuch as the environmental and petroleum industries , natural hazardassessment, and natural resource evaluation and investment .

The combined M.S. program normally takes three yearsfor students with a good science background as an undergraduateabout one year less than pursuing these two degrees independently.

Students in this program commonly take their first year entirelywithin the Department of Earth and Environmental Sciences . Duringthe first summer, the student is expected to begin work on a researchM.S. thesis that may be combined with an off—campus internship . The

second year of the program is taken at the Carroll Graduate S choolof Management and the third year is split between both programs .Corporate internships are encouraged .

In applying to the program, students have two options . The firstand most desirable option is for the student to apply directly to, andbe accepted by, both the Graduate School of the Morrissey College of

submit transcripts, letters of recommendation, a personal statement of Arts and Sciences and the Carroll Graduate S chool ofManagementthe strengths and weaknesses of their undergraduate education (includingcourse and non—course experience) , and their graduate study interestsand current post—degree plans . Graduate Record Exam (general) scoresare required . Applications from those applying for financial aid andassistantships for September should be completed byJanuary 10, our recommended application target date . Later applications will be consideredfor financial aid if funding is available . Such applications may be made atany time, but, to be assured of consideration for September admission,they should be received by May 1 .

MS Degree Requiremen tsNo fixed curriculum is prescribed for the MS . degree . Instead, a

course and research program that is consistent with the student ’s background and professional objectives are developed by the student andhis or her faculty adviso ry committee . The graduate program assumesa bas ic undergraduate foundation in the geosciences . S tudents lackingsuch a background may be required to complete certain subj ects at theundergraduate level before or during their graduate program . Master ’scandidates in either Geology or Geophysics must complete or havecompleted two—semester (or equivalent) courses in phys ics or chemistry, and a two—semester, college- level calculus course .

A minimum of ten courses (numbered 3000or above) , approvedby the student ’s faculty advisory committee, must be completed inaddition to a research thesis for graduation . Graduate level multidisciplinary Earth Systems Seminars are offered annually by theDepartment on different topics . Beginning graduate students arerequired to take the Earth Systems Seminar. A maximum of two thesiscourses (EESC8801) are allowed for MS . thesis credit . Normally,no more than one Reading and Research course (EESC7798 or

EESC7799) may be applied toward the minimum course requirement .All students are required to maintain at least a average in their

at the time of their initial application to Boston College . The GRE isrequired and GMAT tests may be requested . Students may contact theDepartment ofEarth and Environmental Sciences for information andapplication materials to both programs ( indicate that you are interested in the Dual Degree Program) . The deadline for admission to theDepartment of Earth and Environmental Sciences is January 10 forcons ideration for financial aid and ass istantships , the same as the deadline for MS . candidates . Applications to the Carroll Graduate S choolofManagement are accepted on a rolling basis .

The second option is for students to apply and be accepted tothe MS . program in the Department of Earth and EnvironmentalSciences . During the spring of their first year, after consultation withtheir academic advisor, the student may then choose to apply to theCarroll Graduate S chool ofManagement for admission into the dualdegree M.S. program .

Further information on this program and application materialsmay be obtained from the Department of Earth and EnvironmentalSciences , Boston College, Chestnut Hill,MA02467 , 6 17—552—3640, or

from Graduate Admissions , Carroll Graduate School ofManagement,Boston College, Chestnut Hill, MA 02467 , 6 17—552—3920.

Master of Science in TeachingThe Master of Science in Teaching program is adm inis

tered through the Lynch School of Education in cooperation with theDepartment ofEarth and Environmental Sciences . It requires admissionto both the Lynch School ofEducation and the Department ofEarth andEnvironmental Sciences . This program, which is designed for prospectiveteachers , acknowledges variations in prior background and skills .M.S.T. Degree Requiremen ts

The five required courses in the earth sciences must be chosen fromamong the following: Exploring the Earth and Structural Geology, and


four credits from each of the following groups : ( 1) Earth Materials ,Mineralogy, or Petrology; (2) Weather, Climate, Environment,Oceanography, orAstronomy; and (3) Petrology, Structural Geology orAdvanced Structural Geology, Environmental Geology, EnvironmentalChemistry, or Introduction to Geophysics . Students who have previously taken these courses may substitute Other graduate courses withinthe Department of Earth and Environmental Sciences , with approval.One semester offull—time residency may be necessary. A comprehensiveexam ination is given to each student at the end of the program . Thisexam ination is in two parts— one part is oral in the earth sciences , andthe other part is given by the Lynch School ofEducation .

Cooperative P rogramThe Department is part of a cooperative program with the

Department ofEarth Sciences at nearby Boston University, as well as theCivil Engineering Department atTufts University. This program permitsdegree candidates at Boston College to enroll in courses that are unavailable at Boston College but are available at Boston University orTufts .Weston ObservatoryWeston Observatory is a geophysical research and science education

center oftheDepartment ofEarth and Environmental Sciences at BostonCollege . It is located in Weston, Massachusetts about 10miles west ofBC

’

s Chestnut Hill campus . The Observatory, which has been recordingearthquakes since the 1930s, conducts bas ic research on earthquakes andrelated processes , provides public information after significant earthquakes occur, contributes to earthquake awareness to help reduce thetragic effects of earthquakes, and educates future generations ofgeophysicists, geologists , environmental geoscientists and scientifically literate citizens . Seismic monitoring at Weston Observatory is part ofa consortiumof institutions that operate networks of seismographs th roughout theNortheast United States and around the world . The facilities at WestonObservatory offer students a unique opportunity to work on researchprojects in geophysics and related research areas . For more information,visit the Observatory website :Course Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .EESC7798 Graduate Reading and Research in Geophysics(Fall/Spring: 3)Prerequisite: Permission of the instructor

A graduate research study of a topic in geophysics under thesupervis ion of a faculty member .TheDepartmentEESC7799 Graduate Reading and Research in Geology(Fall/Spring: 3)Prerequisite: Permission of the instructor

A graduate research study of a topic in geology under the supervis ion of a faculty member .TheDepartmentEESC8 801 Thesis Seminar (Fall/Spring: 3)

Thesis research under the guidance of a faculty member .TheDepartment


ARTS AND SCIENCESEESC88 88 In terim Study (Fall/Spring: 0)Required for master

’s candidates who have completed all theircourse requirements but have not taken comprehensive examinations .Also for master ’s students who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis .TheDepartmentEconomics

David A. Belsley, Professor Emeritus; A.B . , Haverford College ; Ph.D . ,

Massachusetts Institute ofTechnologyFrank M . Gollop , ProfessorEmeritus; A.B . , University of Santa Clara;A.M. , Ph.D . , Harvard Univers ityFrancis M . McLaughlin , Associate Professor Emeritus; B .S. , A .M. ,

Boston College ; Ph.D . , Massachusetts Institute ofTechnologyJames E. Anderson , Professor; A.B . , Oberlin College; Ph.D . ,

University ofWiscons inSusan to Basu, Professor; A.B . , Ph.D . , Harvard UniversityChristopher F . Baum, Professor; A.B . , Kalamazoo College ; A .M. ,

Florida Atlantic University; Ph.D . , University ofMichiganDonald Cox, Professor; B .S. , Boston College ; M.S. , Ph.D . , BrownUniversityPeter T. Gottschalk, Professor; B .A. , M.A. , George WashingtonUniversity; Ph.D . , University ofPennsylvaniaPeter N . I reland, Professor; B .A. , M.A. , Ph.D . , University ofChicagoHideo Konishi, Professor, Chairperson of theDepartment; B .A. , KyotoUniversity, Japan ; M.A . , Osaka University, Japan ; M.A. , Ph.D . ,

University ofRochesterMarvin Kraus, Professor; B .S. , Purdue University; Ph.D . , UniversityofMinnesotaArthur Lewbel, Professor; B .S. , Ph.D . , Massachusetts Institute ofTechnologyAlicia Munnell, Professor; B .A. ,Wellesley College ; Ph.D . , HarvardUniversityClaudia Olivetti, Professor; BA , Univers ity ofRome ; M.A. , Ph.D . ,

University ofPennsylvaniaJoseph F . Quinn , Professor; A.B . , Amherst College; Ph.D . ,

Massachusetts Institute ofTechnologyFabio Schiantarelli, Professor; B .S. , Univers ita Bocconi, Italy; M.S. ,

Ph.D . , London School ofEconomicsUzi Segal, Professor; B .S. , M.A . , Ph.D . , Hebrew Univers ity, IsraelTay‘fun Sonmez, Professor; B .S. , Bilkent University, Turkey; M.A. ,

Ph.D . , University ofRochesterRichard W. Tresch, Professor; A .B . ,Williams College ; Ph.D . ,

Massachusetts Institute ofTechnologyM . Utku Unver, Professor; B .S. , M.A. , Bilkent University, Turkey;Ph.D . , University ofP ittsburghZhijie Xiao , Professor; B .Sc. , M.Sc. , Renmin University, China; M.A. ,

M.Ph. , Ph.D . , Yale UniversityMehmet Ekmekci, Associate Professor; B .S. , Bogazici University,Turkey; Ph.D . , Princeton UniversityMichael D . Grubb , Associate Professor; Ph.D . , S tanford Univers ity;M.Phil, Oxford University; BS , University ofPennsylvaniaStefan Hoderlein , Associate Professor; D iplom Volkswirt, HohenheimUniversity, Germany; Ph.D . , Bonn University and London School ofEconomicsJulie Mortimer, Associate Professor; B .A. , Carleton College ; Ph.D . ,

University ofCalifornia—Los Angeles

ARTS AND SCIENCESRobert G . Murphy, Associate Professor; B .A. ,William s College ; Ph.D . ,

Massachusetts Institute ofTechnologyHarold A. Petersen , Associate Professor; A.B . , DePauw University;Ph.D . , Brown Univers ityS . Anukriti, Assistant Professor; B .A. , St . Stephen ’s College, Univers ityofDelhi ; M.A. , Delhi School ofEconomics ; M.Phil. , M.A. , Ph.D . ,

Columbia UniversityRyan Chahrour, Assistant Professor; B .A . , Swarthmore College ; Ph.D . ,

Columbia UniversityS anj ay Ghugh, Assistant Professor; B .A. , Massachusetts Institute ofTechnology; Ph.D . , University ofPennsylvaniaTzuo Law, Assistant Professor; B .S. , Duke University; Ph.D . ,

University ofPennsylvaniaBen Li, Assistant Professor; B .A. , Zhea ng University; Ph.D . ,

University ofColorado at BoulderJaromir Nosal, Assistant Professor; B .A. ,Warsaw School ofEconomics ;Ph.D . , University ofMinnesotaAnan t Nyshadham , Assistant Professor; B .S. , University ofPennsylvania; Ph.D . , Yale UniversityDongho Song, Assistant Professor; B .A. , Seoul National University;Ph.D . , University ofPennsylvaniaRichard Sweeney, Assistant Professor; Boston College; Ph.D . , HarvardUniversityRosen Valchev, Assistant Professor; BS , BA , Duquesne Univers ity;M.A. , Ph.D . , Duke UniversityMathis Wagner, Assistant Professor; BA , University ofCambridge;Ph.D . , University ofChicagoCan Erb il, Professor of the Practice; B .A. , Bogazici University; Ph.D . ,

Boston CollegeChristopher Maxwell, Professor of the Practice; BA , University ofPennsylvania; Ph.D . , Harvard UniversityP aul L. Cichello , Associate Professor of the Practice; B .A . , BostonCollege ; Ph.D . , Cornell Univers ityTracy Regan , Associate Professor of the Practice; BA , University ofArizona; Ph.D . , University ofArizonaS am Richardson , Associate Professor of the Practice; B .A. , StanfordUniversity; Ph.D . , Harvard UniversityCon tacts

D irector ofGraduate Studies : Richard Tresch, 6 17—552—367 1,[email protected]

Graduate Program Ass istant : Gail Sullivan, 6 17—552—3683,

[email protected]

Administrative Ass istant : MaryEllen Doran, 6 17—552—3670,

[email protected]

www.bc.edu/economicsGraduate P rogram DescriptionPh .D . P rogram

The graduate program in economics is designed for full—timestudents who are seeking a Ph.D . The program trains economists forcareers in teaching, research, and the private sector by providing strongbackgrounds in economic theory, quantitative research methods , andapplied fields . Requirements include course work, comprehensiveexaminations , a thesis , and a one—year res idence requirement . Thecourse requirements consist of a first—year core curriculum and eightelectives , for a total of 47 credits . The first—year program consists ofcore courses in Micro Theory (ECON7740, Macro Theory(ECON7750, Mathematics for Economists (ECON7720) ,

36

Statistics (ECON7770) , and Econometric Methods (ECON7772) .The second year is devoted to electives . In addition to the Department ’sown electives , students may take courses in the Carroll School ofManagement ’s Ph.D . program in Finance . All courses accepted for thedegree are worth three credits , with the exception of two courses takenin the second semester of the first year: ECON774 1 and ECON775 1.

These two courses are each worth four credits .Students are required to pass written comprehensive examinations

in micro theory, macro theory, and in two of the following fields :econometrics , economic development, industrial o rganization , international economics , labor economics , advanced macro and monetaryeconomics , public sector economics , advanced micro theory, andfinance . Each exam is based on a two course sequence on the subjectmatter . The micro and macro comprehensives are offered twice eachyear in late May and late August . Students take them immediately afterthe first year and begin to write field comprehensives at the end of thesecond year .

All students accepted to the program are offered financial aidincluding tuition remission . S tudents can expect continued financialsupport for five years as long as they achieve satisfactory progresstoward the Ph.D . More information about the Ph.D . program andfinancial aid opportunities can be found at the graduate program menuoption at www.bc.edu/economics .Admission Info rmation

An online application for your convenience is located at www.

Any questions regarding admission requirements should be directed to [email protected]. For furtherinformation regarding the Ph.D . program , send an e—mail to GailSullivan atCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .ECON7720Math for Economists (Fall : 3)

This course consists of two modules : one on linear algebra andthe second on economic dynamics . The linear algebra portion of thecourse covers fundamentalmaterial in vector spaces , metric spaces , linear equations and matrices , determinants , and linear algebra. This bas icmaterial finds application in numerous economics courses , includingmacro theory, micro theory, and econometrics , and it will be assumedin the theoretical econometrics sequence . The dynamic optimizationportion ofthe course covers differential equations , difference equations ,and various topics in dynamic optimization .

Peter IrelandECON7740Microeconomic Theory I (Fall : 3)

This course covers bas ic consumer and producer theory andexpected utility maximization . Also covered are special topics in consumer theory, such as welfare change measures and revealed preferencetheory.

Marvin Kraus


ECON774 1 Microeconomic Theory I I (Spring: 4)This course comprises three modules . The first treats pure and

applied aspects of general equilibrium theory. The second is an introduction to non—cooperative game theory. The third covers topics ininformation economics .

Ut/eu Unver

ECON77 50Macroeconomic Theory I (Fall : 3)The first half of the course presents Keynesian and classical mod

els, rational expectations and its implications for aggregate supply, andeconomic policy. The second half covers the Solow growth model,infinite horizon and overlapping generation models , the new growththeory, real business cycle theory, and traditional Keynesian theoriesoffluctuations .Fabio Schiantarelli

ECON77 5 1 Macroeconomic Theory II (Spring: 4)This course is divided into three sections . Part I covers consump

t ion and asset pricing . Part I I introduces business—cycle theory withflexible prices . Part I II covers monetary models , including business—cycle theory with nominal rigidities and the role ofmonetary policy.

Susanto BasuECON7770 Statistics (Fall : 3)

The first part ofthis course deals with topics in probabil i ty theory,including random variables , conditional distributions , expectation, andmultivariate distributions . The second part presents topics in mathematical statistics , including moment estimation , hypothes is testing,asymptotic theory, and maximum likelihood estimation .

Zhij ieXiaoECON7772 Econometric Methods (Spring: 4)Prerequisite: ECON7770or equivalent .

This course provides an understanding of the econometric theorythat underlies common econometric models . The focus is on regress ionmodels and their many extensions . Topics include finite and asymp

totic properties of estimators , consistency and limiting distributions ,specification issues , heteroskedasticity, autocorrelation , endogeneity

and simultaneity, and nonlinear model estimators including maximumlikelihood and the generalized method ofmoments .Arthur LewbelECON7798 Economics P racticum (Fall/Spring: 1)Prerequisite: Permission of the D irector ofGraduate S tudiesRichard Tresch

ECON7799 Readings and Research (Fall/Spring : 3)Prerequisite: Permission of the D irector ofGraduate S tudies

A student and professor may propose a course involving readingsand research designed to study an issue not covered in the standardcourse offerings .Richard Tresch

ECON808 5 Labor Economics I (Fall : 3)With ECON8086, this course prepares students to do research

in labor economics . Topics include labor supply and demand, humancapital, education, j ob search, wage determination , unemployment,immigration , family and gender, and discrimination .

TheDepartment


ECON8 8 54 Industrial Organization I I (Spring: 3)This course includes an economic analysis of antitrust and regu

latory policies : a review ofmodern antitrust policy, including a studyofmajor cases and the economics literature commenting on antitrustpolicy; analysis of the genesis of regulation ; peak- load pricing; optimaldepartures from marginal cost pricing; automatic adjustment clauses ;the empirical evidence regarding regulation—induced inefficiencies ;and an investigation of the special problems of regulatory reform andderegulation in particular industries .Michael Grubb

ECON8 860Advan ced Macro : Computation , Estimation , and

Appl ication s (Spring: 3)Ryan Chahrour

ARTS AND SCIENCESECON8 821 Time Series Econometrics (Fall : 3)Prerequisites: ECON7770 and ECON7772 or equivalents .

This course covers maj or advances in time series analysis . In addition to univariate and multivariate models for stationary time series , itaddresses the issues of unit roots and cointegration . The Kalman Filterand time series models of heteroskedasticity are also discussed . The

course Stresses the application of technical tools to economic issues ,including testing money—income causali ty, stock market efficiency, thelife—cycle model, and the sources of bus iness cycle fluctuations .Zhij ieXiaoECON8 822 Cro ss Section and Pan el Econometrics (Fall : 3)Prerequisites: ECON7770 and ECON7772 or equivalents .

This course covers maj or advances in m icroeconometrics . The

course will present developments in estimating models with limiteddependent variables , random and fixed effects models , and durationmodels .Stefizn Hoderlein

ECON8 823Appl ied Econometrics (Spring: 3)Prerequisites: ECON7770 and ECON7772 or equivalents .

This course presents a number of econometric estimation techniques relevant for applied research in economics and finance andaddresses the computational issues related to their implementation .

Topics will be drawn from instrumental variables (IV—GMM) estimation and diagnostics ; panel data estimators , including dynamic paneldata techniques ; reduced-form and structural vector autoregressions ;ARFIMA (long memory) models ; general linear models ; limited dependent variable techniques ; Structural equation modeling; propensityscore matching; state—space and dynamic factor models ; s imulation andbootstrapping.

Christopher BaumECON8 830Topics in Developmen tal Economics (Fall : 3)

This course will study the micro—economic development literature, with an emphasis on empirical applications in the areas ofhealth,education , fertility, gender, fam ily, children , marriage, and intra—household allocation of resources .Anu/eriti

ECON8 8 53 Industrial Organization I (Spring: 3)This course is an introduction to modern industrial organiza

tion theory. Topics will include, as t ime permits , the game theoreticapproach to oligopoly theory, theories of barriers to entry, predatorypricing, R85D competition, and applications to trade theory.

ARTS AND SCIENCESECON8862Monetary Economics I I (Fall : 3)

This course considers various topics in monetary theory andpolicy with a particular emphas is on empirical applications . Includedamong the topics covered are money demand, the term structure ofinterest rates , asset pricing models , macroeconomic aspects of publicfinance, and models of unemployment and inflation .

Fabio Schiantarelli

ECON8870Economic Developmen t (Spring: 3)Prerequisites: ECON7770 and ECON7772 or equivalents .

This course is an introduction to empirical development econom ics . Topics will focus on some constraint or missing market indeveloping countries such as credit and insurance ; education, labormarkets , and migration ; health ; and institutions . We will emphasizeidentification and model differentiation us ing IV, randomization ,structural models , and non—param etric approaches .Scott FulfordECON887 1 Theory of In ternational Trade (Spring : 3)Emphasis on the structure of general equilibrium, welfare and

commercial policy propositions , and the foundations of comparativeadvantage . The course also covers imperfect competition and uncer

tainty.

Ben Li

ECON8872 In ternational Fin ance (Spring: 3)The course provides an introduction to international finance,

spanning from the class ic puzzles to current research . It is des igned forPh.D . students in their second year or later, and provides an overviewof theory and empirical tools for conducting research in this field . Westudy two overarching themes : first, exchange rate dynamics and second, international risk sharing and financial integration .

Georg Strasser

ECON8873 Empirical Methods in Macroeconomics and Fin ance(Spring: 3)Prerequisites: Graduate level econometrics , time—seriesWe will study econometric models and methods that are useful

to conduct substantive empirical research in macroeconomics andfinance . We consider the estimation and evaluation of dynamic stochastic general equilibrium models , analys is of l inear and nonlinearvector autoregressive models , time series models with regime switchesand time—varying coefficients , as well as dynamic factor models . Forthe most part, we will focus on Bayesian methods of inference, withdetailed discussions of suitable Markov-Chain—Monte-Carlo methods .Dongho Song

ECON8874 In ternational Macroeconomics (Spring: 3)Prerequisite: ECON8872Corequisite: ECON886 1 recommended

This course will focus on the construction ofmodels for understanding the international business cycle and analys is ofmacroeconom

ic policy in open economies . The first part will focus on the transmiss ion ofmacroeconomic shocks across countries , from the internationalreal business cycle literature to models with nominal rigidity andfinancial imperfections . The second part will cover the recent literatureon macroeconomic policy in open economies . The third portion of thecourse will return to model building and shock transmission and focuson the recent literature at the intersection between international tradeand macroeconomic theory.

Fabio Ghironi

ECON8 876 Topics in In ternational Economic Policy (Spring : 3)This course will cover trade policy and its political economy

(Anderson) , and financial crises , treating causes and policies both preand post—cris is (Dvir) . A common theme is,What makes a good paper ! .

jamesAndersonEyalDvir

ECON8 879 Gam e Theory and Appl ication s (Spring: 3)In this elective advanced graduate class , we will cover many top

ics and problems that fall under the category game theory with moreemphas is on dynamic games and repeated games . Although we willstudy some topics of dynamic games with complete information, therewill be a disproportionate weight on problems with asymmetric information, and problems in which there are elements related to learning.

More specifically, we will study Repeated Games , Reputation Games ,Bargain ing, Experimentation and Information Aggregation . S tudentsshould have a Strong background in mathematical tools used in econom ics, and should have taken an advance undergraduate course inGame Theory, and/or first year Graduate Micro sequence .Mehmet E/eme/eciECON8 884 Theories ofDistributive Justice (Spring: 3)Prerequisites: ECON7740 and ECON774 1

The course will deal with the allocation ofgoods and rights whenmarkets cannot or should not be used . Topics covered will includemeasurement of utility, bargaining, utilitarianism , non—utili tariansocial welfare functions , social and individual preferences for randomization , ex—ante and ex—post analysis of social welfare, equality, thetrolley problem, and the creation ofsocial groups . The course will coverboth the formal literature as well as some of the relevant philosophicaland legal l iterature .

ECON8 88 5 Analysis of Labor Markets (Spring: 3)Prerequisite: ECON8822, which may be taken prior to or concurrently with ECON8885 .

A comprehensive approach to the analysis of labor markets , focusing on j ob market search, matching of firms and workers , minimumwage, discrimination, centralized wage setting (as in some Europeancountries and trans itional economies) , migration and demographicdecis ions (such as marriage and child bearing) , labor supply, householdproduction, and program evaluation . Heavy emphas is is placed on

specification and estimation of empirical models .AndrewBeauchampECON8 88 8 In terim Study (Fall/Spring : 0)Required for Master ’s candidates who have completed all course

requirements but have not taken comprehensive examinations .Richard Tresch

ECON9900Third Year Thesis Workshop (Fall/Spring: 1)Third—year students in the Ph.D . program must participate in

the Thesis Workshop , which meets once each week during both falland spring terms . Third—year students are required to present a thes isproposal during the spring term .

Susanto BasuUt/eu Unver


ECON9901 Fourth Year Thesis Workshop (Fall/Spring: 2)Fourth—year students in the Ph.D . program must participate in

the Thes is Workshop , which meets once each week during both falland spring terms . Fourth—year students are required to lead a seminardiscussion of some aspect of their Ph.D . dissertation during each term .

Susanto BasuUt/eu Unver

ECON9998 Doctoral Comprehen sives (Fall/Spring: 1)Required for Doctoral students who have completed all course

requirements and are preparing for comprehensive examinations .Richard Tresch

ECON9999 Doctoral Con tinuation (Fall/Spring: 1)All students who have been admitted to candidacy for the Ph.D .

degree are required to register for doctoral continuation during eachsemester of their candidacy, whether or not they remain in residence .Doctoral Continuation requires a commitment of at least 20hours perweek working on the dissertation .

Richard Tresch

English

Ro semarie Bodenheimer, ProfessorEmerita; A.B . , Radcliffe College ;Ed.M. , Harvard University; Ph.D . , Boston CollegeLeonard R. Casper, Professor Emeritus; A.B . , A.M. , Ph.D . , UniversityofWisconsinPaul Mariani, University ProfessorEmeritus ofEnglish; B .A. ,

Manhattan College ; M.A . , Colgate; Ph.D . , CUNYKristin Morrison , Professor Emerita; A.B . , Immaculate Heart College;A.M. , St . Louis University; Ph.D . , Harvard UniversityRichard Schrader, Professor Emeritus; A.B . , Notre Dame University;A.M. , Ph.D . , Ohio S tate UniversityE. Dennis Taylor, Professor Emeritus; A.B . , College of the HolyCross ; A.M. , Ph.D . , Yale Univers ityJudithWilt, Newton CollegeAlumnae Professor Emerita; A.B . ,

Duquesne University; Ph.D . , Indiana UniversityPaul C . Doherty, Associate Professor Emeritus; A.B . , College of theHoly Cross ; A .M. , Boston University; Ph.D . , Univers ity ofMissouriJohn J . Fitzgerald, Associate Professor Emeritus; A.B . , Boston College ;A.M. , Ph.D . , Fordham UniversityJoseph A. Longo , Associate ProfessorEmeritus; B .S. , M.Ed. , A.M. ,

Ph.D . , Rutgers UniversityJohn F . McCarthy, Associate ProfessorEmeritus; A.B . , HarvardUniversity; A .M. , Ph.D . , Yale UniversityAn drew J . Von Hendy, Associate Professor Emeritus; A.B . , NiagaraUniversity; A .M. , Ph.D . , Cornell Univers ityAmy Boesky, Professor; Chairperson of the Department ; B .A. ,

Harvard College ; M.Phil. , University ofOxford ; Ph.D . , HarvardUniversityMary Thomas Cran e , Thomas F . Rattigan Professor; A.B . , HarvardCollege ; A .M. , Ph.D . , Harvard UniversityElizabeth Graver, Professor; B .A. ,Wesleyan Univers ity;Washington UniversityDayton W. Haskin , Professor; A.B . , University ofDetroit; A.M. ,

Northwestern University; B .D . , University ofLondon ; Ph.D . , YaleUniversityElizabeth KowaleskiWallace, Professor; B .A. , Trinity College ; M.A. ,

M.Phil. , Ph.D . , Columbia University


ARTS AND SCIENCESPaul Lewis , Professor; A.B . , City College ofNew York; A.M. ,

University ofManitoba; Ph.D . , University ofNew HampshireRobin R. Lydenberg, Professor; A.B . , Barnard College; A.M. , Ph.D . ,

Cornell Univers itySuzanne M . Matson , Professor; B .A. , Portland State University; M.A. ,

Ph.D . , University ofWashingtonKevin Ohi, Professor; B .A. ,Williams College; M.A. , Ph.D . , CornellUniversityPhil ip T. O

’

Leary, Professor; A.B . , College of the Holy Cross ; Ph.D . ,

Harvard UniversityFrances L. Restuccia, Professor; B .A. , M.A. , Occidental College ;Ph.D . , University ofCalifornia at BerkeleyAlan Richardson , Professor; A.B . , Princeton University; A .M. , Ph.D . ,

Harvard UniversityCarlo Rotella, Professor; B .A . ,Wesleyan University; M.A. , Ph.D . , YaleUniversityKalpana Seshadri, Professor; B .A. , S t . Francis College ; M.A. , M.Phil. ,

University ofHyderabad ; Ph.D . , Tufts UniversityMaxim D . Shrayer, Professor; B .A. , Brown University; M.A. , RutgersUniversity; M.A. , M.Phil. , Ph.D . , Yale UniversityAndrew Sofer, Professor; BA , University ofJerusalem , Israel;Boston University ofTheater Arts ; M.A. , Ph.D . , University ofMichigan , Ann ArborMin Song, Professor; A.B . , University ofMichigan at Ann Arbor;Ph.D . , Tufts UniversityLaura Tanner, Professor; B .A. , Colgate Univers ity; Ph.D . , UniversityofPennsylvaniaChristopher P . Wilson , Professor; A.B . , Princeton University; Ph.D . ,

Yale UniversityCaro l ine Bicks , Associate Professor; A .B . , Harvard University; Ph.D . ,

Stanford UniversityRhonda Frederick, Associate Professor; B .A. , M.A. , Ph.D . , UniversityofPennsylvaniaMarj o rie Howes, Associate Professor; BA , University ofMichigan ;Ph.D . , Princeton UniversityChristina Klein , Associate Professor; B .A . ,Wesleyan University; Ph.D . ,

Yale UniversityPaula Mathieu, Associate Professor; B .S. , University of Illino is atUrbana—Champaign ; M.S. , Ph.D . , University of Illinois at ChicagoMaia McAleavey, Associate Professor; B .A. , S tanford Univers ity; A.M. ,

Ph.D . , Harvard Univers ityJames Naj arian , Associate Professor; B .A. , M.A. , M.Phil. , Ph.D . , YaleUniversityJames Smith, Associate Professor; B .A. , M.A. , University College,Dublin ; M.A. , Clark Univers ity; Ph.D . , Boston CollegeRobert Stan ton , Associate Professor; B .A. , M.A. , Ph.D . , University ofTorontoLaurence Tobin , Associate Professor; B .A. , Earlham College ; M.A . ,

University ofChicago ; Ph.D . , University ofNew HampshireJames D . Wallace , Associate Professor; B .A. , Earlham College ; M.A. ,

Bread Loaf School ofEnglish ; Ph.D . , Columbia UniversityAeron Hun t, Assistant Professor; BA , University ofToronto ; M.A. ,

Ph.D . , University ofChicagoRobert Lehman , Assistant Professor; B .A. , Oberlin College ; M.A. ,

University of Florida; M.A. , Ph.D . , Cornell UniversityAdam Lewis, Assistant Professor; BA , Univers ity ofMinnesota; M.A. ,

Ph.D . , University ofCalifornia San D iego

P rogram in LinguisticsIn the Department of Slavic and Eastern Languages and

Literatures , the Program in Linguistics offers courses for graduatestudents in English who want to study English from a linguistic perspective or to examine the nature of language generally.

Doctor of Philosophy P rogramNormally, no more than four students will be admitted to the

doctoral program each year (one additional student is sometimesadmitted on an Irish S tudies fellowship , and there is additional supportfor diversity candidates and other exceptional students) . The smallnumber of students makes possible a flexible program , individuallyshaped to suit the interests and needs of each student .

All students accepted into the program receive S tipends and tuit ion remission . Fellowships are renewed for five years as long as thestudent is making satisfactory progress toward completion of requirements for the degree .Course Requiremen tsFour doctoral seminars are to be taken in consecutive semesters

over the first two years of the program . The remainder of the student ’s program may include O ther graduate courses in the EnglishDepartment or related disciplines , small reading groups , or individualtutorials shaped around the candidate ’s preparation for examinations .Ideally, students will have taken four to six courses in addition to thedoctoral seminars by the end of the second year. A student—initiatedpedagogy colloquium accompanies student teaching, and an advancedprofessionalization colloquium is taken in the third or fourth year.Language Requiremen tS tudents must demonstrate an ability to read two foreign languag

es or a working knowledge and application ofone foreign language andits l iterature . The first alternative requires successful performance ontwo translation examinations in which a short text must be translatedadequately (with use ofa dictionary) in two hours . The second involvessubmitting a paper in which knowledge of the foreign language is usedto work out a literary question, or translating a substantial critical orl iterary text currently unavailable in English . Commonly, enrollmentin language courses or in graduate electives on translation , accompanythe completion of the ass ignment .Examination sEach student will direct a course of study toward completion of

three exam inations— a minor field exam by the end of the second year,a maj or field exam, and a dissertation field exam .

The minor field examination normally runs one and one—halfhours and may focus on an author, historical period, theoretical field,or genre . The major field examination is broader in scope and consistsof a two—hour oral examination usually on a period or genre . The dissertation field exam, two and one-half hours long, explores a topicalarea in which the dissertation is l ikely to take place . All examinationsare graded according to the university scale for graduate examinations .P ro spectus, Dissertation , and Defense

After completing the dissertation field exam, the student writes aprospectus in consultation with his or her dissertation director describing the dissertation topic and including a working bibliography. Thisprospectus will then be submitted to two additional faculty memberswho will also approve it . All dissertation committees will have at leastthree faculty readers (under special circumstances , a faculty memberfrom outside BC may sit on the committee) . Submission of the dissertation will be followed by an oral defense . Students are responsible


ARTS AND SCIENCESfor acquainting themselves with all university requirements , fees , anddeadlines pertinent to dissertation submission and graduation . Thisinformation can be obtained from the English Department office orfrom the Graduate S chool ofArts and Sciences Dean ’s office .Teaching

As part of their program , Ph.D . students engage in a carefully organized sequence of teaching experiences . In the second year,students spend one semester ass isting in a course taught by a facultymember . In the third and fourth years , students teach four independently taught courses— at least one semester of First—Year WritingSeminar, a self—designed elective in the student ’s own field, and twomore courses selected to provide the best range of teaching experiencefor each individual student . Faculty mentoring is a part of every phaseof this program .

Graduate ColloquiumA student committee composed ofM.A. and Ph.D . candidates

organizes and schedules graduate colloquia, at which faculty members ,outside speakers , or students lead discussions on literary topics . In alternate years , the spring colloquium will be a full—day graduate conference .All graduate students and faculty are strongly encouraged to attend .

Good StandingCandidates for the degree are expected to remain in good standing

in accordance with department guidelines set out for the timely completion of the degree . Continued financial support and participation inthe program depends on maintain ing good standing .

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .ENGL7700English Language Training for Graduate LevelStuden ts : Focus on Speech (Fall : 0)Departmen t permission is required .

Designed for students whose first language is not English, thiscourse will emphas ize the oral/aural language skills required for successin graduate work. It will provide students the opportunity to hone theirspeaking and listening skills through group discussions , presentations ,and targeted practice in pronunciation, stress , and intonation throughthe reading of poetry and tongue twisters . The course may be particularly beneficial to those with teaching responsib ilities at BC . Non—creditand offered free ofcharge by GSAS to its s tudents during the fall semester . Students who enroll in the course are expected to attend all classesthroughout the semester.LynneAnderson

ENGL7701 English Language Training for Graduate LevelStuden ts : Focus on Writing (Spring: 0)Departmen t permission is required .

Designed for those whose first language is not English, this courseoffers students practice writing in a range of academic modes including reflection, summary, analysis , and critique . Early in the semester,students will explore the composition process from brainstorming todrafting to revision to editing . Grammar is taught in the context ofstudent writing . Several classes will be devoted to e—mail, referenceletter, and proposal writing. Non-credit, oyferedfiee of charge by GSASto its students during the spring. Departmentpermission required. Studentswho enroll in the course are expected to attend all classes and complete shortwriting assignments wee/ely.

LynneAnderson

ARTS AND SCIENCESENGL7723 Eighteenth Cen turyNew Materialisms (Fall : 3)

According to D iane Coole and Samantha Frost, by definitionNew Materialisms return us to some “fundamental questions aboutthe nature of matter and the place of embodied humans within amaterial world .

”

This course introduces students to key concepts inan emerging field while exploring the relevance of those concepts foran eighteenth—century context . Possible eighteenth—century authorsmay include Cavendish, Defoe, Pope, Swift, Goldsmith, S terne, andCowper. We may also read theoretical work by the following authors ,among others : Theodor Adorno and Max Horkheimer, Jane Bennett,Rosi Braidotti, Karen Barad, Stacy Alamo , Bruno La Tour, andTimothy Morton . The written work will cons is t of two short essays ,and then longer, conference- length paper .Elizabeth WallaceENGL7727 Modern Major Irish D ram a (Spring: 3)

This course will offer an in—depth study of the work of the threemost important contemporary Irish playwrights : Brian Friel, TomMurphy, and Conor McPherson . There will be discussion of the Irishand international context of their work, and of the plays as works to beperformed as well as literary texts .Philip O

’

Leary

ENGL7736 New Historicism (Spring: 3)This course engages both the theory and the practice of New

Historicism, from its origins in anthropology and Continental philosophy to recent work in cultural studies , emphas izing Althusser andJameson, Michel Foucault, S tephen Greenblatt and Louis Montrose,and the ways O ther critical schools have reacted to or against NewHistoricism . Finally, we will consider how New Historicism has influenced the rise of Cultural S tudies as a critical practice . Students willdevelop their own New Historical proj ects , and the work of the coursewill include oral reports and a research paper.james WallaceENGL7738 Agamben and His Universe (Fall : 3)Fulfills the Theory requiremen t

This course will focus on Giorgio Agamben along with philosophers, artists , and theorists with whom his work intersects : St .Paul, S imone Weil, Aristotle, Titian, Scholem , Arendt, Benj amin ,Heidegger, Bataille, Foucault, Deleuze, Derrida, Debord . It will engagetopics such as the relation of political theory to ethics ; Agamben

’

s

relation to psychoanalys is ; mess ianism; the “human” and the relationof the human to animality; pornography; t ime and cinematic time ; theprofane versus the sacred; the society of the spectacle ; sovereignty, thestate of exception, and biopolitics . Agamben

’

s elegant writing animatesall sorts ofhistorical, cultural, political, philosophical, ethical, aesthetic,and theological arenas .F rances RestucciaENGL7746 The City in Am erican Literature and Culture(Spring: 3)We will cons ider how American literature and culture has

responded to the formal and conceptual challenges posed by cities .Taking an American Studies approach to our subject, our inquiry willinclude not only novels Sister Carrie, Native Spea/eer) and otherliterary forms but also film Chinatown, Blade Runner) , music,landscape, and more . We ’ ll also read scholars like Betsy Klimasm ith,

Thomas Heise, and Catherine Jurca, who offer interdisciplinary models for relating the interpretation of texts to the social, economic, andpolitical facts of ci ty life .Carlo RotellaENGL7764 Twen tieth—Cen tury Irish Fiction (Fall : 3)In this graduate seminar, we will read a selection of Irish novels so

as to identify, discuss , and better understand complex cultural phenomena that become manifest in the aftermath of the colonial experience .The underlying premise suggests that Irish novelists participate indebates concerning national identity and, in the process , anticipate theevolution ofa pOStnational society. Paying particular attention to issuesof language, gender, place, and literary authority, and to representations of religion, history, and identity, the seminar seeks to establish theinevitable heterogeneity related to the post—colonial condition .

james SmithENGL7765What Is Perfo rmance ! (Fall : 3)This course fulfills the M.A. theory requiremen t

Performance is everywhere in critical discourse today. But what isit ! This course, which satisfies theM.A. theory requirement, introducesthe dynamic field of performance studies , which fuses theater studies ,anthropology, ethnography, and theory. We will test the util ity of thefield ’s primary concepts , including performativity, for the analysis ofspecific cultural performances , ranging from scripted plays to glam rockto gender to performance art ( including one local event chosen by theclass) .Work will include analyzing a theatrical or cultural performanceofyour own choosing .

AndrewSofer

ENGL777 1 The Victorian Novel (Spring: 3)Provides graduate students with an advanced introduction to the

scholarly and critical study of the Victorian novel ( 1837 It isappropriate both for students who have had some undergraduate coursework in the field and those who are relatively new to Victorian S tudies .We will read a number of the maj or novels of the period, probablyincluding novels by Charlotte B ronte, W. M . Thackeray, CharlesD ickens , George Eliot, and Thomas Hardy. We will also explore thehistorical context of the Victorian era and develop a critical frameworkfor theorizing these texts and, more broadly, the novel as a genre .MaiaMcAleavey

ENGL7782 I ssues and Methods in Am erican Studies (Spring: 3)This course offers an introduction to the field ofAmerican Studies ,

which focuses on the interdisciplinary study ofAmerican culture . Wewill read a range of recent scholarship , exploring diverse approaches ,methods , and issues of interest . In the process , we will assemble a toolkit of critical skills for making interpretive arguments about works ofculture in their historicalmoments . The cultural forms we analyze mayinclude popular fiction , film , music, religion , and others .Christina KleinENGL7784 Studies in Early Modern Poetry (Fall : 3)

An exploration of poetry from the Tudor and Stuart eras ,according some attention to theories of genre and of editorial practice that respond to differences among poems by Shakespeare andJonson, Donne and Milton . Concentration on developments in eroticand religious lyrics , the emergence of satire, and the transition from


manuscript culture to print publication . Other poets l ikely to be featured include S idney, Spenser, the Countess of Pembroke, Herbert,and Marvell .Dayton HaskinENGL7793Am erican Fiction and the Family (Summer : 3)Offered P eriodically

This class will explore the representation of family dynamics andeveryday life in American fiction of the last century. We will cons iderhow the construction of individual and familial identity is shaped bythe contexts of grief, violence, consumerism, poverty, disaster, race,class , aging, and domestic space . Texts may include Faulkner’s As ILay Dying, Robinson

’s Housekeeping, DeLillo’

s White Noise, Krauss ’sThe History ofLove, and McCann

’

s Thirteen Ways ofLooking, as wellas short fiction by Hemingway, Baldwin , Lahiri, Carver, Alexie andothers .Laura Tanner

ENGL8800 Irish Gothic (Spring : 3)Ghosts and vampires , lunatics and criminals , human corruption

and supernatural punishment : these things have fas cinated generationsof I rish writers and readers . This seminar will investigate why Irelandproduced such a rich tradition of Gothic literature, beginning in theearly nineteenth century and continuing right up to the present . Wewill also explore various critical and theoretical approaches to the genre :political, historical, psychological, sexual, and religious . Writers to bestudied include Maria Edgeworth, Sheridan LeFanu, Charles Maturin ,Bram Stoker, Oscar Wilde, Elizabeth Bowen, and PatrickMcCabe.

Marj orieHowes

ENGL8801 Thesis S emin ar (Fall : 3)TheDepartmentENGL88 17 Con temporary An glophone Novels from Africa andSouth Asia (Summer : 3)Offered P eriodicallyIn this course we will read major contemporary novels from

Africa (Nigeria, Somalia, Southern Africa) and South As ia (India,Pakistan, Sri Lanka) that engage directly with the experience ofBritishImperialism and contemporary globalization . Our concerns will bewith the economic consequences of globalized political power and theways in which creative writers and intellectuals in the developing worldrepresent issues such as food security, environmental degradation, rap idinduStrialization and the onslaught of consumer values .Kalpana Seshadri

ENGL88 19 British Roman ticism and Imperial Culture (Spring: 3)Topics include antislavery poetry, early slave narratives , anti and

pro—slavery polemics ; literary Orientalism and other forms ofexoticism ;anti—imperialist poetry and polemics ; I reland and Scotland as s ites forcolonial appropriation ( including literary appropriation) and emergentnationalist cultures . Attention will be given to literary constructionsof the Americas in this era and to the beginnings of Creole literarytraditions . Texts may include poems by Chatterton , Rushton , More,Yearsley, Blake, Barbauld, Williams , Wordsworth, Coleridge, Shelley,and Byron ; novels by Austen (Mansfield Park) , Morgan (Wld IrishGirl) , Scott (Waverley) , Edgeworth (Castle Rackrent) ; and slave narratives by Equiano and Prince .Alan Richardson


ARTS AND SCIENCESENGL8 825 Composition Theory and the Teaching ofWriting(Spring : 3)Departmen t Permission required

This course is designed to prepare graduate students to teachfirst—year college writing courses ; to introduce students to centralissues , problems and theories in composition studies ; and to examineways in which contemporary critical theories ( including feminism,

psychoanalysis , cultural studies , and critical pedagogy) have influencedthe teaching and study of composition . Requirements will include atheoretically-informed analysis of a student essay; a piece of creativenonfiction and an accompanying description of the process used toproduce it; an annotated syllabus for a first—year college course ; and aweek of student teaching in a First Year Writing classroom .

PaulaMathieuENGL8 840Con temporary Am erican Fiction (Fall : 3)

This seminar examines works offiction published within the pasttwo decades with a special focus on the novel . It considers how postmodernism largely fails to describe these works and how in working inthe form of the novel authors struggle to maintain its cultural prestigein the face ofmultiple challenges . It also considers the growing diversityof authors and works who are gaining the most attention , as well as anincreasingly lively interest in popular genres once eschewed by highliterary aspirants . Readings are a mix offiction and criticism .

ENGL8 844 Bodies and Souls : Vision s, Mystics, and MedievalDevo tion (Spring: 3)Writings about mystical experience make up the most intense,

most emotional, and most controversial genre of medieval l iterature .Mystics l ived inner lives that distinguished them sharply from theirfellow humans and outer lives that often threatened the religious andsecular institutions of their day. In this course we will read five Englishmystics : Richard Rolle (d . Walter Hilton (d . the anonymous author of The Cloud ofUnknowing; Julian ofNorwich (d .

and Margery Kempe (d . All texts will be read in Middle English,but no previous knowledge is required .

Robert StantonENGL8 873 Shakespeare (Spring: 3)

This graduate seminar is designed to do the following : ( 1) toexplore how Shakespeare ’s works engaged with early modern debatesover gender, sexuali ty and race as well as with notions ofkingship andthe construction of history; and (2) to introduce students to both thehistory and current state of Shakespeare criticism and to the editorialpractices that have informed the reception of different Shakespeareanworks at various historical moments .Caroline Bicks

ENGL8 887 In troduction to Advan ced Research (Fall/Spring: 3)This course will acquaint you with the essential resources to carry

out the central tasks of literary scholarship . B ibliography (broadlydefined as the investigation of the production , dissemination, collection , location , and identification of literary artifacts) is indispensable toscholarship and criticism of all kinds , just as a critical sensib ili ty guidesour choice ofwhat books to look for. You will be guided through thereference works and databases available in the Boston College libraryand others , discuss the goals , purposes , and future ofthe field of literarystudies , and produce an original proj ect based on archival sources .jamesNaj arianRobert Stanton

ARTS AND SCIENCESENGL88 88 In terim Study (Fall/Spring: 0)Required for master

’s candidates who have completed all courserequirements but have not taken comprehensive examinations . Alsofor master ’s students (only) who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis .TheDepartmentENGL8899 Readings and Research (Fall/ Spring : 3)TheDepartmentENGL9906 Ph .D . Seminar: Aesthetics ofModernism (Spring: 3)Modernism demands a rethinking of aesthetics , relativizing or

rendering obsolete aesthetics ’ fundamental categories— the classicalnotion of beauty, for example, or the romantic notion of genius .Through its experiments with spatial and temporal representation ,moreover, modernism can be said to interrogate or to undermineanother sense of the aesthetic : the aesthetic as the discourse on sensiblecognition . How, then, does modernism fit into the history of aesthetics ! Are modernism ’s own aesthetic categories— novelty, difficulty,impersonali ty— still a part of this histo ry ! In this class , we will putliterary and visual modernism in contact with issues in philosophicalaesthetics .We will understand modernism ’s “aesthetics” broadly: as thetheoretical discourse on art occas ioned by modernist art obj ects ; as thepractice of art and literary criticism specific to the modernist period ;and as a reimagining of the forms of sensible experience in modernistworks themselves .Robert LehmanENGL9907 Ph .D . Seminar: Global Economy, Ecology, and theNovel (Fall : 3)In our current global s ituation the economy and the market

dominate the political sphere and direct the intimacies of social life,while fundamentally transforming the planetary environment .We shallapproach this s ituation by ( 1) tracing its genealogy in the industrialrevolution through 19th century literature ; (2) engaging with economictheorists to grasp the contours of economic logics ; and (3) studying theimpact of the global economy on the environment through world literature . The aim of this course is to draw a wide arc that will connect theeconomy to the environment and to the proliferation of civil conflictand inequality.

Kalpana Seshadri

ENGL9934 Advan ced Research Colloquium (Spring : 3)This seminar for Ph.D . students in their third or fourth years will

be run as a series ofworkshops S tructured to provide practical adviceabout how best to facil itate the successful transition from graduatestudent life to a professional l ife in academia . Topics will include theConference Paper, the Scholarly Article, the D issertation, Teachingand the Academic Job Market .Aeron HuntENGL9936 Pulp , Popular, P ro letarian (Fall : 3)

This is a course on the underground worlds ofAmerican writingthat often remain out ofview in the academy. Working from contemporary cultural studies , we will focus on three different forms of nineteenth and twentieth century American prose : working class narrative(for instance, proletarian fiction or memoir from the 1930s) “pulp” or

sensational l iteratures (dime novels , or nonfiction exposes of poverty,prisons , or crime) ; and popular romance genres (adventure, mystery,

true confess ions Readings will include not only samples of theseparticular genres , but attempts by well—known American writers toadapt them to elite practices and experimental styles .ChristopherW7ilsonENGL9998 Doctoral Comprehen sive (Spring : 1)For students who have not yet passed the DoctoralComprehens ive,

but prefer not to assume the status of a non—matriculating student forthe one or two semesters used for preparation for the comprehensive .TheDepartmentENGL9999 Doctoral Con tinuation (Fall/Spring: 1)



TheDepartmentHistory

John L. Heineman , Professor Emeritus; A.B . , University ofNotreDame ; Ph.D . , Cornell UniversityRoberta Manning, ProfessorEmeritus; B .A. , Rice Univers ity; M.A. ,

Ph.D . , Columbia UniversityDavid A. Northrup, Professor Emeritus; B .S. , M.A. , FordhamUniversity; M.A. , Ph.D . , University ofCalifornia, Los AngelesAlan Reinerman , Professor Emeritus; B .A. , A.M. , Xavier University;Ph.D . , Loyola University ofChicagoPeter H . Weiler, Professor Emeritus; A.B . , S tanford Univers ity; A.M. ,

Ph.D . , Harvard Univers ityS ilas H .L. Wu, ProfessorEmeritus; A.B . , National Taiwan Univers ity;A.B . , University ofCalifornia at Berkeley; A.M. , Yale Univers ity;Ph.D . , Columbia UniversityPaul B reines, Associate Professor Emeritus; A.B . , A.M. , Ph.D . ,

University ofWiscons inEllen G . Friedman , Associate Professor Emeritus; B .A. , New YorkUniversity; Ph.D . , Graduate S choolAlan Lawson , Associate Professor Emeritus; A.B . , Brown University;A.M. , University ofWiscons in ; Ph.D . , University ofMichiganJohn H . Rosser, Associate Professor Emeritus; A.B . , University ofMaryland; A.M. , Ph.D . , Rutgers UniversityPaul G . Spagno li, Associate Professor Emeritus; A.B . , Holy Cross ;A.M. , Ph.D . , Harvard Univers ityFrank Fonda Taylor, Associate Professor Emeritus; B .A . , M.A . ,

University ofWest Indies ; Ph.D . , Univers ity ofGenevaJames E. Cronin , Professor; B .A. , Boston College ; M.A. , NortheasternUniversity; Ph.D . , Brandeis UniversityRobin Fleming, Professor; B .A. , M.A. , Ph.D . , University ofCaliforniaat Santa BarbaraThomas Hachey, University Professor; Ph.D . , St . John ’s UniversitySeth Jacobs, Professor; B .A. , Yale University; DePaul

University; M.A. , University ofChicago ; Ph.D . , NorthwesternUniversityMarilynn S . Johnson , Professor; B .A. , S tanford Univers ity; M.A. ,

Ph.D . , New York UniversityKevin Kenny, Professor; Chairperson of the Department; M.A. ,

University ofEdinburgh ; M.A. , M.Phil. , Ph.D . , Columbia Univers ity


P atrick Man ey, Professor; B .S. ,Wisconsin State University; Ph.D . ,

University ofMarylandJam es O’

Toole, CloughMillennium Professor; A.B . , Boston College ;A .M. ,William and Mary College ; M.S. , S immons College ; Ph.D . ,

Boston CollegePrasannan Parthasarathi, Professor; B .A. ,Williams College ; M.A. ,

Boston University; Ph.D . , Harvard UniversityDavid Quigley, Professor and Provost and Dean ofFaculties; B .A. ,

Amherst College ; M.A . , Ph.D . , New York UniversityHeather Cox Richardson , Professor; B .A. , Harvard-Radcliffe ; M.A. ,

Ph.D . , Harvard UniversityAlan Rogers, Professor; A.B . , M.A. , Ph.D . , University ofCalifornia,Santa BarbaraConeveryValencius, Professor; B .A. , S tanford University; Ph.D . ,

Harvard UniversityJulian Bourg, Associate Professor; A.B . , Brown University; M.A. ,

Graduate Theological Union 85 The Jesuit S chool ofTheology atBerkeley; Ph.D . , University ofCalifornia, BerkeleyBen j amin Braude , Associate Professor; A.B . , A.M. , Ph.D . , HarvardUniversityCharles R. Gallagher, S.J Associate Professor; Katholieke

Universiteit Leuven ; B .D . , Heythrop College, University ofLondon ;M.A. , B inghamton Univers ity; Ph.D . , Marquette UniversityMark I . Gelfand , Associate Professor; A.B . , City College ofNew York;A .M. , Harvard University; Ph.D . , Columbia UniversityWilliam P . Leahy, S.J . , Associate Professor and University President;B .A. , M.A. , S t . Louis University; M . Div. , Jesuit School ofTheology; Ph.D . , Stanford UniversityDeborah Leven son , Associate Professor; B .A . , M.A . , University ofMassachusetts , Boston ; Ph.D . , New York UniversityCyn thia Lyerly, Associate Professor; BA , University ofNorth Carolinaat Chapel Hill ; Ph.D . , Rice Univers ityRobert A. Maryks, Associate Professor; M.A. , Univers ity ofWarsaw;

Pontificia FacoltaTeologica; Ph.D . , Fordham UniversityArissa Oh, Associate Professor; B .A. , Yale University; M.A. , Ph.D . ,

University ofChicagoKevin O ’

Neill, Associate Professor; A.B . , Marquette University; A.M. ,

Loyola University ofChicago ; Ph.D . , Brown UniversityDevin Pendas, Associate Professor; B .A. , Carleton College ; M.A. ,

Ph.D . , University ofChicagoVirginia Reinburg, Associate Professor; A.B . , Georgetown University;M.A. , Ph.D . , Princeton UniversityS arah Ross, Associate Professor; B .A. , Bowdoin College ; M.A. , Ph.D . ,

Northwestern UniversityDan a Sajdi, Associate Professor; B .A . , American University ofCairo ;M.A. , Ph.D . , Columbia UniversitySylvia Sellers—Garcia, Associate Professor; B .A. , Brown University;M.Phil. , St Antony’s College, Oxford; Ph.D . , Univers ity ofCalifornia, BerkeleyFranziska Seraphim, Associate Professor; A.B . , University ofCaliforniaat Berkeley; M.A. , M.Phil. , Ph.D . , Columbia UniversityOwen S tanwood, Associate Professor; B .A. , Grinnell College; M.A. ,

Ph.D . , Northwestern UniversityMartin Summers, Associate Professor; B .A. , Hampton University;Ph.D . , Rutgers UniversityThomas W. Dodman , Assistant Professor; B .A . , M.A . , UniversityCollege London ; Ph.D . , University ofChicago


ARTS AND SCIENCESNicole Eaton , Assistant Professor; BA , University of Indianapolis ;M.A. , Ph.D . , University ofCalifornia, BerkeleyPenelope Ismay, Assistant Professor; B .S. , US . NavalAcademy; M.S. ,

Joint Military Intelligence College ; M.A. , St . John ’s College ; M.A. ,

Ph.D . , University ofCalifornia, BerkeleyP riya Lal, Assistant Professor; B .A. , Columbia University; Ph.D . , NewYork UniversityZachary Matus, Assistant Professor; B .A. , Johns Hopkins University;

Harvard D ivinity School; Ph.D . , Harvard UniversityYajun Mo , Assistant Professor; B .A . , Fudan University; M.A . , The

Chinese Univers ity ofHong Kong; M.A. , Ph.D . , University ofCalifornia, Santa CruzLing Zhang, Assistant Professor; B .A. , Peking University; M . Phil . ,Ph.D . , University ofCambridgeRobert Savage, Associate Professor of the Practice; B .A. , Boston College ;M.A. , University College Dublin ; Ph.D . , Boston CollegeKaren Miller, Assistant Professor of the Practice; B .A . , M.A . , UniversityofCalifornia, San D iego ; Ph.D . , University ofCalifornia, SantaBarbaraCon tacts

Department Administrator: Colleen O ’

Reilly, Stokes Hall,S301-A, 6 17—552—3802, colleen [email protected]

Graduate Program Ass istant : Rebecca Rea, Stokes Hall, S301-B,

6 17—552—378 1,www.bc.edu/history

Graduate P rogram DescriptionBoston College ’s Histo ry Department attracts talented graduate

students from around the nation and around the world .We offerM.A.

and Ph.D . degrees with training in a number of regional and thematicspecialties . For the master’s degree in teaching programadministered by the Lynch School of Education see M.A. Programson the next page .Doctor of Philosophy in History

The Ph.D . degree is offered with concentrations in United States ,medieval, early modern European, modern European ( includingBritish/Irish/British Empire) , and As ian history. The department alsooffers course work in African, Middle Eas tern , and Latin Americanhistory, as well as a number ofglobal and comparative fields , includingimperial history, the histo ry of the Atlantic world, religious history,and international histo ry. During the first semester of full—t ime study,doctoral students choose a faculty advisor, who oversees the student ’sprogress in preparing for comprehensive exams and in developing adissertation topic .

The Ph.D . is a research degree and requires special commitmentand skills .While the degree is not granted for routine adherence to certain regulations , or for the successful completion of a specified numberof courses , there are certain basic requirements .

Course and ResidencyRequirements: S tudents entering directly intothe Ph.D . program are required to complete 39 credits , 36 ofwhichare taken prior to comprehensive exams . All students in the Ph.D .

program are required to pursue two semesters offull—time study duringthe first year and must, in the course of their studies , complete at leasttwo seminars and at least two colloquia (one in the maj or and one ina minor area) .

Plan ofStudy: By the conclusion of the first semester, and after fullconsultation with their professors and the D irector ofGraduate S tudies ,students file a plan of study leading to the comprehens ive examination .

ARTS AND SCIENCESThis plan of study cons is ts of three areas of concentration . Usuallyfaculty require that students take at least some formal coursework ineach field and expect students to develop and master a reading list ofimportant books and articles .With the approval of the advisor and theD irector of Graduate S tudies students may select a discipline relatedto History or a topic within that cuts across traditional geographicalor chronological boundaries . When considered necessary to a student ’sprogram , the department may require advanced—level work in a relateddiscipline, either as a minor field or as supplemental work . This planof study may be reviewed, evaluated and revised whenever necessary.

However, changes must be approved by the faculty advisor and theD irector ofGraduate Studies .

Language Requirement: Ph.D . candidates , with the exception of

medievalists , must pass two language exams . S tudents concentrating inUnited S tates history may substitute competency in a field ofparticularmethodological or theoretical relevance to their program of study forcompetency in a second foreign language . To do so, students mustpetition the Graduate Committee for the substitution and explain thenature of the field and its importance to the plan of study, particularlythe dissertation . The student ’s faculty advisor certifies that the studenthas acquired the appropriate skills and knowledge . Medievalists mustpass three language exams , one ofwhich must be Latin or Greek.

The ComprehensiveExam: The student ’s oral comprehensive examination will be conducted by an examining board composed of threefaculty members . A written examination may be substituted for an oralexam at the joint discretion of the student and the student ’s committee .

The Dissertation: S tudents must have a dissertation topic beforetaking and passing comprehens ive exams . The last six credits earnedfor the degree, taken after the comprehensive exams , will be focusedexplicitly on the dissertation . These should include the D issertationSeminar . D issertation proposals , written in the D issertation Seminar,must be approved by the student ’s dissertation committee, consistingof three faculty, one of them designated as advisor. Proposals must becompleted by the end of the semester following the passing of comprehensive exams and filed with the department . The completed dissertat ion must be approved by a committee of three readers— the facultyadvisor and two Other faculty members— and approved by the D irectorofGraduate S tudies . It must also be defended at a public oral defense .Master ofArts P rogram s

The M.A. degree in Histo ry is offered with concentrations inearly modern European, Latin American , medieval, modern European(encompass ing British, Irish, and continental European) , internationaland global history, and United States history. The department alsooffers coursework in African, Middle Eastern , and As ian history. The

Master ofArts in Teaching program for secondary schoolHistory teachers is administered by the Lynch School ofEducation . Itrequires admission to both the Graduate School of Education and tothe Department of History. For further information on theplease refer to the LSOE section on Mas ter’s Programs in SecondaryTeaching or call the Lynch School ofEducation , Graduate AdmissionsOffice, at (6 17 ) 552—4214 .

Requirements: The M.A. degree in History requires 30 graduatecredits , a distribution requirement for each particular program , and anoral comprehensive examination . S tudents are not allowed to completetheM.A. program by attending only summer sessions , but are requiredto take a total of at least four courses ( 12 credits) during the regularacademic year .

Plan ofStudy: All candidates for the M.A. in History are encouraged to pursue an individual course of study developed in conjunctionwith their faculty advisor and selected by the student during the firstyear in the program . In making their selection of courses and seminars ,students are urged to widen their chronological and cultural horizonswhile deepening and specifying one special area of concentration .

Students must choose a maj or and minor field . As many as sevencourses (21 credits) can be taken in the major field . Major fields for theM.A. include early modern European, LatinAmerican, medieval, modern European (encompass ing British, I rish, and continental European) ,and United S tates histo ry.

The minor field is made up of a minimum of three courses(nine credits) , at least one ofwhich must be a graduate level course .Minor fields can be chosen from the same list ofmajor fields or can bemore conceptual or historiographical. Such fields , for example, couldinclude a field in economic, social, or labor history; or could concernrace or gender . We now offer a minor field in archival managementor cultural heritage/public history, in cooperation with the S immonsCollege Graduate S chool of Library and Information Science (see our

website for further information) . Minor fields must be approved by theD irector ofGraduate Studies .Students whose prior academic preparation warrants an exception

to the above requirements may, with the consent of their faculty advisor, request permiss ion to substitute a different proportion or varietyof courses and areas than those generally required . The opportunity forstudy in a major or minor area is open to the extent that the department offers sufficient courses in the student ’s area of interest .Students may study in departments outside History, and, with the

permission of the Graduate Committee, a candidate whose advisor sorecommends may earn as many as six credits in Classics , Economics ,English, Political Science, Sociology, or other related disciplines .Graduate credits earned in a related discipline will be included in thedistribution requirements for the appropriate area.In addition to the general requirements for the M.A. degree,

students in the Histo ry program are required to complete a seminar intheir major area .

LanguageRequirement: Master’s candidates must pass a foreign lan

guage reading examination, ordinarily in French, German, or Spanish .

Another foreign language, when relevant to the research of the student,may be substituted with permission of the Graduate Committee .

Exam and Thesis: Students must take an oral comprehensiveexamination administered by the student ’s advisor and one additionalfaculty member from the minor area. S tudents planning to pursue acareer in teaching may choose an alternative, teaching-focused comprehensive exam . This would require the student to present and defend aportfolio before their faculty advisor and a professor from the minorfield . The portfolio would include, but not be limited to , a substantialresearch paper in the maj or field ; two original syllab i des igned forcourses , one in the maj or and one in the minor field; and historiographical essays on both the maj or and minor fields .Students may complete theMaster’s degree with orwithout a thesis .

Those wishing to write a thesis should complete all of the other requirements for the degree and then request permission . The thesis counts forsix credits and must be approved by the candidate ’s faculty advisor.Appl ication s to theMA . and Ph .D . P rogram s

The deadline for applications to the Ph.D . programs in historyis January 2 and the deadline for applications to the M.A. program


is February 1 . Ph.D . and M.A. applicants must submit GRE generalscores (the GRE in Histo ry is not required) , official undergraduate andgraduate transcripts , at least three letters of recommendation, a statement of purpose emphas izing intellectual interests , a writing sample(a paper written for a recent course or one written expressly for theapplication) , and all the application forms .Funding

The History Department has a highly competitive Ph.D . program, but one which guarantees five years of funding to all incomingPh.D . students contingent upon satisfactory academic performanceand progress towards the degree, as well as satisfactory performancein teaching as evaluated by the faculty of the Department ofHistory.

S tudents interested in the Doctoral orMaster’s programs shouldwrite to :

D irector ofGraduate StudiesHistory DepartmentBoston CollegeChestnut Hill, MA 02467e—mail :

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .HIST7 101 Readings and Research : Independen t S tudy(Fall/Spring: 3)Prerequisites: Permission of Instructor; Graduate S tudent S tatusGraduate students who wish to pursue a semester of independent

readings with individual faculty members under this category mustsecure permission of the faculty member . Lists of faculty members andtheir fields can be obtained from the Department .TheDepartmentHIST7303 Colloquium : Gender History and the Scholar

’ s CraftToday (Spring: 3)Prerequisite: Graduate Student StandingFamiliarity with the issues and concepts ofgender history consti

tutes essential preparation for graduate students entering the historicalprofession today. This course offers an introduction to the theories ,methods and sources of gender history. Engaging scholarship from the1980s to the present, we will examine gender histo ry’s divergence fromsocial and women ’s history, convergence with post—structuralism andthe linguistic turn and impact upon new lines of inquiry the histo ry ofsexuali ty, transnational and global history. The final component of thecourse is a tailored practicum : students will assess recent applications ofgender analys is in their own research field .

SarahRoss

HIST731 1 Colloquium : Law and History (Fall : 3)A range ofmodern thinkers and scholars , notably HannahArendt,

Jean-Paul Sartre, as well as Gavin Langmuir have explored the histo ryof Jew-hatred in an attempt to fathom its causes , continuities , anddiscontinuities . This course will examine their writings as well as otherworks in order to understand the religious , social, economic, psychological, and political reasons that have been suggested as sources of thephenomenon .

Devin Pendas


ARTS AND SCIENCESHIST7313 Graduate Colloquium: Race, Culture and Power(Spring : 3)Prerequisite: Graduate S tudent S tanding

This course examines a wide variety of l iterature on race, culture,and identity. It will introduce students to maj or theories of race andprovide an overview of the historiography of race through a selectionof case studies from across the world . In particular, we will aim tomake sense of how the category of race operates in relation to broaderconfigurations of power within such social, political, and economicformations as empires , nations , and capitalism during the nineteenthand twentieth centuries . In doing so, we will pay close attention tointersecting forms of identity, such as gender, class , and religion .

Priya Lal

HIST7 521 Colloquium : Critical Modernities (Spring : 3)Prerequisite: Graduate S tudent S tandingjulian BourgHIST7 542 Graduate Colloquium: Modernity, Modernism,

Postmodernism (Summer : 3)Prerequisite: Graduate student standing or permission of instructor

This course will examine key thinkers and themes in the historyof modernity, critical cultural modernism , and postmodernism . Webegin with a brief overview of the complex phenomenon ofmodernityand the centuries- long process ofmodernization .We will then focus onthe intellectual and cultural expressions ofmodernism in the years itflourished (c . 1850—1960) as modernity’s self—conscious or self—criticals ide . Next, we will investigate the various meanings of “the postmod

ern ” during the 1980s and 1990s . In conclusion we ask: What comesafter” postmodernism ! andWhat relevance do the terms modernity,modernism, and postmodernism have today !julian BourgHIST7 801 Graduate Colloquium: U.S. History to 1877 (Spring: 3)Prerequisite: Graduate S tudent S tandingOffered Periodically

This course is designed to familiarize students with criticalissues and interpretations in the field of American history up toReconstruction .

Cynthia Lynn LyerlyHIST7 802 Colloquium : U .S. History from 1877 (Spring: 3)Prerequisite: Graduate S tudent S tandingOffered Periodically

This course is designed to familiarize students with criticalissues and interpretations in the field of American history s inceReconstruction . We will pay particular attention to the relationship between recent developments in historiography and traditionalapproaches to modern American histo ry.

MarilynnjohnsonHIST8000Colloquium : In troduction to Doctoral Studies (Fall : 3)Prerequisite: Graduate S tudent S tandingOffered Periodically

This graduate colloquium is required for and limited to first—yeardoctoral students in history. The course will explore a range of theoretical and methodological approaches to the study of the past . Exemplaryworks from a range of regional historiographies will constitute a significant portion of the course reading . The course aims to introduceentering students to central traditions and debates in the discipline .Prasannan Parthasarathi

Juliana V. Belding, Assistant Professor of the Practice; B .A. , Bryn MawrCollege ; Ph.D . , University ofMarylandMarie Clote , Assistant Professor of the Practice; M.A. ,

University Paris VIIEllen J . Goldstein , Assistant Professor of the Practice; B .A. , SkidmoreCollege ; Ph.D . , Tufts UniversityRobert C . Reed, Assistant Professor of the Practice; BA , Univers ity ofCalifornia at Berkeley; Ph.D . , University ofWisconsin at MadisonJamison Wolf, Assistant Professor of the Practice; B .A. , BucknellUniversity; Ph.D . , Tufts UniversityCon tacts

Department Offices : Maloney Hall, Rooms 56 1 and 562Department Phone : 6 17—552—3750Department Fax : 6 17—552—3789www.bc.edu/math

Graduate P rogram DescriptionThe Department ofMathematics offers programs leading to : ( 1)

the Doctor of Philosophy degree in mathematics ; to (2) theMaster of Science in Teaching degree in education, in conjunction with the Lynch School ofEducation ; and to (3) a dualMasterofArts/Master of Business Administration degree, inconjunction with the Carroll S chool ofManagement .Ph .D . Degree Requiremen ts

The requirements for the Ph.D . fall into five categories : coursework, examinations (Preliminary, Language and Comprehensive) ,teaching, a dissertation, and a residency requirement of two consecutivesemesters with full—time registration . Coursework: Students must complete at least 50credit hours at the graduate level, including the first—yearcore curriculum, and receive a grade ofB orhigher in at least 44 ofthese .The first—year program consists of core courses inAlgebra (MATH8806,MATH8807 ) , Geometry/ Topology (MATH8808 , MATH8809) , RealAnalysis (MATH88 10) , Complex Analysis (MATH88 11) , GraduateTeaching Seminar (MATH8890) , and Graduate Research Seminar(MATH8892) . The second year is devoted to electives . Students withprior comparable coursework may be exempted from one or more ofthe first—year graduate courses , upon approval of the Ass istant Chair forGraduate Programs . Up to 18 credit hours of the coursework requirement may be waived for students with prior graduate work, uponapproval of the Ass istant Chair for Graduate Programs .

Examinations: There are three types of examinations : Preliminary,Language, and Comprehensive .

Preliminary: All students must take preliminary exams in twoof the three following subj ects : Real and Complex Analysis ; Algebra;Geometry and Topology. These exams cover the material in the corefirst—year courses , and are typically taken at the end ofMay followingthe first year . They may also be taken at the start of the academic yearand in mid—year. Preliminary exams are graded as follows : Ph.D . pass ,M.A. pass , or fail . Students are strongly encouraged to complete twopreliminary examinations at the Ph.D . pass level by the start of theirsecond year. The following two rules apply: ( 1) Students may re—takeeach preliminary exam once . (2) S tudents must pass two preliminaryexaminations at the Ph.D . pass level by the middle of their second yearin order to continue in the program after their second year . Exceptionsto these two rules require the approval of the Chair, who will consulttheAss istant Chair for Graduate Programs and the student ’s instructorsbefore arriving at a decis ion . Exceptions will be granted when there isclear evidence ofpotential to complete a degree in a timely way, or for


ARTS AND SCIENCESspecial circumstances such as extended illness . A student with advancedpreparation may choose to take one or more of the preliminary examinations immediately upon entering Boston College . In such a case,the exam ination would not count as one of the student ’s two attempts ,and failure of the exam ination would have no negative consequences .Students who wish to take an examination upon entrance should notifythe Ass istant Chair for Graduate Programs in writing by mid—July thatthey intend to do so .

Language: This exam consists of translating mathematics fromFrench or German into English . The student will select, in consultation with a faculty member, a book or substantial article in the chosenlanguage and will be asked to translate passages from it with the aid ofa dictionary.

Doctoral Comprehensive: After passing the preliminary exams atthe Ph.D . level, the student requests that a department faculty member (tenured or tenure—track) serve as their research advisor. Uponagreement of the faculty member, the student, in consultation withthe research advisor, forms a Comprehensive Examination Committee,cons is ting of the research advisor and at least two other members . Twomembers must be from Boston College ; the chair must be a tenuredor tenure-track member of the departmental faculty. Committeecomposition is subj ect to departmental approval. The comprehensiveexam can be taken any time after the Comprehensive ExaminationCommittee has been chosen . We recommend that it be taken as soonas possible, to allow time for dissertation research . The doctoral comprehens ive exam consists of a research topic and one secondary topic,chosen by the student in consultation with the student ’s Committee .Typically these are based on topics courses or independent study completed by the student in the second and third years . The comprehensiveexam has both a written and an oral component . In the written partthe student is given a week to solve problems or answer questions inthe chosen areas . The Committee then reads the student ’s work, andquestions the student about it in the oral exam, which may range intorelated areas . After the oral exam the Committee grades the entirecomprehensive exam as Pass with D istinction, Pass , or Fail . A studentwho fails the comprehensive exam may take it one additional time, butnot sooner than the following semester .

Teaching: In addition to their responsib ilities as teaching ass istantsand teaching fellows , students participate in the required GraduateTeaching Seminar in the fall semester of their first two years . The firstyear teaching seminar is for teaching assistants , covering their responsibilities both to their students and their supervisors , and providingguidance on leading a classroom for the first time . The second—yearteaching seminar is for teaching fellows , providing guidance for teaching one ’s own class .

Dissertation: Upon satisfactory performance on the Languageand Doctoral Comprehensive Exam inations , the student is eligibleto be admitted to candidacy for the Ph.D . To be admitted, thestudent formally constitutes a D issertation Committee which is

then approved by the Ass istant Chair for Graduate Program s . TheComprehensive Examination Committee will typ ically become thestudent ’s D issertation Committee ; any changes ofmembership requirethe department ’s approval. At this point the student begins researchfor the doctoral dissertation . The dissertation must cons is t of originalscholarly work. The D issertation Committee will read and evaluatethe completed dissertation and conduct an oral examination, at whichthe dissertation is defended in a public meeting . The dissertation is

ARTS AND SCIENCESaccepted when endorsed on the official title page by the D issertationCommittee after the oral examination . After ensuring that the formatof the accepted dissertation conforms to Boston College requirements ,the student submits the dissertation to the University.

Qualified students accepted to the program are offered financialaid stipends and tuition remission . It is anticipated that support will beprovided for five years of study, given reasonable progress toward thedegree and acceptable performance ofTeachingAss istant/Fellow duties .More information about the Ph.D . program can be found at the

graduate program menu option at www.bc.edu/math .

Master ofArts DegreeS tudents enrolled in the Ph.D . program who receive at least an

M.A. pass in two of the three preliminary exams and pass at least 30credits ofmathematics graduate courses , including at least five semesters of the first—year graduate courses in Real and Complex Analysis ,Algeb ra, and Geometry/Topology, will receive an M.A. degree .Advanced undergraduate courses may count towards the 30 credits inmeeting the M.A. requirements with the permission of the Ass istantChair for Graduate Programs . S tudents who skip a first—year coursebecause ofadvanced preparation may substitute more advanced coursesin any area, with the permission of the Ass istant Chair for GraduatePrograms . A student may receive an M.A. and continue on to a Ph.D .

provided the student meets the Ph.D . requirements above .Master of Science in Teaching P rogram

The Master of Science in Teaching program is adm inistered through the Lynch School of Education in cooperation with theDepartment ofMathematics . Application for the program is made to theLynch School ofEducation, and students must be accepted by the LynchSchool ofEducation and approved by the Department ofMathematics .

This program is designed either for experienced teachers or forprospective teachers . It is a two—year program that consists of46 credits ,ofwhich 31 are in Education and 15 are in Mathematics . Allmaster’sprograms leading to certification in secondary education include pract ica experiences in addition to course work. Students seeking certificat ion in Massachusetts are required to pass the Massachusetts EducatorsCertification Test . Degree candidates draw up an overall plan of studywith j oint advisement from the Ass istant Chair for Graduate Program sin Mathematics and the advisor for the M.S.T. program in the LynchSchool of Education . For further information on the refer tothe Master’s Programs in Secondary Teaching in the Lynch Schoolof Education section of the University Catalog or call the Office ofGraduate Admissions , LSOE, at 6 17—552—4214 .

Of the 15 credits which comprise the mathematics component ofthe candidates are required to complete MATH88 10—88 11Real and Complex Analysis , which should be completed in the firstyear . The other credits must be earned in MT courses at or above the4000- level . Because of certification requirements , unless approvedequivalents have been taken previously, these required courses shouldinclude the following:0 MATH445 1 Euclidean and Non-Euclidean GeometryMATH4426—4427 Probability and Mathematical S tatis ticsSome exposure to the use of computers in mathematics that maybe accomplished by any Computer Science maj or course beyondComputer S cience I

Other courses particularly well—suited for this program areMATH4430NumberTheory andMATH4475 History ofMathematics .M.S.T. candidates must also pass an oral comprehensive exam inationand submit a brief expository paper in some area ofmathematics .Mathematics Dual Degree

This dual degree program is offered in conjunction with the CarrollGraduate School ofManagement . Students must be accepted into theM.B .A. program by the Carroll Graduate School ofManagement, andapproved by the Department ofMathematics . The program takes threeyears , the first ofwhich is the same as the Mathematics Ph.D . , except forthe teaching and research seminars . The second year is allmanagement,the equivalent to the first year of the M.B .A. program .

After completion of the second year, 24 credits remain, 12 each inmathematics and in management . A student may take six managementcredits in the summer, in which case only 18 credits need to be taken inthe third year . Alternatively, all 24 credits may be taken in year three .Some Research Fellowships in CGSOM may be available . The mathematics requirements for the dual degree program are identical to theMathematicsM.A. described above, including the successful completionof the Preliminary Examinations at the M.A. pass level or higher. Themanagement requirements amount to the M.B .A. requirements minus12 credits of electives .Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .MATH8806 Algebra I (Fall : 3)

This course, with MATH8807 , will cover the following topicsGroup Theory (Group actions , Sylow, Nilpotent/Solvable, s implegroups , Jordan-Holder series , presentations) ; commutative algebra(uniqueness of factorization, Jordan decomposition, Dedekind rings ,class groups , local rings , Spec) ; finite fields ; algebraic numbers ; Galoistheory; Homological algebra; and Semisimple algebra.TheDepartmentMATH8807 Algebra I I (Spring: 3)

This course, with MATH8806, will cover the following topicsGroup Theory (group actions , Sylow, Nilpotent/Solvable, s implegroups , Jordan-Holder series , presentations) ; commutative algebra(uniqueness of factorization, Jordan decomposition, Dedekind rings ,class groups , local rings , Spec) ; finite fields ; algebraic numbers ; Galoistheory; Homological algebra; and Semisimple algebra.TheDepartmentMATH8808 Geometry/Topology I (Fall : 3)

This course, with MATH8809 , will cover the following topicspoint—set topology, fundamental group and covering spaces , smoothmanifolds , smooth maps , partitions of unity, tangent and general vector bundles , (co)homology, tensors , differential forms , integration andStokes ’ theorem, and de Rham cohomology.

TheDepartmentMATH8809 Geometry/Topology I I (Spring: 3)

This course, with MATH8808 , will cover the following topicsPoint—set topology, fundamental group and covering spaces , smoothmanifolds , smooth maps , partitions of unity, tangent and general vector bundles , (co)homology, tensors , differential forms , integration andStokes ’ theorem, and de Rham cohomology.

TheDepartment


MATH88 10Real Analysis (Fall : 3)Measure Theory, Hilbert Space, and Fourier Theory. Possible

topics from : Lebesgue measure starting on R, convergence and Fubinitheorems , and generalizing to locally compact spaces and groups .TheDepartmentMATH88 11 Complex Analysis (Spring: 3)Local and global theory of analytic functions ofone variable .

TheDepartmentMATH8820 In troduction to Represen tation Theory (Fall : 3)Introduction of a broad range of representation theory, including

representations offinite and compact Lie groups , and finite dimens ional representations of complex semisimple Lie groups and Lie algebras ,and quantum groups .MarkReeder

MATH8821 Number Theory I (Fall : 3)Along with MATH8822, possible topics include factorization of

ideals , local fields , local versus global Galois theory, Brauer group , adlesand idles , class field theory, D irichlet L-functions , Chebotarev densitytheorem, class number formula, and Tate ’s thesis .TheDepartmentMATH8822Number Theory I I (Spring: 3)

Along with MATH8821, possible topics include factorizationof ideals , local fields , local—versus—global Galois theory, Brauer group ,adles and idles , class field theory, D irichlet L—functions , Chebotarevdensity theorem, class number formula, and Tate ’s thesis .TheDepartmentMATH8831 Geometry/Topology I I I (Fall : 3)

This course, along with MATH8832, will cover topics fromthis list of possib ilities : differential geometry, hyperbolic geometry,three—dimens ional manifolds , and knot theory.

TheDepartmentMATH8832 Geometry/Topology IV (Spring : 3)

This course, along with MATH8831, will cover topics fromthis list of possib ilities : differential geometry, hyperbolic geometry,three—dimens ional manifolds , and knot theory.

TheDepartmentMATH8845 Topics in Algebra and Number Theory (Fall : 3)Offered P eriodicallySelected topics in Algebra and Number Theory.

TheDepartmentMATH88 55 Topics in Geometry and Topology (Spring : 3)Offered P eriodicallySelected topics in Geometry and Topology.

TheDepartmentMATH88 80Dissertation Research (Fall : 3)TheDepartmentMATH889OGraduate Teaching Semin ar I (Fall : 1)

This course is designed to assist graduate students in making thetransition to the duties of a teaching ass is tant .TheDepartmentMATH889 1 Graduate Teaching Semin ar I I (Fall : 1)

This course is intended to ass ist graduate students as they makethe transition to teaching fellows .TheDepartment


ARTS AND SCIENCESMATH8892 Graduate Research Semin ar (Spring: 1)

The research seminar is an opportunity for students to presenttheir own research or give lectures on advanced topics . Participation inthe research seminar is encouraged by the department . A student maybe required by their advisor to participate and/or speak in the researchseminar .TheDepartmentMATH8899 Readings and Research (Fall/Spring: 3)Prerequisite: Department permission is required .

This is an independent study course, taken under the supervisionof a Mathematics Department faculty member . Interested studentsshould see the D irector of the Graduate Program .

TheDepartmentMATH9903 Semin ar (Spring: 3)

This seminar is required of all candidates for the M.A. degreewho do not take MATH8801. It is l imited to second—year graduatestudents .TheDepartmentPhilosophy

Richard Cobb—Steven s, ProfessorEmeritus; Ph.D . , University ofParisWilliam J . Richardson , S.J . , ProfessorEmeritus; Ph.L. ,WoodstockCollege ; Th.L. , Ph.D . , Maitre University ofLouvainJacques M . Taminiaux, Professor Emeritus; Doctor Juris , Ph.D . ,

Maitre University ofLouvainJames Bernauer, S.J . , KraftFamily Professor; A.B . , FordhamUniversity; A.M. , St . Louis University; M.Div. ,Woodstock College ;

Union Theological Seminary; Ph.D . , State University ofNewYork at Stony BrookOliva Blanchette , Professor; A.B . , A.M. , Boston College ;Weston College ; Ph.D . , Universite’ Laval; Ph.L. , College St . Albert deLouvainPatrick Byrne , Professor; B .S. , A.M. , Boston College ; Ph.D . , StateUniversity ofNew York at S tony BrookJorge Garcia, Professor; B .A. , Fordham University; Ph.D . , YaleUniversityRichard Kearney, Charles SeeligProfessor; BA , Univers ity ofDublin ;M.A. , McGillUniversity; Ph.D . , University ofParisPeter J . Kreeft, Professor; A .B . , Calvin College ; A.M. , Ph.D . ,

Fordham UniversityArthur R. Madigan , S.J . , Albert]. F itzgibbons Professor; A .B . ,

Fordham University; A.M. , Ph.D . , University ofToronto ; M.Div. ,

Regis College, TorontoDavid M . Rasmussen , Professor; A.B . , University ofMinnesota; B .D . ,

A.M. , Ph.D . , University ofChicagoJohn Sall is , F rederick]. Adelmann, S. Professor; BA , University ofArkansas ; M.A. , Ph.D . , Tulane UniversityEileen C. Sweeney, Professor; BA , University ofDallas ; M.A. , Ph.D . ,

University ofTexas at AustinJeffrey Bloechl, Associate Professor; B .A. , M.A. , Catholic University ofAmerica; Ph.D . , Katholieke Universiteit te LeuvenSarah Byers , Associate Professor; B .A . , S t . Joseph ’s University; M.A. ,

Ph.D . , University ofTorontoGary Gurtler, S.J . , Associate Professor, Chairperson of theDepartment;B .A. , St . John Fisher College; M.A. , Ph.D . , Fordham University;M.Div. ,Weston School ofTheology

ARTS AND SCIENCESMarina B . McCoy, Associate Professor; B .A. , Earlham College ; M.A. ,

Ph.D . , Boston UniversityDaniel McKaughan , Associate Professor; BA , University ofOregon ;M . Div. , Princeton Theological Seminary; M.A. , Ph.D . , University ofNotre DameVanessa P . Rumble, Associate Professor; B .A. , Mercer University;Ph.D . , Emory Univers ityJean -Luc Solere, Associate Professor; M.A. , University ofParisSorbonne; Ph.D . , University ofPoitiersAndrea Staiti, Associate Professor; B .A. , M.A. , University ofMilan ;Ph.D . , Albert Ludwig University of Freiburg and University ofTurinRonald K. Tacelli, S.J . , Associate Professor; A.B . , Boston College ;M.Div. ,Weston College ; Ph.D . , University ofTorontoRichard Kenneth Atkin s, Assistant Professor; B .A . ,Wheaton College(IL) ; M.A . , Graduate Theological Union ; Ph.D . , Fordham UniversityAspen Brin ton , Assistant Professor; B .A. , Amherst College; M.A. ,

Ph.D . , Georgetown UniversityDavid John son , Assistant Professor; B .A. , Emory Univers ity; Ph.D . ,

Pennsylvania S tate UniversityMicah E. Lott , Assistant Professor; M.A. , Fuller Theological Seminary;Ph.D . , University ofChicagoMarius Stan , Assistant Professor; M.A. , University ofManchester;Ph.D . , Johns Hopkins UniversityB rian J . Braman , Professor of the Practice; D irector, PerspectivesProgram ; B .S. , Central Michigan University; St.B . , GregorianUniversity, Rome ; M.A . , Gonzaga University; Ph.D . , Boston CollegeDavid McMenamin , Associate Professor of the Practice; B .A . , FordhamUniversity; M.A . , Villanova Univers ity; Ph.D . , Boston CollegeDeborah DeChiara—Quenzer, Assistant Professor of the Practice; B .A. ,

S tate University ofNew York at Stony Brook; M.A. , Ph.D . , BostonCollegeThomas P . Miles , Assistant Professor of the Practice; B .A . , YaleUniversity; M.A . , Cambridge University; Ph.D . , UniversityofTexasDavid E. Storey, Assistant Professor of the Practice; B .A, BostonCollege ; Ph.D . , Fordham UniversityMary Troxell, Assistant Professor of the Practice; B .A . , AmherstCollege ; Ph.D . , Boston UniversityHolly Vande Wall, Assistant Professor of the Practice; B .A. , Macalester

College ; M.A. , Boston University; M.A. , Pacific S chool ofReligion ;Ph.D . , University ofNotre DameCherie McGill, Visiting Assistant Professor; B .A. Emory University;Ph.D . Johns Hopkins UniversityLaura L. Garcia, Resident Scholar; B .A. ,Westmont College ; Ph.D . ,

Notre DameCon tacts

Administrative and Undergraduate Program Specialist : PeggyBakalo, 6 17—552—3877 , [email protected]

Graduate Program Ass istant : RoseMarie DeLeo, 6 17—552—3847 ,

[email protected]

S taffAss istant, Paula Perry, 6 17—552—3845 , [email protected]

www.bc.edu/philosophyGraduate P rogram Description

The Department ofPhilosophy offers M.A. and Ph.D . programs .These programs provide a Strong emphas is on the histo ry ofphilosophy(ancient, medieval, modern , and contemporary) , and a special focus onContinental philosophy from Kant to the present . Faculty also teach

52

and conduct research in metaphysics , philosophy of science, philosophy of religion , ethics , aesthetics , and social and political philosophy.

Students have considerable flexib il i ty in designing programs of study,and have access to the resources of Political Science, Theology, andother departments . If a desired course is not offered, please consult withthe appropriate professor . It may be possible to arrange a Readings andResearch course on the desired topic . For further information refer toourwebsite at www.bc.edu/philosophy.

All applicants who are native speakers of English must submitthe results of the Graduate Record Exam ination . S tudents who speaka native language Other than English must provide evidence ofEnglishproficiency. A score of 100 or higher on the TOEFL iBT test oror higher on the IELTS test is required . TOEFL and IELTS scores areconsidered valid from exams taken a maximum of two years prior toapplication program deadlines . Admission to the doctoral program is

highly selective (five or six admitted each year from over 150applicants) .M.A. P rogram Requiremen tsRequirements for the M.A. are as followsTen courses (30 credits)Proficiency in one foreign language (Latin, Greek, French, orGerman)One hour and fifteen minute oral comprehensive examinationon a reading list in the histo ry ofphilosophy.

It is possible, though not common, for students to write an M.A.

thesis in place of two courses (six credits) . TheM.A. may be taken ona full—t ime or part—time bas is . Departmental financial aid and tuitionremission are not normally available for students seeking the M.A.

Ph .D . P rogram Requiremen tsRequirements for the Ph.D . are as followsOne year of full—time residenceS ixteen courses (48 credits)Proficiency in logic (tested by course or by examination)Proficiency in two foreign languages (Latin, Greek, French, orGerman)One hour and fifteen minute oral Preliminary comprehensiveexaminationDoctoral comprehensive examinationD issertationOral defense of the dissertationStudents entering the program with an M.A. in philosophy maybe credited with six courses ( 18 credits) toward the Ph.D .

The preliminary comprehensive is a one hour and fifteen minuteoral examination on a reading list in the history of philosophy, and itis to be taken at the end of the student ’s first year. The doctoral comprehens ive is a two hour oral examination on the student ’s dissertationproposal, a systematic problem, and two major philosophers ; it is to betaken by November of the student ’s fourth year (third year, for studentsentering the program with the M.A . degree in hand) .

Doctoral students are generally admitted with financial aid in theform of Research Ass istantships and Teaching Fellowships . Researchass istants and teaching fellows receive remiss ion of tuition for requiredcourses . Doctoral students generally teach after the first year; the program includes a seminar on teaching. Doctoral students are expectedto pursue the degree on a full—time bas is and to maintain satisfactoryprogress toward the completion of degree requirements . www.bc.edu/


Dual Degree P rogramThese programs are designed for students who have an interest

in philosophy of law, legal theory and jurisprudence, and who mayeventually wish to go into legal practice or teaching in those fields .S tudents may complete their master ’s in philosophy and law degree infour years of j oint study, or Ph.D . and law degree in seven . Studentsmust apply to both the Law School and master ’s or Ph.D . program inthe Philosophy Department ofBoston College .In stitute ofMedieval Philosophy and Theology

The Department ofPhilosophy and the Department ofTheologyare linked to the Institute of Medieval Philosophy and Theology.

The Institute is a center that unites the teaching and research effortsof faculty members in the Philosophy and Theology Departmentswho specialize in medieval philosophy and theology. For informationabout the Institute ofMedieval Philosophy and Theology, refer to theResearch Centers in theAbout Boston College section of this catalog orto the website : atmed—phil.html.The Lonergan In stituteS tudies related to the work of Jesuit theologian and philoso

pher Bernard Lonergan ( 1904—1984) are sponsored by the LonerganInstitute at Boston College . The Institute supports the renownedLonergan Workshop and other conferences , scholarship ass istance, andoperates the Lonergan Center, a center for research with an extensivecollection ofpublished and unpublished works . For more information,refer to the Research Centers in the About Boston College section ofthis catalog or to the website :Join t M.A. P rogram in Philosophy and Theology

ThisM.A. program is administered jointly between the Philosophyand Theology departments and is structured around distinct concentrations addressing major areas of common concern, such as faithand science, philosophy and religion , foundations in Philosophy andTheology, and Medieval Philosophy and Theology. The degree program has two directors representing each department . Students developa program of study in discussion with an academic advisor, and takecourses in the standard graduate programs offered by the Philosophyand Theology departments . For more information, please vis it :www.bc.edu/ma—phil—theo .

ElectivesIf a desired course is not offered, please consult with the appro

priate professor. It may be possible to arrange a Readings and Researchcourse on the desired topic .Course Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .PHIL7463 Science, Values and Metaphysics (Fall : 3)Offered P eriodicallyMany have claimed that science provides us with something like

a worldview. Is this correct ! Taking an exchange between WilfridSellars and Bas van Fraassen on the “scientific image of the world as

its theme, this course will critically examine contemporary perspectiveson naturalism , physicalism, empiricism , reductionism, scientism, andother views often associated with science . How do such views relateto science and what is their status ! Be prepared to read quite different


ARTS AND SCIENCESperspectives on how developments in science shape, constrain, andinteract with philosophical reflection, with religious commitments , andwith common sense pictures of the world and of ourselves .DanielMcKaughan

PHIL7702 Gadam er’ s Philosophical Hermeneutics (Fall : 3)Offered Periodically

The purpose of this course is to examine the idea ofphilosophicalhermeneutics that is found in the work of Gadamer . We will focusespecially on Gadamer ’s reflections on the nature of language, thecharacter of rationality, and the question of non—scientific modes oftruth . Because hermeneutics as Gadamer conceives it is also practicalphilosophy, much of our attention will be taken up with the questionof the relation between rhetoric, dialogical reason , and the problems ofethical life . Truth and Method will be the central text for this course,though we will also read some ofGadamer ’s shorter essays .David WjohnsonPHIL7703Aristolte’

s Ethics : P lotinus, Ennead I (Spring: 3)Offered Periodically

The purpose of this course will be twofold : ( 1) An analysis of themoral and intellectual virtues in relation to happiness as the goal ofethics . Aris totle understands human nature as social, so how do individuals attain virtue, especially as members ofsociety and as friends ! (2)Plotinus reacts toAristotelian eudaimonism, which he finds deficient inrelation to the Platonic goal of the ascent of the soul . Desp ite Plotinus ’critique, he incorporates ideas from both Plato and Aristotle into amore complex understanding of human nature that includes , amongother things , the first explicit theory of the unconscious .GaryM Gurtler, S.

PHIL7709 Aristotle on Science and the Sciences (Spring: 3)Scholars increas ingly appreciate the profound connections

between Aristotle ’s philosophical positions in works such as the Ethics,DeAnima, and Metaphysics and his theory of scientific knowledge, itsconditions and methods . Knowledge may be logical, ethical, or physical; it may be practical, productive, or theoretical; it may be mathemat

ical, physical, or theological; and while some things are more knowableto us, O thers are more knowable in themselves .Whether in psychology,metaphysics , ethics , or natural science, Aristotle ’s epistemological andmethodological commitments determine his starting points , shape theexposition , and decisively influence the outcome ofhis investigations .

PHIL77 16 Kant ’ s First Critique (Spring: 3)Offered Periodically

This course will introduce students to Kants masterpiece, TheCritique ofPure Reason. It is aimed at seniors maj oring in philosophyand at master’s students . No previous knowledge of Kant ’s theoretical philosophy is required, but a solid background in philosophy isexpected .

Marius StanPHIL7727 Con sequen tialism and Its Critics (Spring: 3)Offered Periodically

This course examines utilitarian and, more broadly, consequentialist approaches to ethics . Our goals will be : ( 1) to understand thestructure and appeal of consequentialist theories (2) to articulate thestrongest poss ible version of consequentialism and (3) to considerthe most serious obj ections to consequentialism . We will begin withtwo class ical texts : Mill ’s Utilitarianism and Moore ’s Principia Ethica .

ARTS AND SCIENCESWe will also examine contemporary re—formulations of consequen

tialism , including Brad Hooker ’s Ideal Code, Real World: A Rule

Consequentialist Theory ofMorality. In addition , we will read essaysby various critics of consequentialism , including Bernard Williams ,Philippa Foot, David Lyons , and Anselm Mueller.Micah LottPHIL7728 Kan t and Lonergan on Ethics (Fall : 3)Offered P eriodically

Kant effected a Copernican Revolution not only in the theoryof knowing but in ethical and moral philosophy as well . His remarkable synthesis was a powerful inspiration for virtually all contemporarymoral standards , including independent choice, universal humanrights , and equal treatment before the law procedural j ustice) .Lonergan ’s work in cognitional theorywas a response to the limitationsin Kant ’s theory of knowledge . But his ethical and value theory wasalso a response to Kant ’s moral philosophy. This course will undertakea careful reading of Kant ’s maj or works in moral philosophy and theresponses from Lonergan s works .PatrickH Byrne

PHIL7732Husserl ’ s Ideas : Book I (Fall : 3)Prerequisite: Some background in Kant, although not mandatory, isstrongly recommended .

Offered P eriodicallyIn this class we will examine Husserl ’s groundbreaking work, Ideas

Pertaining to a Pure Phenomenology and a Phenomenological Philosophyprimarily from a systematic perspective . An effort will be made to connect Husserl ’s phenomenology with the broader tradition of transcendental philosophy. The goal of the class is to learn Husserl ’s phenomenological method and to understand key notions of phenomenologysuch as reduction, intentionali ty, pure consciousness , noesis—noema.Andrea StaitiPHIL7743 Con temporary Con tinen tal Ethics (Fall : 3)Prerequisite: Advanced M.A. students and Ph.D . students

This course will concentrate on a close reading of a s ingle maj ortext or set of small texts on ethics in the so—called “continental” tradition . The text will be read slowly in open seminar format, at timeeven line by line . Likely authors from year to year include Nietzsche,Scheler, Ricoeur, Levinas , etc . The course has two aims : ( 1) investigateand evaluate themes , questions and methods involved in this approachto ethics ; (2) improve facili ty with critical reading.

j efi ey Bloechl

PHIL7746 Rawls ’ Political Philosophy (Fall : 3)Prerequisite: Familiarity with the Works ofJohn RawlsCross listed with LAWS77 12Offered P eriodicallyIn my view, the greatness of the Rawls ’ thought is to be found

in his attempt to redefine the task of political philosophy by takingseriously the phenomenon of pluralism , which characterizes moderndemocratic culture . His work from The Theory ofjustice onward can beread in light of that attempt . In this course we shall attempt to reconstruct the process that led from The Theory ofjustice to the writing ofPoliticalLiberalism and TheLawofPeoples.We shall also consider someof the significant secondary literature on Rawls ’ later work.

DavidM Rasmussen

PHIL77 59 Kant ’ s Transcenden tal Deduction (Fall : 3)A very close reading of the most crucial section ofKant ’s Critique

ofPure Reason.

Marius StanRonald Tacelli, S.

PHIL7763 Early Modern Metaphysics (Spring: 3)Offered Periodically

This course will explore the main themes of metaphys ics (God,substance and modes , mind and body, causali ty) in the seventeenthand early eighteenth centuries , from Descartes to Spinoza to Leibniz .jean-Lac Solere

PHIL7765 German Idealism I (Fall : 3)Prerequisite: M.A. and Ph.D . students onlyOffered Periodically

This course deals with the development of German philosophyin the period immediately following the appearance of Kant ’s threeCritiques . Attention will be given to ( 1) the in itial reception of thecritical philosophy; (2) Fichte’

s reformulation and systematizationof the critical philosophy in the form of the Wissenschaftslehre ; (3)Schell ing’s appropriation of Fichte’

s thought and his extension of it tothe philosophy of art and of nature; (4) the emergence ofHegel ’s earlythought from this development .john SallisPHIL7766 German Idealism II (Spring : 3)Prerequisite: M.A. and Ph.D . students onlyOffered Periodically

A study of selected texts by Schelling and Hegel .john SallisPHIL7798 Hermeneutics ofTrama : Eros and Thanatos (Fall : 3)

This seminar will involve a critical discussion of the philosophical readings of Freud ’s formative text on trauma, Beyond the PleasurePrinciple. The readings range from the hermeneutic and phenomeno

logical to the feminist and deconstructive . Particular attention will bepaid to the interpretations of the game offort/da as a crossing of storyand history, fantasy and reality, the imaginary and symbolic . S tudentswill be evaluated in terms of class participation and a final researchpaper.RichardM Kearney

PHIL8805 Medieval Theories ofCognition (Fall : 3)Offered PeriodicallyHow and what do we perceive ! How does one form concepts !

Who is the thinking subj ect ! What do we know! This class will offerthe opportunity to examine central issues ofmedieval philosophy: senseperception , realism versus representationalism, nature of the intellect,abstraction process , semantics and concepts . Through the study of

some landmark thinkers , such as Avicenna, Averroes , Aquinas , Scotus ,Ockham, we will observe the apparition of the modern conceptions ofthe subject and ofknowledge . The course is especially designed for giving graduate students a Strong and in—depth presentation of an essentialmoment of the development ofmedieval thought .jean-Lac Solere


PHIL8 8 13 Inaugural Sermons and Question s (Fall : 3)Cross listed with THE088 16Offered P eriodically

A graduate introduction to Inaugural Sermons and Questionsin the Arts and Theology faculties of the medieval universities . Thiscourse will require the edition ofunedited Latin texts or English translations ofpreviously edited Latin texts . The Sermon content illustratesthe various senses of Scripture ; the Question content deals with thedifficult doctrinal questions aris ing from the study ofthe literal sense ofScripture . In the Theology faculty these debates are often disputationsof those moving up to the level ofMaster with their fellow classmates .Stephen BrownPHIL8 826 Semin ar on Law and Justice (Spring: 3)Cross listed with LAW5 8 822Offered P eriodically

This seminar will deal with fundamental issues associated withlaw and justice in a global context . We will be concerned with newdevelopments in the field of human rights , the constitutionalizationof international law, and the developing discourse on the nature ofdemocracy as it is adapted and adapts to ever new contexts . The coursewill be taught as a seminar, which means students will be able to contribute to the overall content of the course .DavidM Rasmussen

PHIL8 832 Philosophy and Theology in Aquinas (Spring: 3)Offered Biennially

A study of how Aquinas comes to understand theology as ascientific discipline that has to use philosophy to make the truth of

Revelation manifest . Special attention will be given to methodologicaldiscussions at the beginning of the Summa Theologiae as well as theorder of both theological and philosophical investigation as he understood them . An attempt will also be made to show how his commen

taries on Boethius and Aristotle, in which he proceeds most properlyas a philosopher, are also an essential part of the way he has to proceedas a theologian .

Oliva BlanchettePHIL8 87 1 The Summa Theologiae of St . Thomas Aquinas (Fall : 3)Offered P eriodicallyPeter]. Kreeft

PHIL8 88 8 In terim Study (Fall/Spring : 0)Required for master

’s candidates who have completed all courserequirements but have not taken comprehensive examinations . Alsofor master ’s students (only) who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis .TheDepartmentPHIL9990Teaching Seminar (Fall/Spring: 3)

This course is required of all first and second year doctoralcandidates . This course includes discuss ion of teaching techniques ,planning of curricula, and careful analysis ofvarious ways ofpresentingmajor philosophical texts .Marina B. McCoy

PHIL9998 Doctoral Comprehen sives (Fall/Spring: 1)Required for doctoral candidates who have completed all course

requirements but have not taken their doctoral comprehens iveexamination .

TheDepartment


ARTS AND SCIENCESPHIL9999 Doctoral Con tinuation (Fall/Spring: 1)



TheDepartmentPhysics

Kevin Bedell,john. H Rourke Professor; B .A. , Dowling College ; M.S. ,

Ph.D . , SUNY StonybrookDavid A. Broido , Professor; B .S. , University ofCalifornia, SantaBarbara; Ph.D . , University ofCalifornia, San D iegoBaldassare Di Bartolo , Professor; Dott . Ing. , University ofPalermo ;Ph.D . , Massachusetts Institute ofTechnologyMichael J . Graf, Professor; B .S. , Rensselaer Polytechnic Institute ;Sc.M. , Ph.D . , Brown UniversityKrzysztofKempa, Professor; M.S. , Technical University ofWroclaw;Ph.D . , University ofWroclawMichael J . Naughton , Evelyn]. éRobertA. Ferris Professor;Chairman of the Department; B .S. , Saint John Fisher College ; M.A. ,

Ph.D . , Boston UniversityZiqiang Wan g, Professor; B .Sc. , Tsinghua University; M.A. , M.Phil. ,

Ph.D . , Columbia UniversityP radip M . Bakshi, Distinguished Research Professor; B .S. , University ofBombay; A.M. , Ph.D . , Harvard UniversityGabor Kalman , Distinguished Research Professor; D .Sc. , Israel InstituteofTechnologyKenneth S . Burch, Associate Professor; B .S. , Ph.D . , University ofCalifornia, San D iegoJan Engelbrecht, Associate Professor; B .Sc. , M.Sc. , University ofStellenbosch; Ph.D . , University of Ill inoisAn drzej Herczyn ski, ResearchAssociate Professor; Laboratory D irector;M.S. ,Warsaw Univers ity; MS , Ph.D . , Lehigh UniversityCyril P . Opeil, S.J . , Associate Professor; B .Sc. , University of Scranton ;M.Div. , Graduate Theological Union : Jesuit S chool ofTheology; Ph.D . , Boston CollegeRein A. Uritam , Associate Professor; A .B . , Concordia College; A.B . ,

Oxford University; A.M. , Ph.D . , Princeton UniversityYing Ran , Associate Professor; B .S. , Peking University; Ph.D . ,

Massachusetts Institute ofTechnologyFazel Tafti, Assistant Professor; B .S. , University ofTehran ; M.S. ,

Ph.D . , University ofTorontoI lij a Zeljkovic, Assistant Professor; B .S. ,Washington University in St .Louis ; Ph.D . , Harvard UniversityCon tactsGraduate Program D irector: 6 17—552—3575 , [email protected]

Associate D irector, Administration : Jane Carter, 6 17—552—6280,

[email protected]

Faculty Support Ass istant : Nancy Chevry, 6 17—552—6645 ,[email protected]

Administrative Ass istant : S ile Power, 6 17—552—3575 ,[email protected]

Department phone : 6 17—552—3575 ; e—mail : [email protected];

fax: 6 17—552—8478 ; webs ite : www.bc.edu/physics

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .PHYS7000Physics Colloquium (Fall/Spring: 0)

This is a weekly discussion of current topics in physics . No academic credit . No fee .TheDepartmentPHYS7707 Physics Graduate Semin ar I (Fall : 1)

A discussion of topics in physics from the current literature .TheDepartmentPHYS7708 Physics Graduate Semin ar I I (Spring: 1)

A discussion of topics in physics from the current literature .Hong Ding

PHYS77 1 1 Classical Mechanics (Fall : 3)Kinematics and dynamics , variational principles , Lagrangian and

Hamiltonian formulations , canonical transformations , HamiltonJacob i theo ry, small oscillations , rigid body motion, relativis ticmechanics .Pradip Bakshi

PHYS7721 Statistical Physics I (Spring: 3)Fundamental principles ofclass ical and quantum statistics ; kinetic

theory; statistical bas is of thermodynamics ; ideal class ical, Bose andFermi systems ; selected applications .GaborKalman

PHYS7722 Statistical Physics I I (Fall : 3)Fluctuation—dissipation theorem, Kubo formalism, electron gas ,

of phase transitions and critical phenomena, Landau theory of phasetransitions , critical exponents , scaling and an introduction to renor

malization group methods .GaborKalman

PHYS7732 Electromagnetic Theory I (Spring: 3)Topics include Maxwell equations in vacuum and media, poten

tials and gauges , energy and momentum conservation, wave propogation, waveguides , radiating systems , scattering, diffraction, metamedia

and photonic crystals .TheDepartmentPHYS774 1 Quan tum Mechanics I (Fall : 3)Introduction includes elements of the linear algebra in D irac

notation . Topics include postulates of quantum theory, s imple problems in one dimension, classical limit, harmonic oscillator, Heisenberguncertainty relations , systems with N—degree of freedom, symmetries ,rotational invariance and angular momentum, hydrogen atom and anintroduction to sp in . Also included is the path integration formulationofquantum theory.

VidyaMadhavan

PHYS7742Quan tum Mechanics I I (Spring : 3)Equations of motion for operators , perturbation theory, inter

action of radiation with matter, identical particles , scattering theory,second quantization, relativistic equations .Pradip Bakshi

PHYS7 835 Mathematical Physics I (Fall : 3)Matrix algebra, linear vector spaces , orthogonal functions and

expansions , boundary value problems , introduction to Green ’s functions , complex variable theory and applications .David Broido


ARTS AND SCIENCESPHY5 8725 Quan tum Field Theory (Fall : 3)TheDepartmentPHYS8735 Techniques ofExperimen tal Physics I (Fall/Spring: 3)

This course will give a general introduction to a subset of experimental techniques widely used and frequently encountered in moderncondensed matter physics research . Many of these techniques arebased on the use of synchrotron radiation (x—rays) , electrons , laser ormicrowave as the incident excitations , each capable ofproviding uniqueinformation about specific aspects of the usually complex experimen

tal subj ects from a complementary perspective . Both theoretical andexperimental contents of these and other techniques will be accessedthrough lectures in class , hands—on demonstrations and collaborativeexperimental proj ects in lab .

TheDepartmentRaihua He

PHYS8761 Solid S tate Physics I (Spring : 3)Introduction to the bas ic concepts of the quantum theory of sol

ids . Drude and Sommerfeld theory, crystal Structure and bonding, theory of crystal diffraction , and the reciprocal lattice, Bloch theorem andelectronic band structure, nearly free electron approximation and tightb inding method, metals , semiconductors and insulators , dynamics ofcrystal lattice, phonons in metals , semiclass ical theory of electrical andthermal transport, introduction to magnetism and superconductivity.

PHYS8799 Readings and Research in Physics (Fall/ Spring: 3)Credits by arrangemen t .By arrangement .

TheDepartmentPHY5 8801 Physics Thesis Research (Fall : 3)

A research problem of an original and investigative nature .TheDepartmentPHYS88 88 In terim Study (Fall : 0)Required for master

’s candidates who have completed all courserequirements but have not taken comprehensive examinations . Alsofor master’s students (only) who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis .TheDepartmentPHYS9901 Doctoral Comprehen sive (Fall/Spring: 1)For students who have not yet passed the DoctoralComprehensive

but prefer not to assume the status of a non—matriculating student forthe one or two semesters used for preparation for the comprehensive .TheDepartmentPHYS99 11 Doctoral Con tinuation (Fall/Spring: 1)


degree are required to register and pay the fee for doctoral continuation during each semester of their candidacy. Doctoral Continuationrequires a commitment of at least 20 hours per week working on thedissertationTheDepartment

ARTS AND SCIENCES

Political Science

David Lowenthal, Professor Emeritus; B .A. , Brooklyn College ; B .S. ,

New York University; M.A. , Ph.D . , New School for Social ResearchMarvin C. Rin tala, Professor Emeritus; A.B . , University ofChicago ;A.M. , Ph.D . , Fletcher S chool ofLaw and D iplomacyRobert S cigliano , Professor Emeritus; A.B . , A.M. , University ofCalifornia at Los Angeles ; Ph.D . , University ofChicagoAli Banuazizi, Professor; B .S. , University ofMichigan ; A.M. , The

New School for Social Research ; Ph.D . , Yale UniversityRobert C . Bartlett, Behrakis Professor in Hellenic Political Studies;BA , University ofToronto ; M.A. , Ph.D . , Boston CollegeDavid A. Deese, Professor; B .A. , Dartmouth College ; M.A. ,

Ph.D . , Fletcher School ofLaw and D iplomacyGerald Easter, Professor; B .A. , Boston College ; Ph.D . , ColumbiaUniversityRobert K . Faulkner, Research Professor; A.B . , Dartmouth College ;A.B . , Oxford University; A.M. , Ph.D . , University ofChicagoChristopher J . Kelly, Professor; B .A. , Yale University; M.A. , Ph.D . ,

University ofTorontoKen I . Kersch, Professor; B .A. ,William s College; J .D . , NorthwesternUniversity; M.A. , Ph.D . , Cornell Univers ityMarc K. Landy, Professor; A.B . , Oberlin College ; Ph.D . , HarvardUniversityJonathan Laurence, Professor; B .A. , Cornell University; M.A. , Ph.D . ,

Harvard UniversityR. Shep Melnick, Thomas P . O

’

Neill, j r. Professor ofAmerican Politics;B .A. , M.A. , Ph.D . , Harvard UniversityRobert S . Ross, Professor; B .A. , Tufts University; M.A. , Ph.D . ,

Columbia UniversityKay L. Schlozman , josephMoakley Professor; A .B . ,WellesleyCollege ; A .M. , Ph.D . , University ofChicagoSusan M . Shell, Professor; Chairperson of the Department; B .A. ,

Cornell University; Ph.D . , Harvard UniversityPeter Skerry, Professor; B .A. , Tufts Univers ity; Ed .M. , M.A. , Ph.D . ,

Harvard UniversityNasser Behnegar, Associate Professor; B .A. , M.A. , Ph.D . , University ofChicagoTimothy W. Crawfo rd, Associate Professor; A.B . , San D iego StateUniversity; M.A. , University of San D iego ; Ph.D . , ColumbiaUniversityJennifer L. Erickson , Associate Professor; B .A. , Saint OlafCollege ;M.A. , Ph.D . , Cornell UniversityDennis Hale, Associate Professor; A.B . , Oberlin College ; Ph.D . , CityUniversity ofNew YorkKen jiHayao , Associate Professor; A.B . , Dartmouth College ; Ph.D . ,

University ofMichigan, Ann ArborJennie Purnell, Associate Professor; B .A . , Dartmouth College; Ph.D . ,

Massachusetts Institute ofTechnologyDavid A. Hopkin s, Assistant Professor; A.B . , Harvard University;M.A. , Ph.D . , Univers ity ofCalifornia, BerkeleyPeter Krause , Assistant Professor; B .A . ,Williams College ; Ph.D . ,

Massachusetts Institute ofTechnologyGabrielle Kruks—Wisner, Assistant Professor; B .A. , SwarthmoreCollege ; Ph.D . , Massachusetts Institute ofTechnologyLindsey O ’

Rourke, Assistant Professor; B .A. , Ohio State University;M.A. , Ph.D . , Univers ity ofChicago

5 8

Emily A. Thorson , Assistant Professor; B .A. ,Williams College ; M.A. ,

Ph.D . , University ofPennsylvaniaPaul T. Wilfo rd , Assistant Professor; B .A. , St . John ’s College ; BA ,

M.Phil. , University ofCambridge; M.A. , Ph.D . , Tulane Univers ity.

Kathleen Bailey, Associate Professor of the Practice; A.M. , FletcherSchool ofLaw and D iplomacy; A.B . , Ph.D . , Boston CollegePaul Christensen , Associate Professor of the Practice; BA , UniversityofWashington ; M.A. , Ph.D . , Princeton UniversityCon tactsChairperson : Susan Shell, 6 17—552—4 168 , susan [email protected]

Ass istant Chairperson : Gerald Easter, 6 17—552—349 1,gerald [email protected]

Graduate D irector : Nasser Behnegar, 6 17—552- 1897 ,

[email protected]

Master ’s Program D irector: Gerald Eas ter, 6 17—552—349 1,gerald [email protected]

Department Administrator: Shirley Gee, 6 17—552—4 144 ,

[email protected]

Staff and Graduate Program Ass is tant : Karina Ovalles , 6 17—5524 16 1, [email protected]

Phone : 6 17—552—4 160Fax : 6 17—552—2435www.bc.edu/politicalscience

Graduate P rogram DescriptionThe department offers advanced study in American Politics ,

Comparative Politics , InternationalRelations , and Political Philosophy.

It displays a distinctive blend of philosophical and practical concernswithin a tradition of friendly debate and scholarly exchange . Seminarsand courses are supplemented by individual readings and informalgatherings . Both the master ’s and doctoral programs are flexible as tofields and courses , and they allow students to study in other departments and at O ther universities around Boston .

Master ofArts DegreeThe master’s program requires ten courses (30 credits) with at

least one course taken in three ofthe department ’s four fields (AmericanPolitics , Comparative Politics , International Politics , and PoliticalTheory) . The passing of a comprehensive exam ination completes therequirements of the program . A student is allowed to take two or, withpermission , three courses in other departments , and may also receivecredit for two courses by writing a thesis . If a student chooses to writea thesis , the written part of the comprehens ive exam ination is waived .

Doctor of Philosophy DegreeS ixteen courses (48 credits) are required for students entering

the program with no previous graduate work. Students generally takethree courses a semester . Of the 16 courses , three may be in independent study and two (not more than one a semester) in non—graduatecourses . This latter option is usually appropriate only when needed tooffset a deficiency in a student ’s undergraduate background in a field .

Generally, graduate students taking non—graduate courses are requiredto do additional work beyond the requirements set for undergraduatesin those courses .Admissions

An undergraduate maj or in political science is preferred, butnot required . Applicants must demonstrate both past performance ofexceptional quality in their academic work and promise of sustainedexcellence in the future . Three letters of recommendation must besubmitted at the time of application, in addition to the transcripts and


results of the Graduate Record Exam ination . The Department requiresthe general GRE test, a Statement ofPurpose, and a sample ofscholarlywork, such as a term paper.0 Completed applications for the Ph.D . program should be sub

m itted by January 2.

Completed applications for the M.A. program should be submitted by February 1 .

Financial AidTheDepartment is usually able to provide financial support to our

doctoral students for a period of four to five years , pending satisfactoryperformance . This financial support to our doctoral students consistsof a service Stipend and full tuition remission during the period thatthe doctoral student is funded . The service Stipend is compensation fortwelve to fifteen hours per week of research ass istance or teaching ass istance to members of the faculty or teaching ass istance in undergraduatecourses . Each year the Department also awards a Thomas P . O

’

Neill,

J r. Fellowship to one incoming student in American politics in honorof the late Speaker of the House .Course Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .POLI7 101 Graduate Readings and Research (Fall/Spring: 3)By Arrangemen tBy In structor Permission

A directed study in primary sources and authoritative secondarymaterials for a deeper knowledge of some problems previously studiedor of some area in which the candidate is deficient .TheDepartmentPOLI7231 Research Methods in Political Science (Fall : 3)Offered P eriodically

This course provides an introduction to the practice of empiricalresearch in political science . It addresses a variety of prominent methodological approaches , including experimental and quasi—experimentaldesigns , field studies , interviews , content analysis , survey research,and aggregate data analysis . We will also consider relative strengths ,trade—offs , and syntheses of qualitative and quantitative methods . Thecourse aims to equip students both to conduct original research and toevaluate the work of others .DavidA. HopkinsPOLI7706 The Am erican Founding (Spring : 3)Open to undergraduates with permission of the instructor.

This seminar will examine the political debates associated withthe American Founding. We will read some of the more importantpre-Founding texts ; examine the debate between and among theFederalis ts and Anti-Federalists ; and study some of the immediatepost-Founding discussions over such contested matters as : the natureof the Union, the powers of states , the status of slavery, the role ofpolitical parties , and the appropriate way to understand the presidency,the Congress , and the federal courts .Dennis Hale

POLI7726 Democracy in America (Fall : 3)Do not take this course ifyou have already taken PO392/POLI4392.

This seminar will use Alexis de Tocqueville’

s Democracy in

America to examine fundamental issues in the study of Americanpolitics . Readings from Democracy in America will be coupled with


ARTS AND SCIENCEScontemporary political science works . What are Tocqueville

’

s centralinsights ! Was his description ofAmerican politics accurate ! How hasthe U .S. changed since he wrote ! These are among the questions wewill address in the course .R. ShepMelnick

POLI7729 Am erican Political Developmen t I I (Spring: 3)Offered Periodically

This seminar is a look at the course ofAmerican history from theProgressive Era through to the present day. Its axiom is that contemporary politics cannot be adequately understand without understandingits philosophical and historical underpinnings nor without examiningthe critical political conflicts and institutional developments that haveoccurred . Readings consist of original documents and secondary worksby historians and political scientists .Marc Landy

POLI7731 Am erican Con stitutional Developmen t (Fall : 3)This seminar will explore questions of order and change in

American constitutional doctrine and institutional relations and powers across time . Students will consider diverse theories of constitutionaland institutional change . Emphas is will be on the relationship betweenpaths of constitutional development and both conventions of legal andconstitutional reasoning, and political, economic, social, and intellectual currents , settlements , and crises .Ken I. Kersch

POLI7801 Master ’ s Thesis S emin ar (Fall/Spring: 3)A research course under the guidance of a faculty member for

those writing a master’s thesis .TheDepartmentPOLI7803 Comparative Politics Graduate Field Seminar (Fall : 3)Offered PeriodicallyOpen to undergraduates with permission of the in structor .

This seminar aims at training graduate students in asking andanswering the broadest and deepest questions of comparative politics ,which seeks to understand similarities and differences in political culture and political institutions , with differing individualist and sociological emphases in methodology.

Gerald EasterPOLI7804 Politics and Society in the Middle East (Spring: 3)Offered Periodically

This graduate seminar provides a comparative survey of theMiddle East and North Africa, with emphas is on the internationalrelations of the region . After a broad historical introduction , it exploresthe contemporary patterns ofwar and peace, authority and governance,the pers is tence of authoritarianism and the quest for democracy, ethnicity and identity politics , natural resources and economic inequality,and the role of religion in politics . A special focus in the latter part ofthe seminar will be on the causes , dynamics , and consequences of therecent revolutionary and protest movements in the region .

PeterKrausePOLI78 14 Religion in In ternational Politics (Fall : 3)Offered PeriodicallyThis course is open to advanced undergraduate studen ts with thepermission of the in structor.

This seminar examines the role of religious communities andreligious institutions in foreign affairs , including the practice of statechurch relations and the rights of religious minorities across borders .

ARTS AND SCIENCESWe will focus on the international implications of domestic religiouspolitics with particular reference to contemporary Europe and theMiddle East/North Africa regions .jonathan LaurencePOLI7 8 15 Use of Force (Fall : 3)Offered P eriodically

This course offers an in—depth discussion of a critical aspect ofinternational politics— how and why states use force to achieve theirobjectives . In so doing, it addresses the use of force in its multipledimensions and its role in contemporary international politics . Topicscovered include the causes ofwar, deterrence, the use of coercive military and economic power, the role of nuclear weapons , armed intervention , and terrorism .

Robert RossPOLI7907 Hegel ’ s Phenomenology of Sp irit (Spring: 3)Offered P eriodically

The class will undertake a close reading ofHegel ’s PhenomenologyofSpirit. The course will focus especially on the political and religiousdimensions on the Phenomenology and how the relation between thesetwo fundamental human interests shapes the desire of consciousness tobe at home in the world . Ultimately, we will try to understand Hegel

’saudacious claim to have brought philosophy “nearer to the form of

science, to where it can lay as ide the title ‘ love of knowing’ and beactual knowing.

”

Paul T. tVilford

POLI79 12 Political Philosophy ofAristotle (Spring: 3)Offered P eriodically

Topics in the political philosophy ofAristOtle.

Robert C. BartlettPOLI79 18 Hobbes and the Common Law (Fall : 3)Offered P eriodicallyWhat is the relation between reason and law! This course will

pursue this question through a study of two seminal works ofThomasHobbes , Leviathan and the less fam iliar Dialogue between a Philosopherand a Student of the Common Laws ofEngland Related topics includethe development of common law in the modern (Blackstonian) senseas distinguished from its pre-Hobbes ian counterpart . This course mayalso be of interest to students of legal theory and ofAmerican politicsand its “unwritten law” more generally.

Susan Shell

POLI7940Nietzsche ’ s Political Philosophy (Fall : 3)Offered P eriodically

This course will examine Nietzsche ’s understanding of andresponse to nihil ism, or the unraveling of the spiritual foundationsof the Western Civilization, by examining one or more of his majorworks .Nasser Behnegar

POLI797 1 Political Thought of Lucretius (Fall : 3)Offered P eriodically

This course will read Lucretius ’ On the Nature of Things. Thiswork addresses such issues as the opposition between political life andindividual happiness and the relation between philosophy and religion .

ChristopherKelly

POLI7996 Dissertation Semin ar I (Fall : 1)On ly studen ts who have passed their doctoral comprehen sivesshould take this course .

This course will involve discussions ofall stages of the dissertationfrom proposal to defense . In addition it will address issues of professional development such as teaching, conference participation, andinterviewing for j obs .Nasser Behnegar

POLI7997 Dissertation Semin ar I I (Spring : 1)This course is a con tinuation of POLI7996 : Dissertation Semin ar1. On ly studen ts who have passed their doctoral comprehensivesshould take this course .

This course will involve discussions of all stages of the dissertation , from proposal to defense . In addition, it will address issues ofprofessional development such as teaching, conference participation,and interviewing for j obs .Nasser Behnegar

POLI8 101 Masters In terim Study (Fall/Spring : 0)Required for Master ’s candidates who have completed all course

requirements but have not taken comprehensive examinations . Alsofor Master ’s students (only) who have taken up to six credits ofThes isSeminar but have not yet finished writing their thesis . Interim Studyrequires a commitment of at least 20 hours per week working on thethesis .TheDepartmentPOLI9901 Doctoral Comprehen sive (Fall/Spring: 1)For students who have not yet passed the DoctoralComprehensive

but prefer not to assume the status of a non—matriculating student forthe one or two semesters used for preparation for the comprehensive .TheDepartmentPOLI99 11 Doctoral Con tinuation (Fall/Spring: 1)



TheDepartmentPsychology

Hiram H . Brownell, Professor; B .A . , S tanford University; M.A. ,

Ph.D . , Johns Hopkins UniversityElizabeth A. Kensinger, Professor; B .A. , Harvard University; Ph.D . ,

Massachusetts Institute ofTechnologyJames A. Russell, Professor; B .A . , M.A . , Ph.D . , University ofCalifornia, Los AngelesEllen Winner, Professor; Chairperson of the Department; B .A. ,

Radcliffe College ; Ph.D . , Harvard UniversityDonnah Canavan , Associate Professor; A.B . , Emmanuel College ;Ph.D . , Columbia UniversitySara Cordes , Associate Professor; BA , University ofCalifornia; M.S. ,

Ph.D . , Rutgers UniversityMichael Moore, Associate Professor; A.B . , A.M. , Ph.D . , HarvardUniversityGorica D . P etrovich, Associate Professor; B .S. , University of Belgrade,Serb ia; Ph.D . , University of Southern CaliforniaKaren Ro sen , Associate Professor; B .A. , Brandeis University; Ph.D . ,

Harvard University


Ehri Ryu, Associate Professor; M.A. , Ph.D . , Arizona S tate Univers ityS cott D . S lotnick, Associate Professor; M.S. , Ph.D . , University ofCalifornia, BerkeleyJoseph J . Tecce, Associate Professor; A.B . , Bowdoin College ; M.A. ,

Ph.D . , The Catholic University ofAmericaAlexa Veenema, Associate Professor; M.Sc. , Ph.D . , University ofGroningen, the NetherlandsLiane Young, Associate Professor; B .A. , Harvard College ; Ph.D . ,

Harvard UniversityJohn Christian son , Assistant Professor; B .A. , Susquehanna University;M.A. , Ph.D . , University ofNew HampshireJoshua Hartshorne , Assistant Professor; B .A. , Oberlin College ; M.A. ,

Ph.D . , Harvard UniversityKatherine McAuliffe, Assistant Professor; B .Sc. , University ofKing ’sCollege and Dalhousie University, M . Phil . , University ofCambridge,Ph.D . , Harvard UniversityMichael McDannald , Assistant Professor; BA , University of Ill inois atUrbana—Champaign ; M.S. , Ph.D . Johns Hopkins Univers ityMaureen Ritchey, Assistant Professor; BA , University ofNotre Dame,Ph.D . , Duke UniversityHao Wu, Assistant Professor; B .S. , Beij ing University; Ph.D . OhioS tate UniversityGene Heyman , Senior Lecturer; BA , University ofCalifornia atRiverside ; Ph.D . , Harvard UniversityJeffrey A. Lamoureux, Senior Lecturer; A.B . , University ofVermont;Ph.D . , Duke UniversityBarry Schneider, Senior Lecturer; B .A. , Harpur College, StateUniversity ofNew York at Binghamton ; M.Ed . , Ph.D . , University ofTorontoAndrea Heberlein , Lecturer; BA , University ofPennsylvania; Ph.D . ,

University of IowaSean MacEvoy, Lecturer; Sc.B . , Ph.D . , Brown UniversityCon tacts

Psychology Department Office : 6 17—552—4 100,

[email protected]

Chair : Ellen Winner, McGuinn 343, 6 17—552—4 118 ,ellen [email protected]

Associate Chair and Undergraduate Program D irector: MichaelMoore, McGuinn 432, 6 17—552—4 119 , m [email protected]

Graduate Program D irector : Scott S lotnick, McGuinn 330,

6 17—552—4 188 , [email protected]

Associate D irector, Finance and Research AdministrationBarbara O ’

Brien , 6 17—552—4 102, [email protected]

Graduate and Undergraduate Programs Administrator: MichaelRing, 6 17—552—4 100, [email protected]

Programs/Faculty Support Ass istant : Ryan Hynes , 6 17—5524 100, [email protected]

www.bc.edu/psychologyGraduate P rogram Description

The Psychology Department at Boston College offers two graduate programs , all research—oriented : a doctoral program anda B .A. program . Completion of the doctoral program typically requires four to five years of training after the bachelor

’s degree .Completion of the B .A . program requires one consecutiveyear beyond the B A. or B S.

The Ph.D . program requires that students devote 100percent oftheir t ime and effort to their studies , including summers . Students are


ARTS AND SCIENCESadmitted whose interests fall within or bridge one or more of our fiveareas of concentration, listed below. Our program requires adequatepreparation , abil ity, maturity, and motivation to pursue a demandingprogram of individual research and scholarship . Because ofour emphasis on research and on a mentoring relationship with one member ofthe faculty, a principal criterion for admission to our graduate programs is that a student ’s interests be compatible with those of at leastone member of the faculty. Each student is admitted to work with afaculty member as his/her advisor.

The B .A. program is limited to students who aremaj oring in psychology at Boston College . The program is designedto allow selected students to earn both a B A. or B S. and an M.A. inPsychology in five years . The purpose of the program is to allow stu

dents a greater opportunity for concentrated study and research training. Such training is excellent preparation for application to a Ph.D .

program in any area of psychology. Undergraduate Psychology majorsmay apply to continue their studies beyond the B .A.

—B .S. and to earnan M.A. with the equivalent of another, consecutive year of full—t imestudy. It is limited to Boston College undergraduates , and the fifth yearmust follow immediately after the fourth .

The Psychology Department’s areas of concentration are

Behavioral NeuroscienceCognitive NeuroscienceDevelopmental PsychologyQuantitative PsychologySocial PsychologyVis it the department ’s website at www.bc.edu/psychology for

additional information on these areas .General Info rmation

Vis it the department ’s website at www.bc.edu/psychology andfind detailed information about the research interests of individualfaculty members , the requirements for completing the program , andthe Graduate Program Handbook. For application materials or furtherinformation, visit

Applicants to the Ph.D . program should submit :Application formOfficial transcriptsGRE and (optionally) GRE Psychology subj ect scoresThree letters of recommendationStatement of research interestsApplication FeeApplications are accepted for fall term admiss ions only. The dead

line for applications is December 15 .

Applicants to the B .A . program should submitApplication formOfficial transcriptsTwo letters of recommendationStatement of research interestsThe deadline for applications is February 1 of the student ’s j unior

year.Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .PSYC88 88 In terim Study (Fall : 0)TheDepartment

ARTS AND SCIENCESPSYC9999 Doctoral Con tinuation (Fall/Spring: 1)

All students who have been admitted into Doctoral Candidacymust register and pay the fee for Doctoral Continuation during eachsemester of their candidacy. Doctoral Continuation requires a commitment of at least 20hours per week on the dissertation .

TheDepartmentRomance Languages and Literatures

Matilda Tomaryn Bruckner, ProfessorEmerita; A.B . , Bryn MawrCollege ; Ph.D . , Yale UniversityRena A. Lamparska, ProfessorEmerita; LL.M . , University ofWroclaw; M.A. , Catholic University ofAmerica; Ph.D . , HarvardUniversityVera Lee , Professor Emerita; A.B . , Russell Sage College ; A.M. , YaleUniversity; Ph.D . , Boston UniversityJ . En rique Ojeda, Professor Emeritus; M.A. , Ph.D . , HarvardUniversityHarry L. Rosser,Associate Professor Emeritus; B .A. , College ofWooster; M.A . , Cornell University; Ph.D . , University ofNorthCarolina at Chapel HillRebecca M . Valette , Professor Emerita; B .A . , Mt . Holyoke College ;Ph.D . , Univers ity ofColoradoRobert L. Sheehan , Associate Professor Emeritus; B .S. , Boston College ;A.M. , Ph.D . , Boston UniversityFranco Mormando , Professor; Chairperson of the Department; B .A. ,

Columbia University; M.A. , Ph.D . , Harvard UniversityKevin Newmark, Professor; B .A . , Holy Cross ; M.A. , MiddleburyCollege, France ; Ph.D . , Yale UniversityElizabeth Rhodes, Professor; B .A. ,Westhampton College, UniversityofRichmond; M.A. , Ph.D . , Bryn Mawr CollegeSarah H . Beckjord, Associate Professor; B .A. , Harvard University;M.A. , Ph.D . , Columbia UniversityStephen Bold , Associate Professor; BA , University ofCalifornia;M.A. , Ph.D . , New York UniversityRegine Michelle Jean—Charles, Associate Professor; BA , University ofPennsylvania; A.M. , Ph.D . , Harvard UniversityErnesto Livon—Gro sman , Associate Professor; B .A. , Empire S tateCollege ; M.A. , Ph.D . , New York Univers ityIrene Mizrahi, Associate Professor; B .Sc. , Technion- Israel Institute ofTechnology; M.A. , Ph.D . , University ofConnecticutLaurie Shepard, Associate Professor; B .A. ,Wesleyan University; M.A. ,

Ph.D . , Boston CollegeMattia Acetoso , Assistant Professor; BA , University ofBologna; M.A. ,

M.Phil. , Ph.D . , Yale Univers ityJeff Flagg, Professor of the Practice; BA , University ofMassachusetts ;M.A. , Brown University; Ph.D . , Boston UniversityJoseph Breines , Associate Professor of the Practice; BA , University ofMichigan, Ann Arbor; M.A. , Boston University; OaklandUniversity; Ph.D . , Yale UniversityS ilvan a Falconi, Assistant Professor of the Practice; B .A, FeminineUniversity of Sacred Heart, Lima—Peru ; M.A. , Ph.D . , PurdueUniversityCatherine Wood Lan ge, Assistant Professor of the Practice; B .A. , M.A. ,

Boston College ; Ph.D . , S tate University ofNew York at Stony BrookBrian O ’

Connor, Assistant Professor of the Practice; B .A. , NorthernIllino is University; M.A. , Ph.D . , Boston College


Esther Gimeno Ugalde , Assistant Professor of the Practice; B .A . ,

Pompeu Fabra University, Barcelona; M.A. , Ph.D . , UniversityofViennaAn drea Javel, Senior Lecturer; BA , University ofDayton ; M.A. ,

Universite’ Rene’ Descartes (Paris) ; M.Ed. , Harvard UniversityCon tacts

Administrative Ass istant : Joanna Doyle, 6 17—552—3821,[email protected]

Romance Languages 85 Literatures Department office6 17—552—3820, [email protected]

www.bc.edu/rll

Graduate P rogram DescriptionThe M.A. P rogram s

The Department includes the fields of French, Italian, andHispanic (Peninsular and Spanish American) literatures and film . The

M.A. is granted in French, Hispanic S tudies , and Italian . It is designedto develop and strengthen teachers at the secondary school level and toprepare students to continue their studies in a Ph.D . program .

Deadlines and P rerequisites forAdmissionThe M.A. application is due on February 2. S tudents applying

for admission to graduate degree programs in the Romance literaturesmust satisfy the following prerequisites : ( 1) a general coverage of theirmaj or literature at the undergraduate level; (2) a formal survey courseor a sufficient number of courses more limited in scope ; (3) at least foursemesters of advanced work in period or general courses in the majorliterature . There is no G .R.E . requirement for M.A . candidates . Forcomplete information concerning the graduate programs , visit www.

bc.edu/schools/cas/romlang/gradprog/handbook.html .Master ofArts Degree in French, Hispan ic, or I talian Literature andCulture

Thirty credits ten courses) in Romance Languages andLiteratures courses .M.A. candidates may receive a maximum of nine credits forcourses taken in languages/literatures other than the primarylanguage/l iterature of study, including courses on literary theory,pedagogy, and linguistics . Included in this limit, and with theapproval of the Graduate S tudies Committee, up to six creditsmay be earned from courses in related areas of study, or fromcourses taken at other institutions .D istribution Requirement in French : Each French studentshould endeavor to take at least one course from as many different areas of the curriculum as possible (Medieval, Early Modern,eighteenth century, nineteenth century, twentieth century,Francophonie) . The fulfillment of the D istribution Requirementis to be overseen and verified by the Faculty Advisor .D istribution Requirement in Hispanic Studies : Hispanic S tudiesstudents must take a minimum of nine credits in PeninsularSpanish and nine credits in Spanish American Literature .D istribution Requirement in Italian : Each semester the Italian section faculty offer two 8000- level graduate seminars (and/or 5000level advanced courses open to graduate students and qualifiedundergraduates) . M.A. students in Italian are required to take bothof these 8000-level or 5000-level courses each semester.Entering M.A. students in French and Hispanic Studies arestrongly encouraged to take FREN7704 , Explication de textes ,

and SPAN9901, Advanced TextualAnalysis in Spanish and/orSPAN9904 , Topics in Advanced Literary Analys is , respectively,during their first year ofgraduate study.

S tudents wishing to register for Consortium Institution coursesmay do so in their second year of study, and must secure permiss ion from the Graduate Program D irector during the semesterbefore they plan to enroll .Further information on the Graduate Program , including fund

ing in the Department ofRomance Languages and Literatures can befound at www.bc.

Italian

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .ITAL88 10Lyric Poetry from Giacomo da Len tini to Petrarca(Fall : 3)Offered P eriodicallyConducted in I talian

This seminar will survey Italian lyric poetry, the most dynamicand prestigious genre of the medieval period in which the literarylanguage was being formulated . The course will cover the developmentof lyric poetry from the thirteenth—century Scuola S iciliana to the sixteenth—century petrarchisti, but the principal focus of the course is theCanzoniere of Francesco Petrarca. D iscussions will include orality andmanuscript/print transmiss ion of poetry, the complex relation of theindividual poet to the tradition, the theory of imitation, and literaryNeoplatonism .

Laurie ShepardITAL8822 Boccaccio and the Comedy ofRenaissan ce I taly (Fall : 3)Offered P eriodicallyStudents will learn cutting edge technology and contribute to an

interactive webs ite (Commedia.

IItalian Renaissance Comedy) . The firstpart of the course focuses on the Decameron by Giovanni Boccaccio ,the model for Italian prose and source of the witty dialogue of

Renaissance comedies . S tudents will then study comedies written andproduced in S iena and Florence in the first half of the sixteenth century. After reading the comedies , a common list oftheatergrams, or comicstock pieces , will be developed . Students will be invited to transcribe acomedy and encode the theatergrams for their final project . Train ingwill be provided .

Laurie ShepardITAL8828 Twen tieth Cen tury Italian Poetry (Fall : 3)Offered P eriodicallyConducted in I talianIn the first half of the last century Italy produced extraordinary

poets ofworldwide reputation who confronted the fundamental intellectual and psychological challenges of their age . They experimentedwith a variety of s tyles and themes , exploring crucial literary, philosophical, and theological issues . This course investigates and analyzes indepth the works of these poets : Eugenio Montale, Giuseppe Ungaretti,Umberto Saba, and Salvatore Quas imodo . Their poems and criticalwritings will be read in light of both twentieth—century theoreticaldebates and contemporary Italian life .Mattia Acetoso


ARTS AND SCIENCES

Romance Languages and LiteraturesCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .RLRL7799 Readings and Research (Fall/Spring: 3)By arrangemen t .TheDepartmentRLRL8 88 8 In terim Study (Fall/Spring: 0)Required for master

’s candidates who have completed all courserequirements but have not taken comprehensive examinations . Alsofor master’s students (only) who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis .TheDepartmentRLRL999OGraduate and P rofessional Seminar (Fall : 1)

The seminar presents a systematic introduction to the issues andtopics of graduate student life and preparation for a successful career .D iscussions will include professional ethics , strategies for conferenceparticipation, publication, the evolving role of theory, the roles of literature and language in the classroom, long—term career planning, andspecific information on departmental requirements .TheDepartmentRLRL9998 Doctoral Comprehensive (Fall/Spring: 1)For students who have not yet passed the Doctoral comprehensive

but prefer not to assume the status of a non—matriculating student forthe one or two semesters used for preparation for the comprehensive .TheDepartmentRLRL9999 Doctoral Con tinuation (Fall/Spring : 1)


degree are required to register and pay for the doctoral continuationduring each semester of their candidacy. Doctoral Continuationrequires a commitment of at least 20 hours per week working on thedissertation .

TheDepartmentHispanic StudiesCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .SPAN9901 Advan ced Textual Analysis in Spanish (Fall : 3)Offered PeriodicallyConducted in Span ish . Required of all beginning graduate studen tsin Hispan ic Studies .

An intensive writing workshop des igned to improve students ’skills in textual analysis . This course includes the practice of various types of professional writing : summaries , critical analyses , bookreviews , and oral presentations . Students confront a sophisticated rangeof critical terms from the fields of linguistics and critical theory andpractice using those terms . Class members engage in peer review, sum

marize critical readings , and conduct advanced bibliographic research .

IreneMizrahi

of advanced work from other universities or research institutes towardprogram requirements , provided this work has not been previouslyapplied to an awarded degree .Course Info rmationCourses numbered below 3000do not normally apply for graduate

degree credit but are open to interested graduate and special students .LinguisticsCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .LING8 88 8 In terim Study (Fall/Spring: 0)TheDepartmentSociology

Severyn T. Bruyn , Professor Emeritus; A.B . , A.M. , Ph.D . , Universityof Ill inoisJohn D . Donovan , Professor Emeritus; Ph.D . , Harvard UniversityLynda Lyt le Holmstrom, ProfessorEmerita; B .A. , Stanford University;A.M. , Boston University; Ph.D . , Brandeis UniversityDavid A. Karp , Professor Emeritus; A.B . , Harvard College ; Ph.D . ,

New York UniversityRitchie Lowry, ProfessorEmeritus; A.B . , A .M. , Ph.D . , University ofCalifornia at BerkeleyPaul G . Schervish, Professor Emeritus; A.B . , University ofDetro it ;A.M. , Northwestern University; M.Div. , Jesuit S chool ofTheology atBerkeley; Ph.D . , University ofWisconsin , MadisonSarah Babb , Professor; Chairperson of the Department; BA ,

University ofMichigan ; M.A. , Ph.D . , Northwestern UniversityCharles Derber, Professor; A.B . , Yale Univers ity; Ph.D . , University ofChicagoWilli am A. Gam son , Professor; A.B . , Antioch College ; A.M. , Ph.D . ,

University ofMichiganSharlene Hesse-Biber, Professor; A.B . , A.M. , Ph.D . , University ofMichiganAn drew Jorgenson , Professor; B .S. , University ofUtah ; Ph.D . ,

University ofCalifornia, RiversideStephen J . Pfohl, Professor; BA , The Catholic University ofAmerica;M.A. , Ph.D . , The Ohio State UniversityJuliet Schor, Professor; B .A. ,Wesleyan University; Ph.D . , UniversityofMassachusettsJohn B . William son , Professor; B .S. , Massachusetts Institute ofTechnology; Ph.D . , Harvard UniversityBrian Gareau, Associate Professor; B .A. , Providence College ; M.S. ,

Washington State University; M.A. , Ph.D . , University ofCalifornia,Santa CruzPaul S . Gray, Associate Professor; A.B . , Princeton University; A.M. ,

Stanford University; A.M. , Ph.D . , Yale UniversityZine Magubane, Associate Professor; B .A. , Princeton University; M.A. ,

Ph.D . , Harvard UniversityMichael A. Malec, Associate Professor; B .S. , Loyola University; MS ,

Ph.D . , Purdue UniversityShawn McGuffey, Associate Professor; B .A. , M.A. , TransylvaniaUniversity; Ph.D . , University ofMassachusetts , AmherstS ara Moorman , Associate Professor; BS , BA , Pennsylvania S tateUniversity; MS , Ph.D . , University ofWisconsin—Madison


ARTS AND SCIENCESNatasha S arkisian , Associate Professor; B .A. , State Academy ofManagement, Moscow, Russia; M.A . , Ph.D . , University ofMassachusetts , AmherstEve Spangler, Associate Professor; A.B . , Brooklyn College ; A.M. , YaleUniversity; Ph.D . , University ofMassachusettsJulia Chuang, Assistant Professor; B .A. , Harvard University; M.A. ,

Ph.D . , University ofCalifornia, BerkeleyWen Fan , Assistant Professor; B .A . , Renmin University ofChina,Beij ing; Ph.D . , University ofMinnesotaGustavo Morello , S.J . , Assistant Professor; B .A. , Universidad Del

Salvador, Buenos Aires , Argentina; M.A. , Universidad Nacional deCoroba, Argentina; Ph.D . , University of Buenos Aires , Buenos Aires ,ArgentinaLisa Dodson , Research Professor; B .A. , M.A. , Boston University;Ph.D . , Brandeis UniversityEva Marie Garroutte, Associate Research Professor; B .A. , HoughtonCollege ; M.A. , SUNY, Buffalo ; M.A. , Ph.D . , Princeton UniversityCon tacts

6 17—552—4 130

www.bc.edu/sociology

[email protected]

Graduate P rogram DescriptionBelow is a general description of ourM.A. and Ph.D . programs .

For more detailed information, see our Guide to Graduate S tudy at

Master’ s P rogram in Sociology and Social ResearchThe M.A. program prepares students for careers in the areas of

social research, applied sociological analysis , and bas ic college- levelteaching, while also providing the foundation for advanced graduatelevel study toward the Ph.D .

Admissions: Superior students , regardless of their undergraduatearea of specialization, are encouraged to apply. Applicants shouldsubmit, in addition to the usual transcripts and letters of reference, astatement ofpurpose, a writing sample, and any other information thatmight enhance their candidacy. GREs are required . Apply online atwww.bc.

Master ’

s Degree Requirements: To receive the Master’s Degree in

Sociology and Social Research, the student must complete 30 credithours (generally 10 courses) . The required courses for all students arethe following : a course in methods ofsocial inquiry (SOCY77 10) in thefirst semester of study, one semester of sociological theory (SOCY77 15or SOCY77 16) , and two semesters of statistics SOCY7703 andSOCY7704) . With permission of the Graduate Program D irector,students may complete either a Master ’s Thesis or a Master ’s Paper .Students completing a Thesis or Paper are required to take a coursein empirical research (SOCY77 11) in the second semester of studyand a seminar in writing in their second year (SOCY776 1) ; studentsnot writing a Thesis or Paper are required to take an elective researchmethods course .Doctoral P rogram

The Ph.D . program seeks to combine the rigors of scholarlyanalysis with a commitment to social j ustice in a wide range of socialinstitutions and settings . It prepares students for careers as researchersand university and college faculty.

Admissions: The primary criteria for admission are academic performance and promise of outstanding independent work. Applicantsshould submit, in addition to the usual transcripts and letters of

65

ARTS AND SCIENCESreference, a statement of purpose, a writing sample, and any otherinformation that might enhance their candidacy. GREs are required .

Apply online atapplynow.html.

Ph.D . Degree Requirements: The doctoral degree is fulfilledby completing a course in methods of social inquiry (SOCY77 10)in the first semester of study, two semesters of sociologicaltheory (SOCY77 15 and SOCY two semesters of statisticsSOCY7703 and SOCY an M.A. Thesis or Paper (which entailstaking SOCY77 11 in the second semester of study and SOCY776 1in the second year of study) , plus elective courses (to include at leastone additional course in research methods) for a total of 54 credits .Other requirements include meeting a one year full—t ime residencyrequirement, passing general comprehensive examinations , completinga doctoral dissertation, and passing an oral defense .

P rogram also offered)TheDepartment and the Carroll Graduate S chool ofManagement

administer this dual degree program , which trains social researchers inbusiness and the work environment, and trains managers in socialresearch techniques appropriate to their needs . The program is interdisciplinary, focusing on top ics such as corporate responsib ili ty andaccountabil ity, social investment, workplace democracy, and industrialrelations . Contact Sociology Professor Paul Gray at [email protected] foradditional information . Apply online to both schools , the GraduateS chool of Arts and Sciences atgsas/adm issions/applynow.html and the Carroll Graduate School ofManagement atFinancial Assistan ce

TheDepartment has a limited number offinancial ass istance packages in the form of Graduate Teaching and Research Ass istantships ,Graduate Fellowships , and tuition waivers , with all candidates acceptedto the Ph.D . program who remain in good academic standing assuredof receiving funding for five years . No separate applications for financial ass istance are necessary.

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .SOCY7 101 Readings and Research (Fall/Spring: 3)Independent research on a topic mutually agreed upon by the

student and the professor . Professor ’s written consent must be obtainedprior to registration .

TheDepartmentSOCY7 102 Research P racticum (Fall : 6)Registration requires prior approval of the in structor .In this apprenticeship—style course, students will do substantive

reading, contribute to research design/instrumentation , conduct fieldwork and collaborate in data analysis and writing. With a focus onresearch about inequality, the professor will work closely with studentsas they learn about undertaking complicated social inquiry and working on a collaborative research team .

Lisa Dodson

SOCY7702 In troduction to Statistics and Data Analysis (Fall : 3)Required for graduate studen ts

This course will introduce the basic statistical concepts used insocial research including centrali ty and dispersion, correlation and

association, probabili ty and hypothesis testing, as well as provide anintroduction to the BC computer system and the SPSS data analys ispackage .MichaelA. Malec

SOCY7703 Multivariate S tatistics (Spring: 3)Requiremen t for graduate studen ts ; en ro llmen t for studen ts outsidethe sociology departmen t is by permission of the instructor.

This course assumes knowledge ofmaterial covered in SOCY7702,

that is, a solid background in SPSS and a bas ic course in statistics . Wewill focus on two general statistical procedures : multiple regression andlogistic regress ion (maybe including multinominal logistic regression) .In this context we consider data transformations , analys is of residualsand outliers , covariance analys is , interaction terms , quadratic regression, dummy variables , stepwise regression , path analysis , and if timepermits , multiple imputation to deal with missing data . Our focus ison data analysis , not on the mathematical foundations of the statisticalprocedures considered . In addition, we will discuss exploratory factoranalysis at the end of the course . This course does not make use ofmatrix algebra.john B. WVilliamson

SOCY7704 Regression Models for Catego rical Data (Fall/Spring: 3)This applied course is designed for students in sociology, edu

cation, nurs ing, organizational studies , political science, psychology,or social work with a prior background in statis tics at the level ofSOCY7703 Multivariate Statistics . It assumes a Strong grounding inmultivariate regression analysis . The major topics of the course willinclude OLS regress ion diagnostics , binary, ordered, and multinomiallogistic regression, models for the analys is of count data Poissonand negative b inomial regression) , treatment ofmissing data, and theanalysis of clustered and stratified samples . All analyses in the coursewill be conducted using Stata, but no previous Stata experience isnecessary.

SaraMoorman

Natasha SarkisianSOCY7709 Quan titative Data Managemen t (Fall : 3)

This course will provide a comprehens ive introduction to quantitative data management using S tata; the focus will be on working withcomplex datasets (both cross—sectional and longitudinal) and preparingthem for analysis . This course is intended for students who need tomanage data for academic or non—academic projects .Natasha SarkisianSOCY77 10 Social Inquiry Research Semin ar (Spring: 3)Required for graduate studen ts

This course presents the wide range of alternative researchmethods available to and widely used by the social researcher . Amongthose considered are the following: survey research, observationalfield research, intensive interviewing, experimental research, historicalanalysis , and content analysis . Considerable attention will be given tocomparisons among these alternative methods , to an assessment ofthe relative Strengths and limitations of each, and to issues related toresearch design and proposal writing. In the context of these alternative research methods , attention will be given to problem formulation,measurement, reliab il ity, validity, sampling, and ethical considerations .

SharleneHesse-Biber

ShawnMcGujfey


SOCY77 15 Classical Social Theory (Fall : 3)Required for graduate studen tsFocusing on the work of Marx, Durkheim, and Weber, the

course traces the philosophic, intellectual, and social history of theideas , themes , concepts , and schools of thought we now call “class icalsociological theory.

” Supportive thinkers will also be discussed as theycontributed to the emergence and establishment ofmodern sociologicalthoughtPaul G. Schervish

Eve SpanglerSOCY77 16 Con temporary Social Theory (Spring : 3)Required for graduate studen ts

This seminar is a graduate level introduction to contemporarysocial theory. It concerns the historical context and development of awide variety of perspectives used by social theorists to make sense ofmultiple social worlds . It also concerns the ways in which social theories are themselves sociologically constructed . Theoretical frameworksaddressed include : functionalism and cybernetics ; symbolic interactionism and pragmatism; exchange, behavioral, and conflict perspectives ;feminism ; Marxism; phenomenology and ethnomethodology; criticalrace theory; queer theory; structuralism and poststructuralism; as wellas postcolonial and postmodern theories of the subject and power .ZineMagubane

Stephen] PfohlPaul Schervish

Eve SpanglerSOCY77 5 1 Quest for Social Justice (Fall : 3)SESJ P rogram course

This seminar draws on the literature in political sociology andsocial movements to address sustained efforts to bring about social andpolitical change . It is geared toward the problems and issues faced bygroups involved in such efforts : ( 1) diagnosing the opportunities andconstraints provided by the system in which they are operating; (2)analyzing the problems ofmobilizing potential supporters and maintaining their continued loyalty and commitment; (3) devising effectivestrategies for influencing targets of change ; and (4) dealing with counter—efforts at social control .WVilliamA. Gamsen

SOCY776 1 Second Year Graduate Writing Seminar (Fall/Spring: 3)This is a 3-credit, 2-semester course that meets approximately everyother week for both terms . Studen ts should con tact the professorabout attending in the fall, but wait to register un til the springterm . In the fall term, they should register in stead for an independen t s tudy vvith the faculty member advising their writing proj ect .Note that a completed research proposal is required for en try.

The writing seminar is intended for second year M.A. and Ph.D .

students working on their M.A. theses/papers . The 3—credit seminarbegins in fall and continues into the spring term . The seminar employsa supportive Structure and a collaborative learning environment tohelp students to carry out their independent projects . S tudents will begraded on the drafts of their research papers submitted at the end ofthe spring semester.Sarah Babb

Brian Gareau


ARTS AND SCIENCESSOCY777 1 Understanding Consumer Society (Fall : 3)Offered Periodically

This course is des igned to train graduate students in the sociology of consumption and to analyze contemporary contradictionsand trends in consumer culture . We begin with the histo ry of consumer culture, then move on to class ic authors (Frankfort School,Veblen, Bourdieu, Giddens) , as well as more recent versions of theseapproaches . We pay particular attention to Bourdieu, whose work hasbeen particularly influential. In the last third of the course we considerconsumption from the perspective of topical areas : identity consumption , consumption and race, global consumer culture, sustainableconsumption and others .juliet SchorSOCY8 101 In terim Study (Fall/Spring: 0)Required for master

’s candidates who have completed all courserequirements but have not taken comprehensive examinations . Alsofor master’s students (only) who have taken up to six credits ofThesisSeminar but have not yet finished writing their thesis . Interim Studyrequires a commitment of at least 20 hours per week working on thethesis .TheDepartmentSOCY8801 Thesis Seminar (Fall : 3)

A research course under the guidance of a faculty member forthose writing a master’s thesis .TheDepartmentSOCY9901 Research Appren ticeship (Fall : 3)By arrangement .

TheDepartmentSOCY998 1 Dissertation Seminar (Fall/Spring: 1)

This is a continuing research workshop which covers all stages ofthe research process , from conceptualization and theory developmentthrough data analysis and writing. The workshop is intended primarilyfor sociology graduate students working on dissertations . Others willbe welcomed on a case-by—case basis . The group meets bi—weekly, withindividual meetings with the professor as necessary. All students whoare writing dissertations are strongly recommended to enroll in thisworkshop , at least for one semester .Natasha Sarkisianjuliet SchorTheDepartmentSOCY9998 Doctoral Comprehen sive (Fall/Spring: 1)

This course is for students who have not yet passed the DoctoralComprehensive but prefer not to assume the status of a non—matricu

lating student for the one or two semesters used for preparation for thecomprehensive .TheDepartmentSOCY9999 Doctoral Con tinuation (Fall/Spring: 1)



TheDepartment

ARTS AND SCIENCES

Theology

Robert Daly, S.J . , Professor Emeritus; A.B . , A.M. , Boston College ;A.M. , Catholic University; Dr. Theol . , University ofWurzburgHarvey D . Egan , S.J . , Professor Emeritus; B .S. ,Worcester PolytechnicInstitute ; A .M. , Boston College; Th.M. ,Woodstock College ; Dr.

Theol . , University ofMunster (Germany)Philip King, ProfessorEmeritus; A.B . , M.A . , S t . John SeminaryCollege ; Catholic University ofAmerica; PontificalBiblical Institute ; Pontifical Lateran UniversityRev. Robert P . Imbelli, Associate Professor Ermeritus; A.B . , FordhamUniversity; Gregorian University, Rome ; M.Phil. , Ph.D . , YaleUniversityPatrick J . Ryan , S.J . , Associate Professor Emeritus; A.B . , A.M. , BostonCollege ; Gregorian UniversityStephen F . Brown , Professor; A.B . , S t . Bonaventure Univers ity; A.M. ,

Franciscan Institute ; Ph.L. , Ph.D . , Univers ite’ de LouvainLisa Sowle Cahill,Monan Professor; A.B . , University of Santa Clara;A.M. , Ph.D . , Univers ity ofChicagoM . Shawn Copeland, Professor; Ph.D . , Boston CollegeCatherine Cornille , Professor; M.A. , University ofHawaii ; Ph.D . ,

Catholic University ofLeuven , BelgiumRichard Gaillardetz,joseph Professor ofSystematic Theology,Chairperson of theDepartment; BA , University ofTexas , Austin ;M.A. , St . Mary’s University, San Antonio ; M.A. , Ph.D . , University ofNotre DameRoberto S . Goizueta, Flatley Professor ofCatholic Theology; B .A. , YaleUniversity; M.A. , Ph.D . , Marquette UniversityKenneth R. Himes, Professor; B .A. , S iena College ; M.A. ,

Washington Theological Union ; Ph.D . , Duke UniversityMichael J . Himes , Professor; B .A. , Cathedral College ; M.Div. , The

Seminary of the Immaculate Conception ; Ph.D . , University ofChicagoDavid Hollenbach, S.J . , University Professor ofHuman Rights; B .S. ,

St . Joseph ’s University; M.A. , Ph.L. , St . Louis University; M.Div. ,

Woodstock College ; Ph.D . , Yale UniversityJam es F . Keenan , S.J . , Founders Professor of TheologicalEthics;Director ofGraduate Studies; B .A. Fordham University; M.Div. ,

Weston Jesuit School ofTheology; GregorianUniversity, RomeRuth Langer, Professor; A.B . , Bryn Mawr College;M.Phil. , Ph.D . , Hebrew Union CollegeJam es W. Morris, Professor; BA , University ofChicago ; Ph.D . ,

Harvard UniversityJohn J . Paris , S.J . , Walsh Professor; B .D . , M.A. , Boston College ;A.M. , Harvard University; Ph.L. ,Weston College ; M.A. , Ph.D . ,

University of Southern CaliforniaPheme Perkins , Professor; A.B . , St . John ’s College ; A.M. , Ph.D . ,

Harvard UniversityStephen J . Pope , Professor; A.B . , Gonzaga University; M.A . , Ph.D . ,

University ofChicagoLiam Bergin , Associate Professor; B .Sc. , National University of I reland;

Pontifical Gregorian University, Rome ; NationalUniversity of I relandJeffrey L. Cooley, Associate Professor; B .A. ,Wheaton College ; M.Phil. ,

Ph.D . , Hebrew Union College

Boyd Taylor Coolman , Associate Professor; B .A. ,Wheaton College ;M.Div. , Princeton Theological Seminary; Ph.D . , University ofNotre DameJohn A. Darr, Associate Professor; A.B . , A.M. ,Wheaton College(Illinois) ; A.M. , Ph.D . , Vanderb ilt Univers ityYonder Gillihan , Associate Professor; B .A. , M.A. , Ball S tate University;Ph.D . , University ofChicagoMary Ann Hin sdale, Associate Professor; B .A. , Marygrove College ;

Regis College ; Ph.D . , University of S t . Michael ’s College,TorontoFrederick G . Lawrence , Associate Professor; A.B . , St . John ’s College;D .Th. , University ofBaselJohn J . Makran sky, Associate Professor; B .A. , Yale University; Ph.D . ,

University ofWiscons inH . John McDargh, Associate Professor; A .B . , Emory University;Ph.D . , Harvard Univers ityBrian D . Robinette , Associate Professor; B .A. , Belmont University;M.A. , Saint John ’s University (Collegeville) ; Ph.D . , University ofNotre DameMargaret Amy Schatkin , Associate Professor; A.B . , Queens College;A.M. , Ph.D . , Fordham University; Th.D . , Princeton TheologicalSeminaryDavid Vanderhooft, Associate Professor; BA , University ofWinnipeg;M.A. , York University; Ph.D . , Harvard UniversityJames M . Weiss, Associate Professor; A.B . , Loyola University ofChicago ; A.M. , Ph.D . , University ofChicagoDouglas Finn , Assistant Professor; B .A. ,Wabash College ;Ph.D . , University ofNotre Dam eGrego rio Mon tejo , Assistant Professor; BA , University of S t . Thomas ;M.A. , Marquette University; Ph.D . , Marquette UniversityDavid Mozina, Assistant Professor; A.B . , Columbia University;

Harvard D ivinity School; Th.D . , Harvard D ivinity S choolAndrew L. P revo t, Assistant Professor; BA , The Colorado College ;

University ofNotre Dame ; Ph.D . , University ofNotre DameErik C . Owens , Assistant Professor of the Practice; B .A. , DukeUniversity; Harvard University; Ph.D . , University ofChicagoMatthew Petillo , Assistant Professor of the Practice; B .A. , Saint AnselmCollege ; M.A. , Ph.D . , Boston CollegeMeghan Sweeney, Assistant Professor of the Practice; B .A. , Collegeof the Holy Cross ; M.Div. , Harvard University; Ph.D . , EmoryUniversityMatthew Mullane , Senior Lecturer; B .A. , St . Columban ’s College ;B .D . , S t . John ’s Seminary; M.A . , Ph.D . Boston CollegeCon tacts

Department Administrator: Patricia Donnellan, 6 17—552—0860,

flem [email protected]

StaffAss istant : Gloria Rufo , 6 17—552—3882, [email protected]

Graduate Programs Ass istant : Cara Burke, 6 17—552—4602,

[email protected]

www.bc.edu/theologyGraduate P rogram DescriptionBoston College offers extensive resources for Catholic and ecu

menical study of theology. Embedded in the culturally rich Bostonmetropolitan area, the combined faculties of the Theology Departmentand the School ofTheology and Ministry make Boston College a premier international center for the study of theology. The library, courseand faculty resources available to graduate students at Boston College


are further expanded by Boston College ’s membership in the BostonTheological Institute, a consortium of theology faculties primarilyin the Boston—Newton—Cambridge area, which has as its constituentmembers the following institutions0 Andover Newton Theological SchoolBoston College ’s Department ofTheologyBoston College ’s S chool ofTheology and MinistryBoston University S chool ofTheologyEpiscopal D ivin ity S choolGordon—Conwell Theological SeminaryHarvard D ivin ity SchoolHebrew CollegeHoly Cross Greek Orthodox SeminaryS t . John ’s SeminaryThis consortium offers complete cross—registration in several

hundred courses , the use of library facil ities in the n ine schools , j ointseminars and programs , and faculty exchange programs .Ph .D . P rogram in Theology

The doctoral program in theology at Boston College has as its goalthe formation of theologians who excel intellectually in the church, theacademy, and society. It is confessional in nature and envisions theology as

“faith seeking understanding.

”

Accordingly, the program aims atnourishing a community of faith, scholarly conversation, research, andteaching centered in the study ofChristian life and thought, pas t andpresent, in ways that contribute to this goal . It recognizes that creativetheological discussion and specialized research today require seriousand in—depth appropriation of the great philosophical and theologicaltraditions of the past, as well as ecumenical, interdisciplinary, inter—religious, and cross—cultural endeavors .

The program is led by an internationally respected ecumenicalfaculty. Students are encouraged to explore widely and deeply in avariety ofCatholic, Protestant and Orthodox theological and doctrinaltraditions , while also engaging in critical and constructive dialoguewith other maj or religions and cultures .

The program is rigorous in its expectation that students develop amature grasp of the Christian theological tradition and probe criticallythe foundations , intell igib il i ty and relative adequacy ofvarious theological positions . Students are expected to master the tools and techniquesof research and to organize and integrate their knowledge so as to makean original contribution to theological discussion . Because the programincludes faculty members who are experts in the Hindu, Buddhist,Muslim, and Jewish traditions , it also offers a context in which theissues raised by religious pluralism can be explored, respons ibly and indetail, and in which a Christian comparative theology can be pursuedseriously.

Successful applicants to the Ph.D . Program will generally have inhand anM.Div. , a Master’s degree in religion, theology, or philosophy,or an equivalent degree .Areas of SpecializationS tudents in the doctoral program specialize in one of five major

areas : Biblical S tudies , Historical Theology/History of Christianity,Systematic Theology, Theological Ethics , or Comparative Theology.

B iblical Studies focuses on the canonical books of the Bible bothwithin their historical and cultural world and in relation to their reception within the Christian and Jewish traditions . All students will acquirea thorough competency in both the Old Testament/Hebrew Bible andthe New Testament including competency in Hebrew, Aramaic, and


ARTS AND SCIENCESGreek . They may learn other ancient languages and literatures as theirresearch requires and must acquire a reading knowledge of Germanand either French or Spanish . The comprehensive exams will cover thewhole B ible, with emphas is on either the Old Testament/Hebrew B ibleor the NewTestament, and will include a specialized exam in an area ofstudy pertinent to the student ’s dissertation . Students will be expectedto pass a general exam ination on the testament that is not their specialty(which counts as their “minor” area) .

The Historical Theology/History of Christianity (HT/HC)area studies past theological reflection on the faith and practice of theChurch, with a particular focus on early and medieval Christianity.

The HT/HC area Strives to appreciate these theological expressionsboth within their immediate historical contexts (social, cultural,institutional) and within the broader traj ectories of theological development in the Christian tradition . Currently, this area has a strongcommon interest in early and medieval Christian theology.

Systematic Theology is the contemporary intellectual reflectionon the central elements of the Christian faith considered as an interrelated whole . The Systematics faculty seeks to develop the student ’sab ility to treat theological material critically and constructively. It issystematic” inasmuch as it attends to its subject matter with attentionto the coherence and interconnectedness of the various elements ofthe Christian tradition . The necessary role ofhistorical, dogmatic, anddescriptive theological activity is hereby acknowledged .

Our primary concern is the systematic and constructive elucidationof the Christian faith in a contemporary context, and we emphas izethe relationships among theological themes and topics , including theirgrowth and development in particular historical and cultural contexts .

Theological Ethics includes the ecumenical study of majorRoman Catholic, Protestant and Orthodox contributors to moraltheological reflection . It attends as well to the Biblical foundations andtheological contexts of ethics .In line with the conviction that faith and reason are complemen

tary, the program explores the contributions of philosophical thought,both past and present . Students pursuing this area of study will beexposed to a Strong social ethics component, as well as offerings inother areas of applied ethics . The exploration of contemporary ethics isset in a critical, historical perspective and encourages attention to theglobal and multicultural character of the Christian community.

Comparative Theology prepares students for careful theologicalreflection , usually from a Christian perspective, on non—Christianreligions in their particularity and their significance for theology.

Comparative Theology entails the study ofone ormore religious traditions in addition to one ’s own , and critical reflection on one ’s own tradition in light of another tradition or traditions . S tudents are expectedto acquire a significant understanding of a major non—Christian religionwhile also appropriating a critical method for the study of religions ,for example, philosophy of religion , comparative religion , or history ofreligions . Like all other areas of theology, Comparative Theology’s ultimate horizon is knowledge ofGod, the transcendent, or the nature ofultimate reality; it aims to be constructive theology. The practitioner,while rooted in one tradition , becomes deeply shaped by systematic,cons is tent attention to the details of one or more other religious andtheological traditions , thereby informing continuing theological reflection upon his or her own tradition . It is this focused attention to thedistinctive details ofdifferent traditions that distinguishes ComparativeTheology from the Theology of Religions , but also opens the

ARTS AND SCIENCESpossib ility ofa newly and more deeply informed Theology ofReligions .In turn , this study is brought into dialogue with some particular themeor topic of study in Christian Theology (usually, as studied in one of

the other areas of specialization : Bible, Historical Theology/Historyof Christianity, Systematic Theology, Theological Ethics , or PastoralTheology) , and articulated in light ofaTheology ofReligions . Studentsin this area are thus prepared to take up a wide range of research projects , and also to teach one or more religious traditions in addition tochosen areas ofChristian Theology.

Language Requiremen tsEach doctoral student must demonstrate reading proficiency in at

least two languages (normally, French and German) prior to applyingfor their comprehensive exams . S tudents may take the departmentaltranslation examinations (offered three times a year) or pass (with agrade of B or better) a 12—week summer intensive language course .Depending on one ’s field of study or research interest, some areas mayrequire more than the minimum of two languages the proficiency forwhich must also be demonstrated prior to applying for comprehens ive exams . For example, students in B iblical S tudies are expected todemonstrate proficiency in appropriate ancient and modern languages ,and those in Comparative Theology are expected to acquire at least anintermediate level ofproficiency in languages related to the non—Christ ian religious traditions they are studying.

In stitute ofMedieval Philosophy and TheologyA unique resource available to Theology Department doctoral

students is Boston College ’s Institute of Medieval Philosophy andTheology. The Institute unites the teaching and research efforts offaculty members in the Theology and Philosophy Departments whospecialize in Medieval Philosophy and Theology. Doctoral degrees areawarded in the Theology (or Philosophy) Department, and studentsstudy within one of these departments .

The focus of the Institute is the relationship between MedievalPhilosophy and Theology and Modern Continental Philosophyand Theology. The concentration of the Philosophy and TheologyDepartments at Boston College is in modern continental thought, sothe context for carrying on a dialogue between Medieval and ModernPhilosophy and Theology is well established . To foster this dialogueand encourage the scholarly retrieval of the great medieval intellectualworld, the Institute offers graduate student fellowships and ass istantships , sponsors speakers programs , runs a faculty—student seminarto investigate new areas of Medieval Philosophical and Theologicalresearch, and runs a research center to ass ist in the publication of

monographs and articles in the diverse areas ofMedieval Philosophyand Theology, to encourage the translation ofmedieval sources and theediting of philosophical and theological texts .Course Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed on the web at www.bc.edu/courses .THEO7010 I slam and History in the Middle East (Fall : 3)Cross listed with ICSP7010

An in—depth study of the role of Islam in Middle Eastern histo ryfrom the pre—Islam ic era through the 18 th century with emphas is onengagement with primary documents . We will introduce methodsof historiography and the growth of the Arab ic language historical

tradition and will examine the role of Islamic thought and practice,Sunni, Shii, and Sufi alike, in the development of society and civil ization across time and space .Natana De-Long Bas

THEO7443 Comparative Religion : History and Methods (Fall : 3)Cro ss l i sted with TMST7 106Offered Periodically

The comparative study of religions has evolved through differentstages ofmethodological reflection since its establishment as an autonomous discipline over a century ago . Questions concerning the natureand goal of comparison and the possib ilities and limits of understanding individuals belonging to Other religions remain at the heart of anyengagement with religious pluralism . We will explore these questionsthrough a study of the theories of early phenomenologists of religionsuch as Gerardus Van der Leeuw, through the work ofMircea Eliadeand his critics , and up to the contemporary approaches offigures suchas Jonathan Z . Smith .

Catherine CornilleTHEO7487 Citizenship in Am erican Political Theology andPolitical Philosophy (Spring: 3)Offered Periodically

This course explores the religious and ethical dimensions of citizenship, with particular attention to the points at which religious andpolitical allegiances conflict or appear to conflict . With a focus on thecontemporary American context, we will draw upon diverse politicalphilosophies , faith traditions , historical periods and geographic regionsfor insight . We will cons ider the nature of this conflict between Godand country, attempts to resolve it in theory and practice, and contemporary issues that exemplify it . Among the topics we consider arepluralism , religious freedom , patriotism , civic education, propheticvoices , civil disobedience .Erik Owens

THEO7 598 Lonergan ’ s Christology (Spring : 3)Offered Periodically

A careful reading and critical discussion of Bernard Lonergan ’streatise, The Incarnate Word (De Verbo Incarnate) and related materials , on his own terms and in relation to O ther currents in Christology.

Seminar discussion with some lecture .TheDepartmentTHEO7606 Peace, Justice and Reconcil iation (Fall : 3)

This course will consider theological and philosophical questionsposed by the ethics of reconcil iation in the social and political realms :In what respects are the reconciliation ofpeoples related to the themesof j ustice, liberation, reparation, and forgiveness ! What are the appropriate forms ofmoral discourse invoked in assessing genocide,

“ethniccleans ing,” institutional racism , or the systematic rape of victims ! Inwhat respects are distinctively theological interpretations possible ornecessary ! This course explores the ethical dimensions of reconciliation,examining the interrelated aspects of j ustice, reconciliation, reparation,historical memory, and forgiveness . It gives special attention to recentattempts at public reconciliation .

Stephen Pope


THEO76 13 I3TH Cen tury Franciscan Theology: Alexander andBonaven ture (Spring : 3)

This course explores the thirteenth—century Franciscan theological tradition through a substantial engagement with the theology ofAlexander of Hales and of S t . Bonaventure, focusing on the centraltheological top ics of the theological method, Trinity, and Christology.

Boyd Taylor Coolman

THEO7624 Vatican 11: History, In terpretation , and Reception(Fall : 3)

The Second Vatican Council was arguably the most significanteccles ial event for Roman Catholicism in the last four centuries .Although “

Vatican II” has become a staple of contemporary churchlingo , few who invoke it ( including many bishops and theologians !)seem to have really grasped what happened at that council and what itsconsequences are for the life of the church today. This course will s tudythe Second Vatican Council as ( 1) a seminal ecclesial event, (2) a sourcefor authoritative Catholic teaching and 3) a source for a revitalizedvision of the church for the third millennium .

Richard Gaillardetz

THEO7652Augustine : Life and Thought (Spring: 3)Offered P eriodically

This course will survey the maj or works of the late antique NorthAfrican bishop Augustine ofHippo . Keeping in mind the social, philosophical, and religious background to his thought, we will explore thedevelopment ofhis theology over the course ofhis career, with a specialfocus on its eccles ial context and often polemical character . Towardsthat end, attention will be paid to his theological disputes with theManicheans , Donatists , and Pelagians .Doug F inn

THEO7654 Theology in a SecularAge (Spring: 3)Offered P eriodicallyWhat is “secularity, and what is the role of theology in a secular

age Such questions have gained renewed urgency and complexityas numerous narratives and counter—narratives have been proposed toframe and address them . Engaging several recent voices shaping theconversation and debate in historical, philosophical, and theologicalterms , this seminar inquires into ways the contemporary theologianmay contribute . Beginning with a thorough reading ofCharles Taylor’sA Secular Age, which lays out the landscape in broad and nuancedterms , the seminar will examine contributions from several figures ,including: Asad, Milbank, Zizek, Habermas , Ratzinger, Girard, andVattimo .

Brian RobinetteTHEO7660Han s Urs von Balthasar (Fall : 3)Hans Urs von Balthasar is one of the greatest and most con

troversial figures of Catholic theology in the twentieth century. Thisseminar will explore his ecumenical mediation of the debate betweenErich Przywara and Karl Barth; his development of a theological aesthetics in critical dialogue with Martin Heidegger; his elaboration of

a theological dramatics in critical dialogue with G . W. F . Hegel ; hismethod of retrieving various spiritual, cultural, and doctrinal sources ;his Christology, Trinitarian theology, and anthropology; and severalpositive and critical receptions ofhis work.

AndrewPrevot


ARTS AND SCIENCESTHEO7676 TheologicalAesthetics (Spring : 3)

This course will explore the dramatic, aesthetic dimension offaith .

In the light ofHans Urs von Balthasar ’s thought, students will examinethe performative character ofChristian faith as a locus theologicus thatintegrates contemplation and action, beauty and justice . Among theissues to be addressed are : theology and spirituality; the Christologicalfoundation of theological aesthetics ; popular Catholicism as liberatingaesthetic practices ; the relationship between liberation theology andtheological aesthetics ; theology and the arts .Roberto GoizuetaTHEO7694 Early Modern Theology (Spring: 3)

This graduate seminar will treat several s ignificant Christian theologians from the end of the seventeenth to the early twentieth centuriesby examining s ignificant primary texts . It will discuss the ways thesetheologians understood their field of study, its method, organization,and relation to O ther fields , especially history and science .MichaelHimes

THEO7705 Curating Revelation : Ancien t Reception , Transmission ,

and Transfo rmation of Scripture (Spring : 3)Offered PeriodicallyExamines the development ofJewish and Christian hermeneutics

in ancient context through close reading of primary sources . Focus oncreation of new meanings via key modes of interpretation allegory, pesher, rewriting, commentary, pseudepigraphy) , hermeneuticalethics , and implications of ancient precedents for later theology.

Yonder Gillihan

THEO7 803 Graeca (Spring: 3)Prerequisite: Intermediate GreekRapid reading in Jewish Greek texts (LXX, Philo, Josephus) , with

an introduction to research in the authors treated, for students whohave completed Intermediate Greek .

Pheme Perkins

THEO7 827 In troduction to theNew Testam en t (Fall : 3)Cro ss l i sted with TMNT7023Introduction to academic study of the New Testament for grad

uate students entering theology and ministry programs . Surveys eachbook of the New Testament including its historical setting, its sources ,authorship , and literary Structure, and its maj or theological themes .Concludes with a treatment of the “historical Jesus” debate .Pheme Perkins

THEO7 893 Con temporary Theories ofJustice (Spring: 3)Offered Periodically

A study of some major recent interpretations of the meaning ofj ustice Rawls , Sandel,Walzer, Sen and Nussbaum, Taylor) , theirhistorical antecedents Aquinas , Locke, Kant) , and the critique andappropriation of these interpretations in recent Christian ethics .David Hollenbach, S.

THEO7968 TheologicalAn thropology (Fall : 3)Offered Periodically

This graduate seminar explores modern and postmodern theological approaches to the Christian doctrines of creation, sin , and grace .The study of each doctrine begins with a brief survey of biblical andclassical understandings/controversies, followed by consideration of

the critiques and correctives offered by post- l iberal, political, and contextual/liberation theologians . The impact of recent developments in

Maimonides ( 1135 Thomas Aquinas ( 1225 Spinoza( 1632 Kant ( 1724 Hegel ( 1770 Heidegger( 1889 L . S trauss ( 1899 Voegelin ( 1901Lonergan ( 1904 with readings from Fortin , Mahdi, Brague,Sala, and Fackenheim .

TheDepartmentTHE08820Aquinas : B iblical Commen taries (Spring: 3)Offered P eriodically

This course will focus on Aquinas’ Biblical commentaries of

select Old and New Testament texts in order to explore suchissues as Thomistic scriptural hermeneutics , Christology, ecclesiology,Trinitarian theology, soteriology, and sacramental theology. We willlook at select portions ofThomas ’ exegesis of the Psalms , Job , Isaiah,Lam entations , the Gospels ofMatthew and John , as well as the PaulineEpistles .TheDepartmentTHEO9901 Doctoral Comprehen sive (Fall/Spring: 1)For students who have not yet passed the DoctoralComprehensive

but prefer not to assume the status of a non—matriculating student forthe one or two semesters used for preparation for the comprehensive .TheDepartmentTHEO99 11 Doctoral Con tinuation (Fall/Spring: 1)



TheDepartmentTHEO998 1 Seminar: Biblical Studies 11 (Fall : 3)Prerequisite: Required ofPh.D candidates in Biblical S tudies .TheDepartmentTHEO9982 Ethics Doctoral Seminar (Fall/Spring: 3)By arrangement .

TheDepartmentTHEO998 5 Comparative Doctoral Seminar (Fall/Spring: 3)By arrangement .

TheDepartment


ARTS AND SCIENCES

INTRODUCTIONThe Boston College School ofTheology and Ministry (STM) is

an international theological center that serves the Church ’s mission inthe world as part of a Catholic and Jesuit university. The school prepares its students for ministries that are as diverse as the compos itionof the student body— Jesuits and other candidates approved for ordination studies , women and men for lay ecclesial ministries and for servicerooted in faith . The STM is committed to the Catholic theological tradition , rigorous academic inquiry, interdisciplinary study, ecumenicaland interreligious dialogue, and the engagement of faith and culture .The STM offers graduate programs , including civil and ecclesiasticaldegrees in theology and ministry that integrate intellectual, spiritual,pastoral, and personal formation and reaches out to larger theologicaland pastoral communities through STM Crossroads learning resources ,the publication of New Testament Abstracts , and timely continuingeducation programs . For more information, visit the STM website at

Admissions and Financial AidApplying to the School ofTheology and Ministry is straightfor

ward ; however, some programs have specific requirements . Be sure toreview carefully the requirements for your program of study. Access tothe online application can be found through the STM website at www.

bc.edu/stm .

Admissions RequirementsDeadlinesFall AdmissionPh.D . : January 15All other degrees : February 1 (for priority financial aidconsideration)Summer Admission (M.A. and non—degree program s on ly)February 15 (for priority financial aid consideration)Spring Admission (Except Ph .D . and

November 15 (for priority financial aid consideration)Below are the admission application requirements for all degree

programs :On l ine Appl ication forAdmission

Personal info rmationThree letters of recommendation : Recommenders should befam il iar with the applicant ’s academic competence . For applicantswho have been out of school for a significant amount of time, therecommenders should be fam iliar with the applicant ’s professional competence . At least one recommendation should also speak tothe applicant ’s character. ForM.Div. and M.A. applicants , onerecommender should be fam iliar with the applicant ’s ministerialpotential and experience . Recommendations can be submittedthrough the online application by the recommenders .Personal statemen t : Maximum words . The personal statement is submitted online through the online application . Pleaseaddress the following areas0 The academic, professional, and personal development thathas motivated you to apply to the STM. Include a sketch ofyour educational background and interests , any experienceyou have in ministry and/or religious education, and anyother relevant profess ional and volunteer experience ;


Your understanding of theological education and/or ministry in the context of the Church

’s mission ;How you plan to apply your theological education ;Given your experience, how you assess your principalstrengths for theological education and/or ministry as wellas your areas of needed development .Ph.D . and S.T.D . only: Applicants should include additional information (up to an additional words) outlining your specific area and field of academic interest, howyour previous academic, professional, and/or pastoral experience has prepared you for studies within that particularfield, the service in the Church that one would render withthe degree, why you are applying to STM,

and the faculty member(s) with whom you would like towork. The statement of intent is submitted online throughthe online application

Curriculum vitae or resume : The curriculum vitae or resume issubmitted online through the online application .

Writing sample (Ph .D . and S.T.D . only) : Academic paper,usually no less than 10pages , not to exceed 25 pages . S.T.D .

applicants are also required to submit a copy of their S.T.L. thesis upon its completion . The writing sample is submitted onlinethrough the online application .

$7 5 Admissions application fee. Jesuits , members ofother religiousorders, current JVC members , and current BC students are exemptfrom this fee. E—mail the admissions office at [email protected]

to request a waiver.Major Superior Form for all applicants that are priests ormembersof religious orders . The form can be found in the online applicationand can be submitted through the mail to the processing center.Other Supporting Documen ts (submitted through the mail)Official tran scripts sent to the STM Admissions Office from all

colleges , universities , seminaries , or theological schools that youhave attended . Official transcripts can be sent along with othersupporting application materials in a sealed, s igned envelope .GRE scores : Scores need to be received directly from ETS. OurGRE code is 2508 . In some cases , the admissions office mayaccept O ther standardized tests (for example, the Miller AnalogiesTest) . International students for whom English is not theirnative language can submit TOEFL scores in place ofGREs .

To inquire, please e—mail the admissions office . The admissionscommittee may also waive this requirement for those who haveearned a previous master’s degree . No exceptions will be madefor those applying to the Ph.D . or S.T.D .

Personal in terviews : The admissions committee may request apersonal interview as part of the application process .

Supporting Appl ication MaterialsThe School ofTheology and Ministry is currently able to accept

personal statements , statements of intent, curricula vitae/resumes,writingsamples , and letters of recommendation through the online application .

All transcripts , major superior forms , and standardized test scoresshould be mailed to : Boston College School ofTheology and Ministry,Processing Center, P .O . Box 67406, Chestnut Hill,MA 02467 .

Please include your full name and Eagle ID number ( if you have it)on all forms and correspondence .

Jesuit Appl ican tsJesuit scholastic applicants must follow the instructions above .

Additionally, international Jesuits should first contact the Ass istantD irector of Admissions at least five months prior to their plannedenrollment to discuss their plans , academic background, and languageskills . Jesuits requiring financial ass istance should be in touch withthe school by February 15 , 2016 so that names may be submitted tothe U .S. Jesuit Conference . After this in itial contact, the scholastic ’sprovincial would write a letter to the rector of the Saint Peter FaberCommunity. The letter would indicate an intent to mission the studentto STM, request housing, and indicate if financial funding is needed .

Funding for Jesuits from developing countries is approved by the U .S.

Jesuit Conference in Washington D .C . , and the request is made by therector of Saint Peter Faber Community. All Jesuit scholastic applicat ions are reviewed by the Admiss ions Committee .In addition, Jesuit applicants are asked to complete a FERPA

release form as part of the application process . This form is availableon our website and allows us to communicate with the rector of theSaint Peter Faber Community and other religious superiors about yourapplication and, potentially, academic and financial matters while youare a student at Boston College .Non-Jesuit Religious Appl ican tsReligious applicants who are not Jesuits must also follow the

instructions above . Religious applicants requiring scholarship andparish or convent housing ass is tance should apply by February 1,2015 for the fall semester . All religious applicants are reviewed by theAdmiss ions Committee . Lastly, if accepted, the Office ofAdmissionswill work with the Office of International Students and Scholars toprocess all visa documentation for international applicants .In addition , non—Jesuit religious applicants are asked to complete

a FERPA release form as part of the application process . This form isavailable on ourwebsite and allows us to communicate with your vocation director and/or other religious superiors about your applicationand, potentially, academic and financialmatters while you are a studentat Boston College .Additional Info rmation

All transcripts must be mailed to BC ’

s STM Processing Center .No materials submitted as part of the application for admission can bereturned or forwarded to a third party. The Admissions Committeewill not consider an application until it is complete .Once an application is complete, it will take up to four weeks

before you receive a decis ion . Ph.D . applications can take up to twomonths after our deadline before receiving a decis ion . Decis ion lettersare mailed to the applicant ’s current address as reported on the admiss ion application .

TheAdmissions Committee takes into account all of the materialsubmitted with the application : grade point average (GPA) , GRE or

other standardized test scores ( if applicable) , TOEFL (for international students) , letters of recommendation , work and/or volunteerexperience, and personal statement— where we look for a high level ofintellectual, social, and religious maturity.

Acceptance to a STM degree program is not guaranteed and isvery competitive . Therefore, estimates of the likelihood of acceptancecannot be given to any applicant .


THEOLOGYANDMINISTRYScholarship and Gran t Funding

As an international theological center providing outstandingacademic resources and an intimate community for its members , wewant to help you finance your studies and make it possible for you toj oin us . Boston College S chool ofTheology and Ministry (STM) offersgenerous funding through several types of financial assistance . Whenyou complete the STM Application , you are automatically consideredfor all financial ass istance for which you may be eligible from the STM.

Tuition scholarships are based on considerations of academicachievement, potential for ministry, demonstrated leadership , andfinancial need . Funding is generally renewable at the same level inyears following the student ’s initial award year, assuming the student ’sneed and academic standing do not change markedly. Prospectivestudents are encouraged to contact the Associate Dean , EnrollmentManagement for questions regarding the funding of their studies .Federal S tuden t Loan sIn addition to scholarship and grant funding, the University par

ticipates in the Federal D irect Loan Program . Students can borrow upto the total cost of attendance, minus any funding they are receivingfrom the STM through the D irect Loan Program . To apply for theStafford loan, you will need to submit a Free Application for FederalStudent Aid (FAFSA) , and also complete and submit the BostonCollege Graduate Financial Aid Application/Validation . Informationand forms are available through the Boston College Office of S tudentServices located in Lyons Hall . Go to www.bc.edu/gradaid or call6 17—552—3300for more information . Please note that Federal Staffordloans are only available for U .S. citizens and residents . Please also notethat Federal loans are not available to S.T.L. or S.T.D . degree seekingstudents , certificate seeking students , or non—degree seeking students .Notification of your funding will occur after a decis ion is made

regarding your admission into the STM.

Please note that ifyou receive a scholarship after you receive yourloan package, your loan package may have to be adjusted . Federal regulations limit the total amount ofaid ( including student loans) a studentcan receive . Contact the Boston College Office of S tudent Services ifyou have any questions about Federal loans .In ternational S tuden t Admission Requiremen ts

As an international theological center, STM represents the changing landscape of the Catholic Church on the global stage by trainingpriests , lay ministers , and theologians from over forty nations . Whilewe continue to attract and train students from North America andEurope, more and more, the future leadership of the Church is emerg

ing from South America, Africa, India, and As ia . STM is a part of thismovement, training some of the first indigenous professors of seminaries , universities , and theological centers in those regions .We encourage clergy, religious men and women , and lay students

from all countries to apply to our programs . Below is important information that you should consider before applying .

Visa P rocessWhen ApplyingApplicants only start securing a visa after they have been accepted

to a program . No work on the part of the international applicant needsto be done toward a visa until after they receive a letter of admiss ion,have confirmed intent to enroll, and have proven financial ability forstudies . (See next page .)

THEOLOGYAND MINISTRYAfter Being AcceptedAfter being accepted, the Admissions Office will send you the

Declaration and Certification ofFinances form for the I—20document .Filling out and returning these forms to the STM Admissions Officewill start the process ofobtaining an F- 1, or student, visa to study in theUnited States , as long as you meet the financial and English languagerequirements .International students , who are also D iocesan priests , must obtain

priestly Faculties to serve as priests in the Boston Archdiocese . Thestudent ’s b ishop or major superior must write to the Archbishop of

Boston, requesting hous ing and facilities to function as a priest in thearea. A copy of this letter should be sent to STM. Boston College canonly issue an I—20, after such facilities have been secured .

Additional Requiremen tsAll applicants for whom English is not their native language must

demonstrate proficiency in the English language . This can be demonstrated by an acceptable score on the TOEFL exam (Test ofEnglish as aForeign Language) or by receiving a degree from a college or universityat which English is the language of instruction .

An acceptable TOEFL 85 on the Internet exam . When taking theexam, include STM’

s institutional code— 397 1— so that your scoresmay be sent directly to the school . Students cannot be accepted intoany STM program without an acceptable TOEFL score .

TOEFL RegistrationCN6 152

Princeton, NJ 0854 1, USAwww.toefl .org

The TOEFL score is not required if:You are a citizen ofAustralia, Canada (except Quebec) , GreatB ritain, I reland, New Zealand, Guyana, an Anglophone countryofAfrica, or an English—speaking country of the Caribbean .

2. You earned your prior college or university degree in the U .S. or

one of the countries l isted above .3. You are currently enrolled as a full—time student in a U .S.

degree—granting program or at an American or English—speakingschool in one of the countries listed above and will have completed two academic years of college/university work beforebeginning your studies at Boston College .

GRE ExamIf you do not already have a graduate degree (a degree beyond the

in itial first post—secondary degree) you must take the Graduate RecordExamination (GRE) . STM prefers a score of 159 or above on the verbal to be eligible for admission . Ph .D . and S.T.D . appl ican ts are not

exempt from taking the GRE even if they possess a graduate degree .STM GRE code is 2508 .

EducationalTesting ServiceP .O . Box 6000Princeton, NJ 0854 1www.gre.org

P ermission of SuperiorAll diocesan priests and members of religious orders must submit

a letter of approval and financial support from their b ishop or majorsuperior . The letter must indicate complete knowledge and supportfor your studies indicating degree and semester of in itial enrollment .The letter must be on official letterhead and s igned by your superior

or bishop . The letter should be addressed to the Associate Dean,D irector ofEnrollment Management and must contain contact information . STM will only accept original letters .Costs

The United S tates Government requires all international studentsto prove that they have the financialmeans to support themselves whilestudying in the United S tates . If you are a member of the clergy or areligious , you need to document by either a bank statement or letter ofsupport from your bishop or congregation that you have funds to liveand study in the U .S. The U .S. Embassy will not issue you a visa if youdo not have the necessary funds . Any tuition costs not covered by STMscholarship funds must be documented .

Fin ancial Aid and ScholarshipsThe cost of higher education in the United S tates is high . STM

awards tuition grants to international students depending on availab ili ty, to help ease their financial burden . Partial tuition grants areavailable for international students . Students must be enrolled in adegree seeking program . Students must exhib it an exemplary academicrecord and personal potential. Students should be aware that, even ifreceiving a tuition grant, they Still must obtain support to pay for theirliving expenses . Unfortunately, Federal loans are not available to thosewho are not U .S. citizens or permanent residents .

All international students must show that they have sufficientfunds or resources to pay for their tuition and living expenses duringthe course of their studies , whether support comes in the form of

scholarships , grants , or support from a religious order or personalbank account . Applicants do not need to supply evidence of sufficientresources with their applications . Once accepted, the admissions officewill send a form where one can document resources . No additionalfunding will be available to international students once they arrive inthe United S tates .HousingHousing is available for international lay students on an indi

vidual bas is . Members of religious orders usually find housing witharea parishes or religious communities . The Admiss ions Office assistsplacing religious members in such communities , though placement andhousing is not guaranteed .

Graduate ProgramsDegree P rograms

The School of Theology and Ministry offers graduate studentsa number of degree—granting programs . Our degree programs preparestudents for ministries that are as diverse as the composition of thestudent body— Jesuits and other candidates approved for ordinationstudies , women and men for lay ecclesial ministries and for servicerooted in faith and scholars preparing for a career in academia.Master ofDivinity

The School ’s most comprehensive program, the three—yearM.Div. program offers a course of theological, pastoral, and spiritualformation to prepare students for ordained ministry, professional layecclesial ministry, or doctoral studies . M.Div. students at the STMhave a demonstrated pass ion for ministry and service to the world, andoften go on to careers in parish ministry, campus ministry, chaplaincy,teaching, and non—profit work.


S tuden t Learning Outcomes for theM.Div . P rogramUpon completion of the M.Div. Program , students will be able

to1 . demonstrate an understanding of the Catholic theologicaltradition .

2. bring the insights of the Catholic theological tradition into dialogue with contemporary social and religious issues .

3. integrate theological thinking and ministerial practice .4 . demonstrate capacities conducive to effective ministry.

Master ofArts In Theology and Ministry (M .A.

The M .A. in Theology and Ministry prepares students for awide variety ofministries . Designed for students of all ages and careerbackgrounds , this two—year program (48 credits in the academic year)combines theological study with the pastoral arts . Graduates of the program go on to careers in parish ministry and administration, ministry inHispanic and/or multicultural communities, campus ministry, religiouseducation, high school religion teaching, spiritual direction, faith-basedsocial service, and hospital chaplaincy, among others .For the most flexib ility, students in the M.A. Theology and

Ministry utilize their electives to explore theological and pas toral areasof interest . Those wishing to do so can choose a specific track in eitherHispanic Ministry or Religious Education .

S tudents can work towards completion of the M.A. Theology andMinistry during the Academic Year, Summer Session, or a combinationthereof.In collaboration with other BC professional schools , the M.A.

Theology and Ministry can be combined with anM.A. Counseling Psychology, and MS . Nursing.

S tuden t Learning Outcomes for theM.A. in Theology and MinistryUpon completion of the M.A. program , students should be able

toA . bring informed theological, biblical, and pastoral resources tointerpret and to enhance the life and ministry of faith-basedcommunities and programs of service ;

B . embody the pastoral and sp iritual formation that is needed toprovide leadership and empowerment to communities of faiththrough various functions ofministry and service ;

C . develop effective programs ofministry and service that are wellgrounded in theological and pastoral studies and that enable persons and communities to integrate life and Christian faith in thecontext of their everyday lives .

Master ofTheological StudiesThe two—yearM.T.S. program (48 credits) offers a broad study of

theology with the option to specialize in an area of particular interest .With a flexible curriculum and a special focus on scholarship , theM.T.S. is especially appropriate for students who intend to pursue doctoral studies in theology. The program is also appropriate for studentsseeking personal reflection and theological development .S tuden t Learning Outcomes for theM.T.S. program :

Upon completion of the M.T.S. program, students should beable to :A . Understand and explain the central doctrines of the Christianfaith ;

B . Engage in moral reasoning and appreciate normative claims ofChristianity;

C . Use Scripture in an informed and hermeneutically responsibleway;


THEOLOGYANDMINISTRYD . Put the Christian social and institutional history in dialoguewith theological reflection on the present ; and

E . Apply critical thinking to areas of focused research and study.

Doctor of Philosophy, Theology and EducationThe Ph.D . program educates scholars in the interdisciplinary field

of religious education . Participants take courses in theology, education,and religious education ; faculty members from each of these areas serveon both the comprehensive exam ination committee and on the dissertation committee . The program is offered in conjunction with the BostonCollege Theology Department and the Lynch School of Education,and the degree is awarded by the Graduate S chool ofArts and Sciences .Master ofTheology

The Th.M. is a one—year, post—master ’s degree (24 credits) thatis intended to deepen and focus a student ’s foundational knowledgeof theological disciplines and ministerial practice . Th.M. graduatescome from various backgrounds and go on to use their experience ina diverse array of profess ions . Graduates take their Th.M. educationand serve as teachers , administrators , medical doctors , advocates forrefugees and human rights , and ecumenical ministers , as well as innumerous Other capacities . Lay students who have already completeda mas ter of divinity and who are interested in pursuing doctoral work,but believe they need additional course work, might also consider themaster of theology.

Studen t Learning Outcomes for the Th .M. P rogramGraduates of the Th.M. program will be able to demonstrate

A. deepened knowledge of a specific theological discipline beyondthe first- level master ’s degree (Option A)OR

B . increased competence in ministerial practice beyond the first- levelmaster’s degree (Option B) .

Ecclesiastical DegreesThe ecclesias tical degrees are part of a three—degree cycle offered

by an ecclesiastical faculty and granted in the nam e of the Holy See .The degrees provide train ing in advanced theological areas , preparingstudents to teach in a seminary or for religious and lay leadership positions in the Catholic Church .

The Bachelor of Sacred Theology is a first-level, threeyear ecclesiastical degree granted in the name of the Holy See throughthe ecclesiastical faculty of the School of Theology and Ministry(STM) by virtue of its status as an Ecclesiastical Faculty accredited bythe Vatican Congregation of Catholic Education . It is offered only inconjunction with the Master of D ivinity a three—year civildegree . Building on the solid theological and practical foundation forordained and full—time lay ecclesial ministry established by the requirements of the M.Div. degree, the S.T.B . prepares one to pursue theLicentiate ofSacred Theology a second—level, research—orientedecclesiastical degree also offered by the STM.

The Licen tiate in Sacred Theology is the second degreein a three—degree progression of ecclesiastical degrees . The S.T.L.

enables students to build upon previous work and focus more on aparticular subj ect or field within a Catholic context . An advanceddegree, it provides students with two full years of work above andbeyond the S.T.B . orM.Div. S tudents use the S.T.L. to continue workin Catholic theological studies , prepare for doctoral work, or teach orbuild competence for working within the Church . Officially, it is theacademic degree which enables one to teach in a major seminary or

THEOLOGYAND MINISTRYequivalent school .

”

The S.T.L. can open many doors for service in theChurch, and in a number ofofficial capacities within dioceses , religiouscommunities , and institutions ofhigher learning.

The Doctor of Sacred Theology is the culminating stepin the three—degree ecclesiastical program . The purpose of the S.T.D .

program is to create scholars who combine broad knowledge of acertain area, a critical knowledge of theological methodology, and anabili ty to contribute original research in a chosen field of study. Moststudents who complete the S.T.D . go on to teach in university faculties ,seminaries , and theological centers . They also contribute to Churchadministration and pastoral work, us ing their extensive study, training,and expertise as resources for their community. Students interested inthe S.T.D . usually have discerned a vocation of working within theCatholic Church or a related environment . As with the theS.T.D . can open many doors for service in the Church, and in a number of official capacities within dioceses , religious communities , andinstitutions ofhigher learning.

Non—Degree P rogramsThe School ofTheology and Ministry is committed to providing

the opportunity for professional development and ongoing formationfor today’s Church . Every person interested in exploring the importantissues of the Church today can find a workshop , lecture, or course tomeet his or her interest— whether professional or personal. Our programs are designed to fit into a variety of schedules , with day, evening,weekend, and online programs during the academic year, as well asone or two—week courses held during the STM’

s Summer Institute .Academic Certificate P rogram s

Post—Master’ s Certificate in Spiritual FormationThe Post—Master ’s Certificate prepares ministers with a prior

master ’s degree in theology or a related field to be sp iritual mentors forpersons and Christian faith communities .

Theology and Ministry CertificateThe Theology and Ministry Certificate is an 18—credit program

for individuals who wish to study a specialized area ofministry, but notenroll in a full master ’s program .

Religious Education CertificateThe Religious Education Certificate is an 18—credit program for

individuals who wish to study religious education , but not enroll in afull master ’s program .

Hispan ic Ministry CertificateThe Hispanic Ministry Certificate is an 18—credit program

designed to prepare students , ministers , and educators who are alreadyworking or are interested in doing so in the context ofHispanic communities anywhere in the U .S.

Summer at STMIn addition to individual courses for credit or audit, the M.A . in

Theology and Ministry is offered through the Summer at STM.

Individual CoursesSpecial Studen tSpecial Students at Boston College are those students wishing to

take one or more classes in the academic year . As a Special Student atSTM you may earn academic credit without enrolling in a degree program . Regular tuition applies and up to 12 credit hours maybe taken .

Should you later enroll in an STM degree program , the credits youearn will count toward your degree . Special S tudents may cross—register

at other BTI schools , as long as they take one course at STM. SpecialStudents are also allowed to take courses for audit for one-half of thecredit cost .

Audito rStudents not enrolled as Special S tudents or in a degree or certif

icate program are eligible to audit one course per semester and will becharged half the per—credit tuition rate .Minister-in-the—VicinityBoston College STM offers a special audit rate for those currently

engaged in full—time ministry (ministers , lay eccles ial ministers , priests ,rabbis , and others) who live in the vicin ity and who hold a theologicaldegree . Minister—in—the—Vicinity students can audit one course persemester at the rate of $ 100per credit hour.Con tinuing EducationConferences , Lectures,Workshops , Semin ar SeriesSTM welcomes all as part of our commitment to making con

temporary theological discussion accessible to the community. Manyevents are free of charge and others have a small fee .SabbaticalThose who wish to come to Boston College for sabbatical may

apply as a Special Student orMinister—in—the—Vicinity and create theirown independent sabbatical experience .

STM On line : CrossroadsSTM Online : Crossroads , a program ofBoston College School of

Theology and Ministry, offers non—credit online courses for adult spiritual enrichment and faith formation .With a focus on shared reflectionin an online learning community, Crossroads models the kind of conversation and participation that lead to deeper understanding of andpersonal growth in faith .

Academic Policies and ProceduresAcademic Integrity at Boston College

Academic integrity is taken quite seriously at Boston College andby the dean and faculty of the School of Theology and Ministry inparticular . STM abides by the University policy on academic integrityto be found in the University Policies and Procedures section of thiscatalog . The roles and responsib ilities of students , faculty, and deanswith regard to promoting academic integrity can be found there as well .STM students are strongly encouraged to become fam il iar with thesepolicies and procedures , as they are held responsible for this knowledge . S tudents with questions regarding what constitutes a violationof Boston College ’s Academic Integrity Policy, especially with regardto specific courses and ass ignments , are invited and encouraged to askthese questions oftheir professors and theAssociate Dean forAcademic

STMAcademic Integrity P roceduresIn the School of Theology and Ministry (STM) , an Academic

Integrity Committee (AIC) with both faculty and student members isto be constituted annually by the Associate Dean for Academic Affairsand chaired by one of the faculty members serving on the AIC.

When a faculty member determines that a student ’s work violatesthe standards ofacademic integrity, that faculty member should discussthe violation with the student and is encouraged (but not required) tonotify the Associate Dean for Academic Affairs in writing of the incident . If the faculty member decides to impose a grading penalty, a letterofnotification describ ing the incident and the grading penalty must besent to the Associate Dean for Academic Affairs .


On receipt of such a notification the Associate Dean will notifythe student of the allegation and the grading penalty ( if any) imposedby the faculty member . The student will be given an opportunity torespond to the faculty member’s notification in writing. While a caseis pending, the student may not withdraw from or change status inthe course .Each reported violation of the standards of academic integrity

will be reviewed by the STM AIC . The Associate Dean will serve as anon—voting administrative resource, and will maintain the Committee ’srecord of notifications and relevant materials . In cases involving students from more than one school, or students in j oint or dual degreeprograms , the Committees on Academic Integrity of the pertinentschools will cooperate in their review.

The Associate Dean will notify the faculty member bringing theaccusation and the student that the case is under review by the AIC .

TheAIC at its discretion may interview any individualwith knowledgepertinent to the case .

The AIC will decide a case by simple maj ority vote, and theAssociate Dean will convey to the faculty member and the student thecommittee ’s findings as to responsib ility and recommended sanctions .TheAssociate Dean will compile a complete file ofeach case, to be keptconfidential in the Dean ’s office . Files on students found not respons ible will be destroyed .

Penalties for students found responsible for violations will dependupon the seriousness and circumstances of the violation , the degree ofpremeditation involved, and the student ’s previous record ofviolations .The committee may simply affirm the faculty member ’s penalty andissue the student a warning, which will be kept in a confidential file inthe Dean ’s Office until the student graduates and will not be reportableto professional schools or outside agencies ; or it may recommend adifferent grading penalty and/or impose additional administrative penalties . Such penalties may include university probation, suspension, orexpulsion , all ofwhich become part of a student ’s academic record andare reportable to graduate/professional schools and outs ide agencies .

Appeal of the committee ’s decis ion may be made by writtenrequest to the Dean of the school not later than ten days followingnotice of the committee ’s decis ion , and the Dean ’s decis ion will befinal.

STMAcademic Integrity TutorialThis online tutorial, developed by STM faculty, students , and

administrators (with lots of help from offices across theis meant to help students understand better the importance of andpolicy regarding academic integrity at Boston College and to introducethem to the academic culture at the STM. As well, the tutorial servesas an introduction to good research practices and resources in theologyand ministry at the graduate level . The tutorial is required of all newSTM degree and certificate students in their first semester or summerof study. Students who do not complete the tutorial by the deadlineset each semester by the associate dean for academic affairs will not beable to register for courses for the following term until they completethe tutorial. Information regarding the administration of the tutorialwill be given at new student orientation and through e—mail from theassociate dean for academic affairs .


THEOLOGYANDMINISTRY

University Communication Policies and StudentResponsibilities

The STM follows the policies set forth in the University Policiesand Procedures section of this Catalog.

Absencesfor Religious ReasonsThe STM follows the policy set forth in the University Policies

and Procedures section of this Catalog.

AcademicAdvisingStudents are free to form mentoring relationships with all STM

faculty, including but not limited to their assigned advisors , andencouraged to form these relationships particularly with those facultyworking in the student ’s area of academic orministerial interest . STMfaculty welcome the opportunity to mentor students .

All students are assigned a faculty advisor for the purpose ofcourse selection upon entry into an STM degree program . Studentsare strongly encouraged to meet with their advisors once per semesterto choose courses for the following semester . Consulting the advisorensures that when it comes time for graduation the student will havefulfilled the requirements of his or her program . Conversely, studentswho do not consult advisors risk not having fulfilled their requirements and then needing to take extra courses in order to do so beforethey graduate . Please consult the STM Academic Advising S tudentResource Guide for course selection information, advising resources ,and tips an tools to make the most out ofyour advising session .

Faculty advisors are ass igned based on the student ’s degree program and an equitable distribution of advising among the faculty.

Because advising is so important to the student ’s academic success ,students should feel comfortable with their faculty advisors . Studentswho wish to change their advisor may do so by contacting the AssociateDean for Academic Affairs , requesting and giving the reason for thechange, and identifying the faculty person whom the student wishesto have as his or her advisor moving forward . The Associate Dean willhandle the matter in a way that is respectful to all parties .Academic GrievancesI . P ream ble

The Academic Grievance Policy of the S chool ofTheology andMinistry provides a procedure for the constructive and timely resolution of serious academic grievances of students against faculty members . An academic grievance is defined as a complaint by a currentlyenrolled graduate student against a member of the faculty related to aserious academic matter that has had an adverse effect on the student ’slearning or ability to perform to the best ofhis/her abil i ty.

Ordinarily, questions related to a course grade are not consideredcause for setting in motion an academic grievance, unless the disputedgrade is judged to be evidence of a broader issue or concern related toinstruction, communication, access , availab ili ty, accountabil ity and/or fairness on the part of the professor . If a student ’s only issue is thegrade itself, the matter should be addressed directly with the professoreither in person or in writing. It is the professor ’s prerogative to alter oruphold the grade . In this case, the decis ion of the professor is final. Ifa student wishes to dispute a grade based on one of the alleged broaderissues named above, a student may use theAcademic Grievance Processto do this . The decision—makers in theAcademic Grievance Process willcons ider only how the broader issues affected the student ’s grade; theywill not abrogate the professor ’s prerogative to evaluate the academicquality of the student

’s work .

S tudents cannot register to audit courses through their Agoraaccounts . Students should contact the STM Service Center or theAss istant D irector for FinancialAid and Academic Services in order toregister to audit a course .For summer courses , students wishing to switch from credit to

audit status must do so within one week of the start of the course .Comp rehensive and Synthesis ExamsDoctoral S tuden ts : S.T.D .

Consult the S.T.D . Handbook for more information aboutpolicies and procedures for comprehensive examinations . During thesemesters in which a student is not registered for coursework but ispreparing for and taking comprehensives , a student must be registeredin TMST8528 S.T.D . Specialized Research . In accordance with theUniversity policy on grading comprehens ive exams are graded Passwith D istinction, Pass , and Fail .Doctoral S tuden ts : Ph .D .

Consult the Ph.D . Prospectus for more information about policies and procedures for comprehensive examinations . During thesemesters in which a student is not registered for coursework but ispreparing for and taking comprehensives , a student must be registered in TMST99 11 Doctoral Continuation . In accordance with theUniversity policy on grading comprehens ive exams are graded Passwith D istinction, Pass , and Fail .M.Div . S tuden ts : Syn thesis Exam sSynthesis exams are taken in the third (or for part—time students ,

the last) year of the M.Div. program . Consult the M.Div Handbookand the M.Div. Program D irector for more information about policiesand procedures for the synthesis exams .MA . and M.Ed . Studen ts : Thesis P roj ectsFor M.A. and M.Ed. students , the Thesis Proj ect serves as the

comprehensive exam . Students wishing more information about theThesis Proj ect should obtain a Thesis Information Packet from theSTM Service Center. In accordance with the Univers ity policy on

grading comprehens ive exams , Thes is Proj ects are graded Pass withD is tinction , Pass , and Fail .Course LoadsFor summer course loads , please see the policy on Summer cours

es . M.Div. students may not enroll for more than fifteen ( 15) credits inany one semester; theAssociate Dean forAcademicAffairs will monitorcompliance with this policy.

CourseNumberingSTM course numbers reveal two things about the course : the

subj ect area and the level . The following is a key to STM CourseNumbering:

TMCE: Christian EthicsTMHC: History ofChristianityTMNT: New TestamentTMOT: Old TestamentTMPS: Pastoral Studies/PracticalTheologyTMRE: Religious EducationTMST: Systematic/HistoricalTheologySTM courses are primarily class ified into three levels . These lev

els are not meant to restrict enrollment, but rather to guide studentsand advisors in choos ing courses . Students wishing to take a course,


THEOLOGYANDMINISTRYbut having questions about whether the course will be taught at anappropriate level for their needs should contact the instructor of thecourse directly.

Level 1 : Course numbers 7000—7999 : No prerequis ites requiredLevel 2: Course numbers 8000—8099 : Prerequis ites requiredLevel 3: Course numbers 8 100and above : Doctoral seminar

Cross—RegistrationIn consultation with their faculty advisors , STM students may

cross—register into courses at Other universities and schools of theologythrough the following consortia: the Boston Theological Institute,the Consortium , and the Graduate Consortium in Women ’s S tudies .More information is available in the University Policies and Proceduressection of this Catalog. S tudents can register for courses at BTI institutions by visiting the BTIwebsite : www.bostontheological.org. Notethat 50% ofcoursework requiredfor a Boston College degreemust be takenat Boston College, and that 50% of courseworkfor an ecclesiastical degree(S. T.E. , S. T.L. , S. T.D .) must be taken with the Ecclesiastical Faculty of

Directed ResearchD irected research may be pursued on a specialized topic not

currently covered in the curriculum , depending on the availab ility offaculty to work with a student . Ordinarily only one such project maybe undertaken in the course of a master’s program . Subj ect matter andrequirements must be worked out with the professor. The agreementmust be put in writing on a Readings and Research form, obtainablethrough the STM Service Center, s igned by both the student and faculty member, and approved by the Associate Dean for Academic Affairs .Doctoral Candida cy and Continuation

The STM follows the policy set forth in the University Policiesand Procedures section of this Catalog. To register for doctoral continuation , Ph.D . students register for TMST99 1101 and S.T.D . studentsregister for TMST852801.

DoctoralDissertation SubmissionIn order to graduate, your graduation date must match your

graduation date listed in Agora . If not, you must contact STM’

s

Ass istant D irector for FinancialAid andAcademic Services to have thiscorrected . Follow the instructions below to ensure you have completedall requirements .Submitting your Ph .D . Dissertation

Ph.D . students should consult the office or the website of theGraduate School of the Morrissey College of Arts and Sciences forfurther instructions on dissertation submission .

Submitting your S.T.D . DissertationPlease review the S.T.D . Handbook for instructions on for

matting your dissertation . Submit your dissertation electronically viaeTD@BC . See the Help section of the University Libraries website forinstructions on how to do this .Enrollment Status


Graduate full—time enrollment is as followsSchool ofTheology and Ministry— 9 ormore creditsAll students are considered half—time with 6 credits .

THEOLOGYAND MINISTRYS tudents completing degree requirements in their final semester

may be given exceptions to the school ’s minimum credit standard forfull—t ime status by their academic dean .

The credits amounts listed above are used to determine a student ’senrollment status for loan deferments , immunizations , medical insurance requirements , and verifications requested by other organizations .Graduate students in the School of Theology and Ministry

are full time if enrolled in TMST8053, TMST8054 , TMST8 101,TMST8526, TMST8528 , TMST8529 , TMST8530, TMST8543,

TMST8546, TMST9901, orTMST99 11 . Doctoral students are considered full—time if they are Graduate Ass istants for academic departments , Teaching Fellows , or Research Ass istants .FinalExaminations

The STM follows the policies set forth in the Univers ity Policiesand Procedures section of this Catalog.

Foreign Language RequirementsStudents should consult individual degree program handbooks/

prospectuses for program—specific requirements .Good Standing

A student in one ormore of the following situations is consideredunder academic review:1 . the student ’s cumulative grade point average (GPA) falls below

2. the student receives a grade of incomplete for one-half ormoreof the courses taken in a single semester;

3. the student has any incompletes that are not resolved by the endof the semester following the one in which the incomplete wasobtained; and/or

4 . the student has two or more grades that are below what is considered

“

Pass ing” for his or her degree program .

If a student is under academic review, the student will be notifiedin writing by the associate dean for academic affairs . The student willhave until the end ofsemester in which she or he receives this notice inwriting to bring his/her GPA up to to complete all incompletes ,and/or to develop a plan to make up the work not passed . If a studentdoes not do these things , the student loses good academic standing.

The associate dean will engage the student ’s faculty course selectionadvisor, the relevant department chair, and the associate dean for student affairs in a discussion as to whether and under what conditions thestudent may continue in his or her degree or certificate program . The

associate dean for academic affairs will also notify the associate deanfor enrollment management of the names of all students who have lostgood academic standing. As a result of these conversations , the studentmay be prevented from enrolling in further coursework, lose his or herfinancial aid, be dismissed from the University, or be given furtherconditions to meet in order to remain enrolled in the STM. The associate dean for academic affairs will communicate this information to thestudent in writing as soon as possible after the meeting.

The STM follows the grading policies and grading scale set forthin the University Policies and Procedures section of this Catalog. Inaddition, the STM faculty has adopted the following grading guidelines :0

“

A work demonstrates superior or exceptional achievementfor the graduate level . “

A” level work will demonstrate one or

more of the following characteristics ( 1) the ability to synthesize

and interrelate course material with other bodies ofknowledge or with personal experience ; (2) the ability to develop thecourse material in an original or creative fashion by identifyingand developing further implications of the course material; byarticulating the underlying assumptions of the course material,the set ofvalues that the underlying assumptions embody, andthe relation between this set ofvalues and those espoused by afaith community or those you yourself hold; (3) the ability totake insights from the course material and apply them to otherfields of study. Needless to say, this is more than simple masteryof course material. It represents a very active and sophisticated engagement with every aspect of the course, demonstratedthrough incis ive analysis or creative treatment of the ideas covered in the course, and through a developed capaci ty to synthesize ideas across several course topics .“B work is clearly satisfactory at the graduate level . This workdemonstrates consistent engagement with, and a bas ic masteryof, the course material (shows good, articulate command of thecontent in an organized, clear, cogent and correct manner) . Yet,work does not necessarily demonstrate the ability to interrelateand synthesize the various ideas covered in the course .C” work is minimally acceptable at the graduate level . This isbas ic mas tery ofmost but not all of the course material. It represents that work is inconsistent, that work has slipped below anacceptable level in one or perhaps two areas .F ” work is unsatisfactory and fails to meet the requirements ofthe course .

Grade ChangesThe STM follows the policies set forth in the University Policies


GraduationFor graduation policies and procedures , please see the Univers ity

Policies and Procedures section of this Catalog.

Incompletes

A student may, with adequate reason and at the discretion of theinstructor, take an incomplete in a course . A formal request form mustbe obtained at the STM Service Center and signed by the professor andthe Associate Dean for Academic Affairs . For approval to be granted,a date for completion must be agreed upon between the student andthe professor. Except in extraordinary cases , all such “ I ” grades willautomatically be changed to “F ” according to the following Universitydictated schedule :Spring : August 1Fall : March 1Summer : October 1See the STM Good Standing policy for the number of incom

pletes a student may take in a given semester or summer and remain ingood academic standing.

Leave ofAbsence and Readmission After a Leave ofAbsence


Students are not eligible for STM financial aid or funding whileon leave . When they return to the STM, students continue to receivethe tuition remission that they were granted upon entrance into theirdegree program .


S tudents wishing to take courses at theological institutions outsideofBoston College and the BTIwhile on leave of absence from BostonCollege are strongly advised to discuss this plan with their faculty advisor, the relevant department chair and theAssociate Dean forAcademicAffairs to make sure that the courses they are planning to take willtransfer into and be counted toward their STM degree program . Pleasesee the Transfer ofCredit policy for more information .

In some cases , the Associate Dean may require that the studentwork out a plan of study for the following semester or for the completion of the degree as a condition of readmission after a leave of absence .Masters Theses

AllM.A. andM.Ed . students are required to complete a non—credit thesis in or prior to the last semester oftheir programs . Students seeking more information about the thesis should obtain a Thesis Packetfrom the STM Service Center .

M.T.S. students have the option of using one of their electivesto do a 3—credit thes is . S tudents seeking more information about thethes is should consult theM.T.S. Handbook and/or consult theM.T.S.

Program D irector . Students should be registered for TMST8053M.T.S. Thes is .

Th.M. (Option A) students enroll in a 6—credit thesis courseduring their final semester; these 6 credits are part of the 24 requiredfor the degree . Students seeking more information about the thesisshould consult the Th.M. Program D irector.Online Courses

STM degree students should consult their academic advisors asto whether online courses would be acceptable toward their degrees .Pass/Fail

Select courses are designated Pass/Fail . All requests for Pass/Failcredit, beyond taking courses designated Pass/Fail, must be approvedby the student ’s academic advisor and the Associate Dean forAcademicAffairs during the registration period . Students should obtain a Pass/Fail form from the STM Service Center.

M.A. and M.Ed. students may take 2 courses P/F beyond thosedesignated as such .

M.Div. students may take no more than 18 credits on a P/Fbas is .M.T.S. students may take no more than 12 credits on a P/Fbas is .Th.M. , and S.T.D . students may not elect to takeany courses P/F , with the exception of the Spiritual D irectionPracticum .

Ph.D . students should consult the dean ’s office of the GraduateSchool of the Morrissey College ofArts and Sciences .

P rerequisitesFor students with little or no background in writing research

papers in the humanities , students for whom English is a secondlanguage, and others , the Admissions Committee may decide to recommend or require TMST708 1 Writing and Research for Theologyand Ministry as a condition of admission into a master ’s or certificateprogram .

TMST708 1 is not a remedial course and is highly recommendedfor most students . It can be used for elective credit toward the degreebyM.A . and M.Ed . students who have not been required to take it . Ifthe student is required to take this course, however, it must be taken inaddition to the credit hours required for the degree .


THEOLOGYANDMINISTRYFour courses ( 12 credits) in philosophy are prerequisites for the

M.Div. degree . These courses can be taken on an undergraduate orgraduate level, and they can be taken Pass/Fail . For students who donot have at leas t 12 credits of philosophy at the time of application totheM.Div. program, these courses may be taken during the first year ofthe M.Div. All courses must be taken for credit and the courses themselves approved by the M.Div. program director . As prerequisites forthe degree, they do not count in the 84 credits required for theM.Div.

P rofessionalEthics inMinistry WorkshopSTM

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s Professional Ethics in MinistryWorkshop , required for allSTM students , is intended for students as they begin their programsat STM. The workshop considers ministerial ethics in theological,pastoral, and legal perspectives and invites students into an ongoing,school—wide conversation and reflection on the nature of ministerialroles and the power dynamics and ethics that attend them . S tudentsin ministerial degree programs (except for summers—only degrees) witha field education requirement (Contextual Education or SupervisedMinistry) must fulfill this requirement before they begin their placements . All other students must complete the requirement before theygraduate . Information about when the Professional Ethics in MinistryWorkshop is offered is distributed with admission materials . S tudentswho have not fulfilled the requirement in their first year of study willbe notified of the next available date to fulfill the requirement by theAssociate Dean for Academic Affairs .For summers—only M.A. students , the material normally covered

in the Profess ional Ethics in MinistryWorkshop will be covered duringthe required Contextual Education course .Readmission After a Lapse in Enrollment

All students are required to keep their Univers ity status current . Ifa student does not do so, s/he must seek approval from the STM to bere—admitted to the degree program .

Each degree has a term limit— a number ofyears from the date ofmatriculation into the degree program by which a student must finishthe degree . These term limits are the following:

M.A. and M.Ed . : 5 years4 years

M.Div. : 6 yearsTh.M. : 2 years

4 yearsIf a student seeks readmission before the term limit expires , s/he

must write the Associate Dean for Academic Affairs to request re—adm ittance before the start of the semester in which the student wishesto return . If granted, all courses taken towards the degree thus far willcount toward the degree .If a student seeks readmission after the term limit has expired, the

student must reapply through the Office ofAdmissions . To begin thisprocess , the student should e—mail the Associate Dean for EnrollmentManagement . If the student is readmitted to the program , a decis ion will be made on a case-by—case bas is by the Associate Dean forAcademic Affairs as to ( 1) which and how many courses already takenwill count toward the degree ; and (2) any changes in requirements forgraduation with the degree . The decision to re—admit a student will bebased on a consideration of the best interests of both the student andthe University.

THEOLOGYAND MINISTRY

S.T.L. Thesis SubmissionBefore your defense, please consult the S.T.L. Handbook, found

on the STM website, and follow the process outlined therein , including what to do with your signature page and instructions on how andwhere to submit your S.T.L. Thesis .Summer Courses

M.A. students as well as students enrolled in Certificate studiesmay take summer courses at any time during their studies . Enrollmentpolicies are as follows :0 Students who have not completed a semester or summer at the

STM may take up to two on campus courses (6 credits) persummer, with a maximum ofone course (3 credits) per summersession .

In subsequent summers , students who have and maintain aGPA may take up to two on—campus courses (6 credits) persession . This is an intens ive schedule and not recommended forall students . Students wanting to take more than one course asession should check with their advisors before registering.

For students who are primarily ‘ summers only’ , SpiritualFormation and Contextual Education may be taken in additionto the guidelines set above .Ph.D . students should consult with their academic advisor before

enrolling in summer courses .M.Div. and M.T.S. students are eligible to take summer cours

es after at least one semester of study during the Academic Year* .

Currently enrolled M.Div. and M.T.S. students may take up to twocourses (6 credits) per summer, with a maximum of one course (3credits) per summer session .

For Th.M. , S.T.D . students , permission of the programdirector is required before enroll ing in summer courses .

*With permiss ion of the program director, incoming biblicalstudies students have the option of beginning their language courses inthe summer term prior to their first semester, not to exceed a total of6credits during that summer term .

For students in all STM degree programs , summer courses in languages are acceptable if they conform to the requirements of the degreeprogram to which they are to be applied; the student should contact therelevant program director to determine such suitab il i ty before enroll ingin a summer language course .Summer Course Registration

All students must be registered for class before the class begins .Please note : all tuition and housing charges must be paid prior tothe first class . Students who have not paid their tuition and housingcharges will not be admitted to class until the charges are paid . Personswith questions about this policy should contact the STM

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s associatedean for academic affairs .SupervisedMinistry: Criteriafor Enrollment

Upon beginning their ministerial studies at the STM, studentsare responsible for knowing and following the guidelines for theirrespective degree programs regarding supervised ministry requirements .Cultivating a positive working relationship with the appropriate faculty director of supervised ministry is essential to the dynamic andinterrelated processes of conscientious self—assessment, enrollment inthe supervised ministry course, the appropriate selection of s ites andsupervisors , the development and implementation of learning goalsand obj ectives , and rigorous , constructive and formative evaluations .

Mindful of the fact that students admitted to ministerial degreeprograms at the STM are expected to manifest the faith and religiouscommitment, the personal respons ib il ity, the emotional maturity, thecapacity for collaboration and perspective—taking, and the resiliency,resourcefulness and integrity that a program of preparation for professionalministry presupposes , the faculty members and administrators ofthe STM take extremely seriously their collective institutional responsibility for guaranteeing that these expectations , among others , are metand verified before any student ’s enrollment in a supervised ministrycourse is approved . Associated with such responsib ili ty is ongoingaccountability to those supervised ministry sites and supervisors withwhom the STM works in partnership .

In the light of such responsib il ity, when a faculty co—director ofsupervised ministry and/or the associate dean for academic affairs isprovided with substantive evidence indicative of a student ’s lack of

readiness or suitab ili ty for undertaking supervised ministry in generalor a specialized supervised ministry in particular, it is the responsib ili tyof the co—directors for supervised ministry and the associate dean foracademic affairs to delay or deny enrollment in the supervised ministrycourse . In obtaining and evaluating such evidence, the faculty co—directors and the associate dean may consult with other Boston Collegepersonnel, who may reveal relevant information as permitted by law.

In addition, the appropriate faculty co—director and/or the associatedean are responsible for providing the student with adequate feedbackregarding the reasons for the decis ion as well as support and guidanceregarding subsequent steps . Such advice may include referring the student to appropriate avenues ofpersonal and professional development,inviting the student to apply for supervised ministry at a future time,encouraging the student to consider a change of degree program, or

recommending (or in some cases mandating) a leave of absence orwithdrawal from the STM.

Syllabi.’ Incorporated Texts

The following text is incorporated into every STM course syllabus , usually via a link:

For Studen ts with Disab il i ties : If you have a disab ility and willbe requesting accommodations for this course, please register witheither Kathy Duggan Associate D irector,Academic Support Services , the Connors Family Learning Center(learning disab ilities and ADHD) or Paulette Durrett (paulette .

Ass istant Dean for Students with D isab il ities (allother disab il ities) . Advance notice and appropriate documentation arerequired for accommodations .Writing Help for All Studen ts : The STMWriting Companions

Corner (WCC) offers students one—on—one help with writing researchpapers , exegeses , reflection papers , and other ass ignments frequentlygiven by STM faculty. Please watch STM News for more informationon s igning up for an appointment in theWCC .

Academic In tegrity Policy : Plagiarism is the act of taking thewords , ideas , data, illustrations , or statements of another person or

source, and presenting them as one ’s own . Penalties at Boston Collegerange from a grade penalty to dismissal from the University. To avoidplagiarism, any use ofanother ’s words or ideas must be fully cited . If inthe original wording, quotation marks or blocked, indented quotationsmust be used . For more information regarding plagiarism and otherviolations of academic integrity, please consult the STM website .Bias Neutral and Inclusive Language : Language is not fixed or

static, but is constantly evolving and changing as society’s attitudes


and practices change . Be aware of the development of new forms ofexpression that endeavor to describe persons in non—discriminatoryways that are appropriate, respectful and just . In accordance with theChicagoManualofStyle and generally accepted contemporary canons ofscholarship , the expectation is to use bias neutral language in academicwriting . In addition to gender inclusive language, conscientious effortshould be made to use appropriate language with reference to race,ethnicity, disab il ity, age, religion, social status , etc .Taping ofLectures and P resentations

Presentations and lectures given by faculty, students , or others inthe classroom are the intellectual property of the presenter and cannotbe recorded or distributed for any purpose ( including use by enrolledstudents) without the presenter’s permission . S tudents who wish torecord a lecture or presentation must ask for and receive the permission of the presenter prior to recording . Recording of lectures or classpresentations made with the presenter ’s advance consent is authorizedsolely for the purposes of individual or group study with studentsenrolled in the same class unless the instructor has given explicit writtenconsent for other uses . The recording may not be reproduced or distributed in any manner, including the Internet, without the instructor’sexplicit prior written consent .Time—to—Degree Completion and ExtensionsEach degree has its own time limit for graduation from the date

ofmatriculation into the degree program .

M.A. and M.Ed. : 5 years4 years

M.Div. : 6 yearsTh.M. : 2 years

4 years5 years , with one year extension possible

Students must petition the STM for an extension if they willnot complete the degree in the time frame indicated above . Normally,only one extension will be granted per student . Students should senda letter by U .S. mail or e—mail to the Associate Dean for AcademicAffairs , detailing ( 1) the reason the extension is needed and (2) givinga completion date for the degree . The Associate Dean will circulatethe petition for extension to the student ’s faculty advisor and programdirector for approval before making a final decision on an extension .

The Associate Dean will notify the student as to whether the petitionhas been approved and the student ’s new graduation term .

Transcripts and Transcripts/Diploma HoldsThe STM follows the policies set forth in the Univers ity Policies


Transfer of CreditAll STM degree students , with the exception ofM.Div. students ,

may transfer a total of six graduate credits from another regionallyaccredited orATS accredited university or school of theology, subj ectto the following criteria:0 At the date of the student ’s graduation, his or her transfer creditsmay be no more than five years old ;transfer credits must have been obtained for graduate—levelcoursework;


THEOLOGYANDMINISTRYeach transfer course must have been taken for a letter grade anda minimum grade of “B ” must have been earned;credit must not have been used in obtaining any other degree;andcoursework must be relevant to the student ’s degree program .

M.Div. students may transfer in 18 credits to their degree program . All of the above criteria must be met, except that transfer creditsmay be no more than six years old .

Students may transfer up to 12 credits taken at the STM prior todegree matriculation into an STM degree program . After admissioninto the degree program, students wishing to do this should contact theAssociate Dean for Academic Affairs .Jesuit scholas tics transferring in courses from First S tudies will

receive a letter from the D irector ofJesuit studies in the spring or summer prior to their arrival at STM with instructions on how to transferin those credits .

All other students ( including Jesuits transferring in courses fromsources Other than First S tudies prior to enrollment) should follow thisprocedure to transfer in credits to STM degrees :In order to transfer credits into your STM degree program,

you will need to submit the following materials to the AcademicAdministrative Ass istant :

Transcript containing the courses you wish to transfer in ( if yousubmitted the transcript with your admissions application, stopby the admissions office and ask that it be printed out for you ;if you did not submit it already, then contact the institution andhave them send an official transcript to Karen Smith, AcademicAdministrative Ass istant, Boston College School ofTheology andMinistry, 140Commonwealth Ave. , Chestnut Hill, MA,

Syllab i of the courses you wish to transfer.An up

—to—date program of study/course tracking sheet indicatingthe courses you ’ve taken so far at STM, the courses you are hoping to transfer into the degree, and the requirements that you areproposing that all those courses fulfill (blank forms can be printed from the STM website) .A completed Transfer ofCredits form (to be obtained from theacademic Administrative Ass istant) .Please deliver all of the above documents to the academic admin

istrative ass istant, who will circulate all information for approval tothe student ’s advisor, department chair, and the associate dean foracademic affairs (for Jesuit Scholastics , it will also go to the director ofJesuit Studies) . The associate dean will send approved credit transfers toUniversity S tudent Services , who will complete the transfer process . Ifcourses do not show up in yourAgora course history within two weeks ,please contact the academic administrative assistant .IVithdrawalfrom a Course


IVithdrawalfrom Boston CollegeThe STM follows the policies set forth in the University Policies


THEOLOGYAND MINISTRY

John F . Baldovin , S.J . , Professor ofHistorical and Liturgical Theology;A.B . , M.Div. , M.A. , M.Phil. , Ph.D . (Yale)Jam es T. Bretzke, S.J . , Professor ofMoral Theology; B .A. , M.Div. ,

S.T.D . (Gregorian)Richard J . Cliffo rd, S.J . , ProfessorEmeritus ofOld Testament andProfessor Ordinarius, EcclesiasticalFaculty; A .B . , M.A. , Ph.D .

(Harvard)Jam es J . Conn , S.J . , Professor of the Practice ofCanon Lawand

Professor Ordinarius, EcclesiasticalFaculty; B .A. , M.A. , M.Div. , A .M. ,

J .D . , J .C .D . (Gregorian)Thomas H . Groome, Professor of Theology and Religious Education;M.Div. M.A. , Ed.D . (Union Theological Seminary/Columbia University Teachers College)Mary Jo Iozzio , Professor ofMoral Theology; B .A. , M.A. , Ph.D .

(Fordham)Richard Lennan , Professor ofSystematic Theology and ProfessorOrdinarius, EcclesiasticalFaculty; B .A. , M.Phil. , Dr. Theol .(Innsbruck)Mark S . Massa, S.J . , Professor ofChurchHistory; A.B . , M.A . , M.Div. ,

Th.D . (Harvard)Joseph Weiss, S.J . , Professor of the Practice ofLiturgy; B .A. , M.Div. ,

M.A. , Ph.D . (Notre Dame)Francine Cardman , Associate Professor ofHistorical Theology andChurchHistory; A.B . , M.Phil. , Ph.D . (Yale)Dominic F . Doyle , Associate Professor ofSystematic Theology; B .A. ,

Ph.D . (Boston College)Colleen M . Griffith, Associate Professor of the Practice ofTheology andFaculty Directorfor Spirituality Studies; B .A. , M.Ed . , Th.D . (Harvard)Margaret Eletta Guider, Associate Professor ofMissiology; A.B . ,

M.Ed. , M.A. , Th.D . (Harvard)Angela Kim Harkin s, Associate Professor ofNew Testament; B .A. ,

M.A. , Ph.D . (Notre Dame)Franklin Harkin s, Associate Professor ofChurchHistory; B .S. , M.Div. ,

Ph.D . (Notre Dame)Melissa M . Kelley, Associate Professor ofPastoral Care and ContextualEducation; BA , M.A. , Ph.D . (Boston Univers ity)Catherine M . Mooney, Associate Professor ofChurchHistory; A.B . ,

M.Phil. , M.A. , Ph.D . (Yale)Theresa A. O

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Keefe, Associate Professor of the Practice of Youth andYoung Adult Faith and Faculty Co-Director ofContextualEducation;BA , M.Ed . , Ph.D . (Boston College)Nan cy P ineda—Madrid, Associate Professor of Theology and Latino/LatinaMinistry; B .A. , M.Div. , Ph.D . (Graduate Theological Union)Jane E. Regan , Associate Professor of Theology and Religious Education;BA , M.A. , Ph.D . (The Catholic University ofAmerica)Thomas D . S tegman , S.J . , Associate Professor ofNew Testament andProfessor Ordinarius, EcclesiasticalFaculty and Dean; B .A. , M.A. ,

M.Div. , Ph.D , (Emory)O . Ernesto Valien te , Associate Professor ofSystematic Theology; B .A . ,

M.Div. , Ph.D . (Notre Dame)An drea Vicini, S.J . , Associate Professor ofMoral Theology; B .Phil. ,

B .Th. , M.D . , Ph.D . (Boston College)An dre Brouillette , S.J . , Assistant Professor ofTheology; B .Ph. , M.A. ,

M.A. , M.Div. , D .Th. (Institut Catholique de Paris)An drew Davis, Assistant Professor ofOld Testament; B .A. ,

M.A. , Ph.D . (Johns Hopkins)


Brian Dunkle, S.J . , Assistant Professor ofHistorical Theology; A.B . ,

M.S. , M.A. , Ph.D . (Notre Dame)Ho sffman Ospino , Assistant Professor ofHispanicMinistry and

Religious Education; BA . M.A. , Ph.D . (Boston College)Michael Simone, S.J . , Assistant Professor ofOld Testament; B .A. ,

M.A. , M.Div. , Ph.D . (Johns Hopkins University)Con tactsGeneral Information : 6 17—552—6501Admissions : 6 17—552—6506C21 Online : 6 17—552—4075Continuing Education : 6 17—552—0185

Christian EthicsCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .TMCE7004 The Moral Dimen sion of the Christian Life(Summer : 3)This 3—credit summer 2016 course will be offered July 18—August 4(Monday—Thursday) from a.m . a.m .

This course provides a foundational and systematic overview of

the bas ic components ofCatholic moral theology. The content of thecourse is an exposition and analysis of topics traditionally treated underthe heading of fundamental moral theology: moral character, moralfreedom and its l imits , the relationship of sp irituality and morality, sinand conversion , conscience, the use of scripture in moral reasoning,natural law, the teaching authority of the church in moral matters , thedevelopment ofmoral norms , discernment and moral decision making.

james Bretzke, S.

TMCE7008 In troduction to Catholic Social Ethics (Fall : 3)This course introduces the rich tradition of social ethics engaged

explicitly by Leo XI II , Rerum novarum continued by his successors and bishops conferences , and enriched by theological reflectionthat continues today. Attention will be given to the principal documents (encyclicals , Gaudium et spes pas toral letters) , and thecontexts from which they emerged to gain facil i ty in applying socialanalysis to contemporary concerns . Key themes to be studied : l ife anddignity of the human person, solidarity, social participation and thecommon good, the preferential option for the poor, and economicdevelopment and work, among others .Mary j o Iozzia

TMCE7011 Cross—Cultural Christian Ethics (Fall : 3)Cro ss l i sted with THEOS596Offered Periodically

This course considers models of fundamental Christian ethicsin various parts of the world in order to illustrate convergences anddivergences in terms of concerns , methods employed, conclusionsreached, as well as prospects for cross—cultural collaboration . Two

historical novels set in Africa (Achebe) and As ia (Endo) are read, alongwith works on cultural anthropology (Douglas) , fundamental moraltheology (Bretzke) , global theological hermeneutics (Schreiter) , a methodological reflection on the American moral tradition (Betsworth) andthe 1986 movie Mission will be viewed and discussed in the contextof Latin America liberation theology. A small group final proj ect isrequired of all .james Bretzke, S.

TMCE7034 Fundam en tal Moral: Critical Ethical I ssues (Spring: 3)Offered P eriodicallyThis is the in troductory course in moral theology for all degree program s, except theM.Div .

This course considers critical contemporary issues from Catholic,interdenominational, interfaith, international, and cross—cultural perspectives . Attention will be given to the Wesleyan Quadrilateral(scripture, tradition, reason, and experience) and casuistry to ground acommon approach in the exam ination and interrogation of the issuesto be addressed . The principal ethical issues to be studied include :economic justice (access to health and human services) , sexual ethics(j ust love, sexual identity, misogyny, pedophilia, and reproduction) ,respect for life (abortion, euthanas ia, hyper—incarceration and capitalpunishment) , fanaticism and religious fundamentalism , environmentaldegradation and human ecology (natural disas ters) , and the toll of aperpetual state ofwar .james Bretzke, S.

TMCE7038 P rofessional Ethics forMinistry 1 (Fall : 3)This workshop will be offered on Friday, September 23, 2016 and

September 30, 2016 from p .m . Studen ts may chooseeither date .

This is the first of a two—part workshop series . This intensiveworkshop offers participants an opportunity to reflect theologically andpastorally on profess ional ethics in ministry. Through varied modalit ies , participants will consider a broad spectrum ofministerial activitiesand the correlative ethical respons ib il ities of the minister .Melissa Kelley

TMCE7052Theological Bioethics : From the Basics to the Future(Fall : 3)Cross listed with THEO78 13

The course addresses , first, the basics issues in b ioethics focusingon the beginning of human life (reproductive technologies , prenataldiagnos is , abortion) , biomedical research (transplantation, AIDS ,genetic research, stem cell research) , sustainability, and the end of

human life (palliative care, vegetative state, euthanas ia) . Second, itdiscusses the bioethical concerns raised by developing biotechnologies

neurosciences , oncofertility, nanotechnology, cyborg technologies) . By studying the current theological debate and the CatholicMagisterium, principles and theories will be highlighted aiming atsupporting personal decision making and pas toral service .Andrea Vicini, S.

TMCE7 128 Just Sustainab il ity (Spring: 3)School ofTheology and Ministry course VVJ Req : Church Historyand Histo rical TheologySustainabil ity is one of the global challenges facing humankind

and its survival . Avoiding apocalyptic rhetoric, the course studies bothwhat threatens and what promotes sustainable conditions of l ife onthe planet . Hence, from its ethical standpoint, the course analyzes theissues that concern both the environment and human agency, locallyand globally. It also analyzes individual, institutional, and collectivepractices that aim at promoting just sustainability around the world .

The course ’s theological perspective is interdisciplinary and integratescontributions from sciences , human experience, biblical scholarship ,theological ins ights and debates (both Catholic and Protestant) , andthe Catholic Magisterium .

Andrea Vicini, S.


THEOLOGYANDMINISTRYTMCE8002 Fundam en tal Moral: Theological Ethics (Fall : 3)Prerequisite: One undergraduate course either in philosophical ethicsor moral theologyPhilosophical Ethics

This Level Two course treats Roman Catholic fundamental moraltheology, focusing on both traditional and contemporary understandings of principal themes such as : The Nature and History, as wellas a Methodological Model for Approaching Fundamental MoralTheology; The Moral Person and Moral Community; Conscience,Moral Norms and the Natural Law; Evaluations ofMoral Acts ; S in(personal and social) , Conversion and Reconciliation ; Roles ofChurchTeaching (Magisterium) and Tradition in selected contemporary issuesin the areas of sexual ethics , health care, and bioethics . Catholics in thepolitical arena will be discussed in terms of applying the fundamentalthemes ofmoral theology.

Andrea Vicini, S.

TMCE8062 Relational Ethics (Spring: 3)Offered Periodically

The course studies human sexuali ty in light of the contributionsthat come from human experience and human sciences , biblical scholarship, theological insights and debates , and the Catholic Magisterium .

Personal dimensions bodiliness , development, orientation , identity, affectivity) , social components gender, economic dynamics) ,and historical shifts will be highlighted . The anthropological, hermeneutic, and phenomenological approaches that will be privileged allowus to discuss behaviors and practices critically and to strengthen andpromote virtuous and just relationships .Mary j o Iozzia

TMCE8072 Human Genetics and Biotechnologies : Challenges forScience and Religion (Spring : 3)Prerequisites: A certain familiarity with a scientific discipline of choice(not necessarily with one of those studied during the course) and aninterest to explore the interactions between science and religion .

Offered PeriodicallyUndergraduate studen ts might be accepted after obtaining thein structor ’ s permission .

In dialogue with scientists , philosophers , and theologians , thecourse : examines current developments in developing scientific disciplines ; studies the challenges and implications for medicine, society,and religion that concern these developments ; and explores ways toaddress these challenges and implications that are scientifically relevantand religiously inspired in the context of the new evangelization . In itsthree parts , the course examines , first, human genetics by focusing on :genetic information, testing, screening, therapy, pharmacogenom ics,

and enhancement . Second, the course studies new biotechnologies thatrely on genetics synthetic b iology and regenerative medicine) .Third, the course discusses current b iotechnological developments inneuroscience, oncofertility, nanotechnology, cybertechnology, robotics , artificial intell igence, and astrobiology.

Andrea Vicini, S.

TMCE8 5 13 Scripture and Christian Ethics (Fall : 3)Prerequisites: One graduate course in Bible and one graduate course inethics ormoral theology.

This Level three course analyzes the presuppositions , limits , andpossib ilities for integration of Scripture in fundamental and appliedChristian ethics , the principal hermeneutical and exegetical issues connected with the use of Scripture in Christian ethics ( including feminist

be discussed include the fourfold sense, Scripture and the developmentoftheology as a science, Christian Hebraism, and the B ible in the medieval universities . All primary sources will be read in English translation .

F ranklin T. Harkins

TMHC8068 Great Christian Thinkers : Augustine, Aquinas , andLuther (Fall : 3)Prerequisite: A course in History ofChristianity.

Offered P eriodicallyAugustine of Hippo , Thomas Aquinas , and Martin Luther

determined the shape of Christian thought and practice in the Westin innumerable, profound, and lasting ways . This course provides anintroduction to the life, l iterary works , and theology of these threegreat Christian thinkers . For each, our readings and discussions willfocus on the themes of Faith and Reason” and “Nature and Grace .Throughout the course, we will consider how the historical and culturalcontext, education and formation, vocation, personality, and spirituality of each theologian influenced the content and form ofhis theology.

F ranklin T. Harkins

TMHC8073 In troduction to Thomas Aquinas (Spring: 3)Prerequisites: At least one previous HC and at least one previous STcourseOffered P eriodically

This course provides an introduction to the theology ofThomasAquinas (c . 1225—1274) in its historical, intellectual, and institutionalcontexts , with a focus on reading and understanding the primary textsof Thomas ( in English translation) . The course considers Thomas ’streatment of central theological top ics including the nature and extentof theology, the status and interpretation of Sacred Scripture, theexistence and essence of God, divine providence and predestination ,God ’s triune nature, creation , human nature, evil and sin , grace andits effects , merit, faith and its relationship to reason , the Incarnation ,Christ ’s pass ion and death, His resurrection and ascension, and thesacraments . Throughout attention will be given to Thomas ’s assumpt ions and working method as a scholastic master and the uses he makesof various authorities (scriptural, patristic, philosophical, etc .) in thedevelopment ofhis theology.

F ranklin Harkins

TMHC8074 Medieval Theology (Fall : 3)Prerequisite: At least one Church Histo ry course .Offered P eriodically

The course provides an historical introduction to Christian theology in the medievalWest, c . 400—c. 1400, with a focus on medievalscholasticism . Fundamental themes include modes of theological discourse, scriptural exeges is , monasticism, mysticism, and scholasticism .

The course considers how such theologians as Augustine of Hippo ,Pseudo-D ionysius , Bede, Anselm ofCanterbury, Bernard ofClairvaux,Hugh and Richard of St . Victor, Robert of Melun, Peter Lombard,Albert the Great, Thomas Aquinas , Bonaventure, Mechthild of

Magdeburg, Gertrude of Helfta, and John Duns Scotus understoodsuch central theological topics as the natural knowledge ofGod, divinerevelation , Trinity, creation , the human person , sin , evil, grace, predestination, Christ, mystical union, the Virgin Mary, salvation, andthe sacraments .F ranklin Harkins


THEOLOGYANDMINISTRYTMHC8 507 Semin ar: Early Christian Ethics (Fall : 3)Prerequisite: Early church histo ry and moral theology.

An examination of major ethical themes and issues in earlyChristian life from the second through the sixth centuries (ApostolicFathers through Gregory the Great) . The goal of the seminar is toexplore the range of approaches and sources for Christian ethics in thisperiod through extensive reading and discussion of primary sources(homilies , letters , apologetic writings , ethical and theological treatises)and through seminar presentations . A final research paper allows forin—depth work on a particular figure or topic .F rancine Cardman

New Testament

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .TMNT7023 In troduction to theNew Testam en t (Spring/Fall : 3)This course will be offered fall 2016 by Angela Kim Harkin s andspring 2017 by Christopher Matthews .

The New Testament is a collection of diverse writings that arecentral to Christian faith and life . This course will introduce studentsto the literary characteristics , historical context, and theological contentof these writings and to the methods and approaches associated withthe modern discipline of biblical studies .Angela Kim Harkins

ChristopherMatthewsTMNT7023 In troduction to theNew Testam en t (Fall : 3)Cro ss l i sted with THEO7 827Introduction to academic study of the New Testament for grad

uate students entering theology and ministry programs . Surveys eachbook of the New Testament including its historical setting, its sources ,authorship , and literary Structure, and its maj or theological themes .Concludes with a treatment of the “historical Jesus” debate .Pheme Perkins

TMNT7043 1 Corin thian s (Fall : 3)Offered Periodically

A close reading of 1 Corinthians with attention to its historicaland social setting, its rhetorical Structure, and its theological andecclesiological s ignificance for our understanding of Paul ’s thoughtand practice, and the history of early Christianity. Thus the course willcons is t of a thorough survey of the structure, content, and key themesChristology, ecclesiology, eschatology, ethics , resurrection, role of

women) ofPaul ’s ep istle based primarily upon an exegetical analysis ofthe text with attention to current discussion in the scholarly literature .ChristopherMatthewsTMNT7046 The Apostle P aul (Spring: 3)Offered PeriodicallySchool ofTheology and Ministry course

A study of Paul ’s l ife, an investigation of all thirteen lettersattributed to him, and an examination of the key theological themesof these letters .Thomas Stegman, S.

THEOLOGYAND MINISTRYTMNT7047 The Gospel ofJohn (Summer : 3)Offered P eriodicallyThis 3-credit summer 2016 course will be offered July 18—August 4(Monday—Thursday) from a.m . a.m .

This course will examine the Gospel ofJohn with attention to itsdistinctive literary and theological aspects within its historical context .In spring 2016, top ics that will be given special consideration includethe relationship between the Johannine communities and the Jewishgroups of their time, the understanding of discipleship in the FourthGospel, and the reception of this Gospel in the history of the Church .

In summer 2016, Special attention will be given to the developmentof the narrative . Further topics that will be given special considerationinclude the relationship between the Fourth Gospel and the SynopticGospels , the distinctive Christology of the Fourth Gospel, the FourthGospel and the historical Jesus .Chris KeithTMNT7050Gospel ofMark (Spring: 3)

A close exegetical analysis ofMark’s Gospel, with particular attention to Markan literary devices and to his portrayal of Jesus Christ,discipleship , and suffering.

Angela KimHarkins

TMNT7092 The Gospel ofMatthew (Fall : 3)Our study ofMatthew’s Gospel will attend to its literary features ,

social context, and theological content . In addition to helping us

understand how the Matthean author used various sources to writehis distinct narrative of Jesus ’ ministry, Pass ion and Resurrection ,historical—criticism will ass ist in contextualizing both author and community within a late first—century multi—cultural context . As the mostcommented upon Gospel in the early Church, we will also considerhow Matthew’s emphas is on the OT and understanding ofJesus werereceived by early Christians who sought to articulate Christianity inlight of the controversies at that t ime Marcionism) .Angela KimHarkins

TMNT7 101 Directed Readings (Fall/Spring: 3)Offered P eriodicallyRichard Clijford, S]TMNT8005 Great Themes of the Bible (Fall : 3)Prerequisites: Introductions to OT and NT (or equivalents)Offered P eriodically

A survey of several key themes that emerge and re—emerge in theChristian Bible (encompass ing both the Old and New Testaments) .These themes include creation and eschatology; election and thenations ; covenant and law; mediator/suffering servant; divine j ustice ;sin and forgiveness ; manifestations of God Wisdom, Word,Spirit) ; Kingdom ofGod; and resurrection . This course serves as a goodcapstone course forM.T.S. andM.Div. students . Accommodations canbe made for more advanced students .Richard Clijford, S.

TMNT8076 Jesus ofNazareth (Fall : 3)Prerequisite: one prior New Testament courseOffered P eriodically

The course examines the canonical and non—canonical evidencefor the life, teaching, and activities ofJesus ofNazareth with a focus onhis context in first—century Judea and Galilee . It introduces the three

phases or quests for a historical Jesus and discusses the relevance ofscholarly reconstructions of the historical Jesus for ministerial contextstoday.

Christopher StroupTMNT8077 P rayer and Ritual in the BiblicalWorld (Spring: 3)Prerequisite: OT orNT courseOffered Periodically

This course will examine the experiential elements of prayers andritual practices described in the canonical Scriptures with some consideration of the literature outside of the Bible the Dead Sea Scrollsand pseudepigrapha, ANE, Hellenistic ritual texts) . Methodologicalapproaches that understand the body and its experiences as an integrated whole ritual studies , cognitive science of religion , emotionstudies , and performance studies) will ass ist us in pursuing the questionof how does the embodied experience of prayer and ritual participatein the generation of religious ideas (belief) and commitment ! Spring2017

’

s top ic is Penitential Prayers and Rituals ofMourning.

Angela Kim Harkins

Old Testament

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .TMOT7014 The Core Narrative of the Old Testamen t : Genesis toKings (Fall : 3)

A study of the Pentateuch and the Deuteronomistic History(Deuteronomy to Kings) through lectures , and sections in whichstudents present an exegesis of important passages . Solid knowledgeof these books is essential to understand the rest of the Bible . Thiscourse does not duplicate O ther introductions , for we read only Genesisthrough Kings (not the Prophets ,Wisdom Literature, or Psalms) , and athird of the class time is devoted to small sections , which are designedto sharpen exegetical and preaching skills .Michael Simone, S.

TMOT7021 Wisdom Literature (Spring: 3)Prerequisite: Successful completion of Intro to Old Testament or CoreNarrative course at the undergrad or graduate level .Wisdom literature comprises the Old Testament books of

Proverbs , Job , Qoheleth (Ecclesias tes) , S irach, and the Book of

Wisdom . We will read the above—named books (plus Song of Songs)and trace the further development ofwisdom in the Second Templeperiod, the Dead Sea Scrolls , and New Testament books influenced bywisdom : the Epistle of James , the Gospel of John, and such passagesreferring to wisdom as Luke and —22; Matt and

—30; Eph —10; and Col —20.

Michael Simone, S.

TMOT7055 The P rophets (Fall : 3)This course provides a historical, literary and theological over

view of the prophets and the prophetic books in the Hebrew Bible .Although we will look at the Former Prophets , most of the class willfocus on the Latter (Writing) Prophets . When possible, we will readprophetic books in their entirety, but for longer books we will readselected texts . By the end of this course I hope that you will betterappreciate the rich diversity of form , style and theology we find in theprophetic books .AndrewR. Davis


TMOT7067 In troduction to the Old Testam en t(Summer/Spring: 3)This 3-credit summer course will meet June 27—July 14 (MondayThursday) from a.m . a.m . I t will not meet on Monday,July 4 . Richard Cliffo rd , S]. will teach summer 2016 .

This course will also be offered spring 2017 ou—campus by AndrewDavis and on l ine (January 30—April 7 ) by Michael Simone , S].

A literary, historical, and theological introduction to the Old(Hebrew B ible)— the

History, Wisdom Literature, and Prophets . Key books will be read inTestament Pentateuch , Deuteronomistic

their entirety: Genesis ; Exodus ; Deuteronomy (chs . 5—28 only) ; 1 and2 Samuel; Psalms (selected) ; Ecclesiastes , Job ; Isaiah ; and Daniel, andothers in selection .

Richard Clijford, S.

AndrewDavis

Michael Simone, S.

TMOT7 133Women in Scripture (Fall : 3)This course will begin with an overview of feminist b iblical

hermeneutics— its histo ry and variety— and then we will examinedepictions ofwomen throughout the Christian Bible . Part of this analysis will consist of looking at these depictions from different feministperspectives . Another part ofour analysis will be a consideration of thestories ’ social and cultural contexts , especially what archaeology can tellus about women ’s lives in antiquity.

AndrewR. Davis

TMOT807 1 Semin ar: B iblical Archaeology (Fall : 3)Prerequisite: Graduate Introduction to the Old or New Testament .Offered P eriodically

Professional archaeologists have been at work in the Holy Landfor over a century. Their findings have shed much light on the life andculture of the people who write the biblical texts , and their interpretative work has at times confirmed and at Other times challenged thebiblical narrative . In this course, students will have the opportunity tolearn bas ic archaeological techniques , study their application to important b iblical s ites , and learn the methods of interpretation that give riseto confirmation and criticism of the b iblical narrative .Michael Simone, S.

TMOT8 554 The Book ofKings : Theology and Histo riography(Spring: 3)Prerequisite: Graduate- level introductory OT course .Offered P eriodically

This seminar will examine 1 and 2 Kings for what they tell usabout ancient Israel ’s theology and histo ry. In terms ofhistoriography,we will discuss the historical sources that underlie the text and howthese sources have been arranged into a coherent narrative . In termsof theology, we will discuss theological convictions that shaped Israel ’sunderstanding of its own history, and we will cons ider how those sameconvictions have in turns shaped subsequent communities of faith .

AndrewDavis

Pastoral StudiesCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .


THEOLOGYANDMINISTRYTMPS7017 Liturgical P reaching I (Fall/Spring: 3)Offered Periodically

This course is an introduction to the art of l iturgical preaching.

Included will be discussion of the nature, content, and context of thehomily with emphas is on developing skills ofpreparation , composition,and delivery. There will be opportunity for frequent student preachingwith the use ofvideotape for teacher, peer, and self—evaluation .

TheDepartmentTMPS7036 Using the Arts/Media in Teaching and P raying(Spring : 3)Offered Periodically

This course is designed for future teachers and ministers who wishto explore creative pedagogical methods in the classroom and in theirown life . This experiential course aims to explore how the arts/media

can enhance our lives and our teaching, and be an aid for contemplation and prayer . We will examine how various arts/media operate andtheir application for teaching and worship . The course will be dividedthematically into various parts : visual arts , drama and ritual, and movement . There will be field trips to local art institutions , including theMuseum of Fine Arts . Limited to ten students .TheDepartmentTMPS704 1 The P ractice ofMinistrywith Youth and YoungAdults : Discernmen t in a Poly—VocalWorld (Fall : 3)

This course aims to explore elements critical to the effectivepractice ofministry for and with youth and young adults . Consideringthe broad demographics herein, this class attends to fostering the skillsof discernment and mentoring, which would be valuable across thespectrum of these varied constituencies and contexts . Together theclass explores the contexts of the ministry (ecclesial and social) , identifies a vision for the work, and considers how that vision might ass istin discerning God ’s action in and direction for work with youth andyoung adults .Theresa O

’

Keefe

TMPS7060Education in Faith : Foundations and P ractice (Fall : 3)Cro ss l i sted with THEO7060

This course proposes theological, sp iritual and pedagogical foundations for a participatory and empowering approach to faith-basededucation , pastoral ministry and service . Reflecting religious educationas a mode of practical theology and concern for the spiritual foundations ofCatholic education, the course invites participants to developtheir own praxis of educating from and for faith . This is the purposeof the Church ’s educational work in the world . However, it is also aresponsib il ity of every Christian person and of every function ofministry and faith based service .Thomas Groome

TMPS7061 A Survey ofCanon Law (Fall : 3)Prerequisite: One year ofgraduate theology.

An introductory survey of the canon law of the Catholic Churchthrough an examination of the Code of Canon Law. Special attention is given to the rights and obligations of all the Christian faithfuland of various groups within the Church (laity, clerics , consecratedpersons) and to the universal and local ecclesial structures that fosterand protect them . Parochial, educational and ecumenical issues aregiven due consideration . Generally not included are sacramental andmarriage topics dealt with in TMPS8019 .

james]. Conn, S.

THEOLOGYAND MINISTRYTMPS7064 In tegrating Faith, Coun seling and Service ofJustice(Spring: 3)What are the spiritual and theological resources that energize

persons to serve in ministries of personal and social justice ! How doesa vocation of care unite diverse fields such as pastoral ministry, socialwork, and counseling ! In this advanced course in pastoral care andcounseling you will explore these questions by examining the implicittheological and sp iritual components , histories , and themes of the psychotherapeutic schools . This course will help you access resources tosupport your own vocation as a person who gives care and seeks j ustice .Philip Browning Helsel

TMPS707 8 Pasto ral Care of the Family (Spring: 3)This course presents specific topics that are important for effective

and compass ionate pastoral care of families today. We will examinechallenging realities that may shape and/or disturb families and leadmembers to seek pastoral care, such as domestic violence, substanceabuse, imprisonment of a family member, grief and loss , and familycaregiver stress . We will consider the specific needs of fam il ies affectedby inj ustices and harsh difficulties such as poverty and immigrant/refugee status . We will consider the specific roles and strategies of thepastoral caregiver and the faith community in helping families to negotiate challenges and create stab il ity and well—being .

Melissa Kelley

TMPS7080 Spiritual Formation for Ministry1)

Offered P eriodicallyThis two semester program , a requirement for first year M.A.

Theology and Ministry students , cultivates practices for integratingfaith, life, and ministry through prayer and reflection on central themesof spirituality for ministry. The program cons ists of two parts . First,a student commits to a small faith community, which meets on thesame day and same time twelve times during the academic year underthe guidance of a trained facilitator . Second, a student creates a spiritual formation plan (SFP) , the components ofwhich may be fulfilledthroughout the duration of one ’s degree program .

S tudents who are able to meet only in the summer meet Mondayand Thursday for 3 weeks from p .m . Dates : June 27 , June30, Tues July 5 , July 7 , July 11, July 14 .

Barbara Quinn, RSC]

TMPS7086 Trauma and Addiction (Fall : 3)This course will explore recent research on the relationship

between trauma and theology, describ ing both the effects of traumaincluding symptoms such as addiction— and its theological and spiritual consequences . A central thes is of the course is that trauma interfereswith both personal and communal memory. S tudents will reviewseveral approaches to trauma therapy, including those that help a person recover memory in a safe atmosphere— specifically using guidedimagery— and surround that survivor with a community ofmemory.

Attention will be given to healing both survivors and perpetrators andparticularly addressing systems that attempt to silence trauma survivors .Philip Browning Helsel

TMPS7090Ministry in a Diverse Church : Latino Perspectives andBeyond (Fall : 3)School ofTheology and MinistryCatholicism in the United S tates is presently shaped by rich

cultural traditions that demand creative approaches to ministry in

the midst of diversity. Nearly 45% of all Catholics in the country areHispanic, Euro—American , As ian—American , AfricanAmerican, among others . Students in this course explore key questionsand discuss ministerial strategies that will help them develop culturalcompetencies for effective ministry today. The course builds on theU .S. Latino/a Catholic experience as a case study while addressing coreissues in ministry that affect everyone in the Church . Ecumenical andinternational perspectives are welcomed into this conversation .

Hosfiinan OspinoTMPS7093 In troduction to Pasto ral Care and Coun se ling : ANarrative Approach (Fall/Summer: 3)Offered PeriodicallyThis 3—credit course will be offered summer 2016, July 18—August 4(Monday—Thursday) from a.m . a.m . , taught by MelissaKelley.

In fall 2016, there will be two sections of this course offeredtaught by Melissa Kelley and Philip Browning Helsel.In this introduction to pastoral care and counseling, you will

reflect on the discipline as a charism for the whole people ofGod thatcan be practiced in empowering and teachable ways . Focusing on howpeople shape their l ives through stories , you will explore congregationaland personal family systems and self—care practices . Particular topics tobe addressed are family counseling, violence, cris is ministry, depress ion, substance abuse, and boundaries in ministry. You will explorethe theological horizons of pastoral care and counseling, includingthe interface between counseling ministry, sacramental ministry, andIgnatian spirituali ty.

Philip Browning Helsel

Melissa Kelley

TMPS7096 P rofessional Ethics for Ministry 11 (Spring : 0)This workshop is being offered April 3, 2016 ; fromp .m .

This is the second part of the Professional Ethics for Ministryworkshop . This intensive workshop offers participants an opportunityto reflect theologically and pastorally on professional ethics in ministry.

Through varied modalities , participants will consider a broad spectrumofministerial activities and the correlative ethical respons ib il ities of theminister .Melissa Kelley

TMPS7 101 Directed Research in Pastoral Ministry(Fall/Spring/Summer : 2)TheDepartmentTMPS7 122 Theology in Con text : Faith and Culture in Am ericanCatholicism (Summer : 3)Offered PeriodicallyThis 3—credit summer 2016 course will meet June 27—July 14(Monday—Thursday) from p .m . p .m . I t will not meet onMonday, July 4 .

Theology— classically defined as faith seeking understanding — does not happen in a vacuum . It is a most human exercisethat involves the whole person living in particular socio-historicaland cultural contexts . From such particular contexts theology drawsits meaningfulness and relevance ; rooted in them it speaks universally.

Theology draws from our intimate relationships : with God, others ,and the world . This course uses historical and contemporary experi

ences from U .S. Latino communities as a case study. Note : Latinos


constitute nearly half of the Catholic population in the country.

Examples of theological reflection rooted in the experience of othercommunities that are part of the U .S. Catholic tapestry will also beanalyzed . The course explores the contextual nature of the theologicaltask, the importance ofmethod, and the roles of the theologian and thecommunity in the process of doing theology.

Hosfiinan OspinoTMPS7 148 Poverty and Men tal Illness (Spring: 3)Offered P eriodically

This class will explore the intersections of poverty and mentalillness in the economic recess ion . Students will learn about socialclass , poverty research, and mental illness , exploring social psychiatryapproaches to mental distress , rather than biomedical ones alone .S tudents will learn approaches to care and counseling that address themacro—concern of economic oppress ion that comes from being in theworking—class . Addressing poverty directly will be proposed as preventative care for emotional suffering.

Philip Browning Helsel

TMPS7 150P rinciples of Liturgy and P rayer Leadership for the LayMinister (Fall : 3)Offered P eriodically

This course will be in two parts : the first will introduce the bas icsof l iturgical theology, including ritual studies and liturgical practice(planning and celebration) . The second will ass ist the student developskills as a lay ecclesial minister in the area ofpastoral l iturgy by designing various prayer services and rituals and leading the prayer. We willalso examine the pastoral theology that undergirds the rites along withvideotape analysis .TheDepartmentTMPS7 160Man agemen t in Ministry (Summer : 3)Offered P eriodicallyThis STM 3—credit summer course will be offered July 18—August 4(Monday—Thursday) from p .m p .m .

The administrative side of ministry is often overlooked andundervalued, much to the detriment of our mission and our abilityto have a lasting impact . In this course, we ’ll execute a mad rompthrough the basics ofworking in (or managing) a faith—based non—profitorganization, using Catholic parishes and K—12 schools as particularexamples . Readings will be drawn from (for—profit and non—profit)management literature, with a liberal sprinkling ofChurch documentsand (short) theological reflections . Topics will include : leadership andmanagement; financial planning; human resources ; fundraising; communications ; making the most of technology, and more .Adam Krueckeberg

TMPS7 162 Rereading Thomas Merton for the 21st Cen tury(Summer : 1)Offered P eriodicallyThis one—credit course will be offered July 1 1—July 14 , p .m .

p .m .

This course explores the still—relevant contributions of theTrappist monk and best—selling author Thomas Merton, who was oneof the most influential voices in Christian spirituality during the twentieth century. In returning to both his well-known and lesser-knownworks , we will study how Merton ’s prophetic writings on subj ects suchas violence, racism, and interreligious dialogue, among other t imely


THEOLOGYANDMINISTRYthemes , continue to speak to our contemporary church and world .

Special attention will also be given to the pastoral and ministerialimplications ofMerton ’s insights and contributions .DanielHoran, OEM

TMPS7 163 Pope Francis : A Challenging Papacy (Summer : 1)Offered PeriodicallyThis one—credit course meets July 18—July 21 from p .m .

p .m .

Jorge Mario Bergoglio initiated a papacy that not only began tomeet the demanding challenges of the times , but also invited— yes ,challenged us— to participate anew in the Church ’s mission . Throughan exploration of his pastoral style, informal and formal statements ,and pastoral visits , the course will unpack an understanding ofChurchas a field hosp ital, a Church of mercy, and a Church of and for thepoor. It will touch upon structural revisions Francis has instituted andthe challenges that remain as his papal ministry continues to unfold .

Barbara Radtke

TMPS7 165 Spirituality, Media and Technology (Summer : 1)Offered PeriodicallyThis STM summer 2016 l -credit course will be offered July 25July 28 (Monday—Thursday) from p .m . p .m .

This course explores the opportunities and challenges presentedby digital culture, particularly in the context of pastoral ministry.

In exploring digital culture, the course will consider key theologicalfoundations to the practice of communication, including questions ofspirituality and spiritual practices , all oriented toward enriching ministerial praxis . In light of theology and spirituali ty, the course will invitestudents to consider (or re—consider) and reflect upon their presence,participation and public voice in digital culture, particularly as personsin roles ofministerial leadership .

Daniella Zsupan-jerome

TMP5 8006 Ministry and Theology of the S acram en t ofReconcil iation (Spring : 3)Prerequisites: FundamentalMoral Theology and Canon Law of

Marriage and SacramentsOffered PeriodicallyThis course is part of theM.Div . Rites P racticum, and is open to

non-ordination studen ts , including women , as long as they have theprerequisites and are aware that the primary focus is on preparationfor the ministry of the Sacram en t ofReconcil iation .

This course treats the Roman Catholic Sacrament ofReconciliation,utilizes a combination of an ongoing practicum on confessional counseling, and also including presentation of the principal moral, liturgical, and systematic theology as it relates to the Sacrament . Additionalattention will be paid to spiritual direction and pastoral counseling inthe context of sacramental confession, as well as a number of pastoral,moral, and canonical issues which often surface in the celebration of

the Rite ofReconciliation .

james T. Bretzke, S.

TMP5 8007 Con textual Education (Fall/Spring/Summer : 5 or 2)Con textual Education is offered in the summer for 2—credits forMAPM studen ts, and the academic year for 5-credits .

This is the supervised ministry requirement of the MATM andMAPM, completed in the latter part ofdegree work. Composed of twoelements : work at a supervised ministry site ; and participation in theclassroom component (on—campus for MATM students ; on—campus

THEOLOGYAND MINISTRYand online for MAPM students) . The experience runs across both falland spring semesters . Ministry sites must be investigated and established prior to the beginning of the fall semester (forMATM students)or the Summer Institute (for MAPM students) . Therefore, studentsshould work in the prior spring semester with the faculty director ofContextual Education to initiate the placement process .Theresa O

’

Keefe

TMP5 8008 Rites P racticum (Spring: 3)A practicum designed to prepare ordination candidates in the RomanCatholic Church for the ministry of l iturgical pres idency. S tudentswill meet twice a week (once for theory and once for practice) as wellas in small groups and for videotaping .

john Baldovin, S.

james Conn, S.

TMP5 8023 P rofessional Ministry P racticum (Fall/Spring: 3)This practicum is by permission of the instructor. Studen ts shouldmeet with the in structor early in their degree program s to allow suf

ficient time to plan an approved practicum experience .The profess ional ministry practicum provides M.Div. students

with an opportunity to integrate the academic study of theology andministry with the exercise of a particular pastoralministry under supervision . There are three required components of the professional ministry practicum . First, students are engaged in pas toral ministry in anapproved setting for a required number ofhours . Second, students arementored by approved supervisors at the ministry site . Third, studentsparticipate in a course component to deepen their understanding oftheir ministry experience and to further develop pastoral and professional skills and sensitivities for ministry.

Melissa Kelley

TMP5 8024 CPE Reflection Experience (Fall/Spring/Summer : 1)This one—credit experience is required of allM.Div. students who

complete a unit of Clinical Pas toral Education (CPE) for academiccredit . It offers the opportunity to examine and articulate the pastoral and profess ional learning one has gained through participationin CPE. Students prepare written summations of and reflections ontheir experiences and engage in an oral process of reflection with otherparticipants .Melissa Kelley

TMP5 8034 Supervised P racticum in Spiritual Direction(Fall/Spring: 3)Graded Pass/Fail .

This practicum is a two—semester, six—credit course in which students direct 3 to 5 persons , receive supervision , and attend a three-hourseminar every week .

judy TalvacchiaClaireWalsh

TMP5 8035 Women in Ministry (Spring: 3)Offered P eriodically

This course aims to help women develop their understanding ofthe practice and theology ofministry by taking experiences ofministry with and by women as a starting point for reflection . Developingfeminist process is also a goal of the course . Part of the syllabus will bedetermined on the bas is of participants ’ interests and goals ; there willbe opportunities to share leadership of class sessions . Resources from

feminist theology, sp irituality, theory, and ethics will inform the workof the course, along with church documents and sources from the socialsciences .F rancine Cardman

TMP5 8046 Iden tity: From Discovery to In tegration (Spring : 3)Prerequisite: TMPS704 1 or s imilar course on adolescent development

This course considers the process of identity formation, whichcomes to the fore in adolescence and is refined and integrated throughout adulthood . This course examines the questions and concerns thatsurround that discovery and integration process , particularly attending to how identity is problematized within postmodern contexts .Participants in this course pursue the question : how might we attendministerially to young people growing through this process ! Conductedin seminar format, participants are responsible for conducting topicdiscussions for the class . Prior coursework in youth and young adultministry and/or developmental theory is required for registration .

Permission required .

Theresa O’

Keefe

TMP5 805 1 Post—Masters Cert : Spiritual Form : Arts and GroupModels/Direct (Summer : 2)Offered Periodically

The purpose of this program is to enable pastoral leaders tobecome spiritual mentors for individual persons and Christian communities of faith . The program of studies consists of daily morningsessions that focus on the theoretical foundations of sp irituality workand afternoon sessions devoted to the practical art ofsp iritual guidance .Colleen Grifiith

TMP5 8 5 15 Advan ced P rofessional Ministry P racticum(Fall/Spring: 3)Prerequisite: Completion of the Professional Ministry Practicum .

TheAdvanced ProfessionalMinistry Practicum provides advancedM.Div. orTh.M. students with opportunities for exercis ing ministerialleadership in settings requiring both advanced ministerial experienceand profess ional expertise in a field other than theology. The aim is toconj oin expertise in another professional field health care, law,

economics , social work, education, international affairs , etc .) with thepractice ofministry. The student is mentored by experienced ministers .The course component offers opportunity for careful reflection on theexperience with peers . S tudents should meet with the instructor earlyon to allow sufficient time to plan an approved practicum experience .Melissa Kelley

TMP5 8 5 16 Diaconate P racticum (Fall/Spring: 3)Prerequisite: Completion of the Professional Ministry Practicum

The D iaconate Practicum provides advanced M.Div. or Th.M.

students with opportunities for ministering as a deacon in parishsettings while being mentored by experienced ministers . The coursecomponent offers opportunity for careful reflection on the experiencewith peers . Students should meet with the instructor early on to allowsufficient t ime to plan an approved practicum experience .Melissa Kelley


Religious EducationCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .TMRE7000Con temporary Approaches to Religious Education(Fall : 3)Cross listed with THEO74 14Offered P eriodicallyThis on l ine course will begin on September 12 and will end on

November 18 , 2016 .

The task of forming a people of faith is the challenge each generation must embrace . This course examines various approaches to faithformation for their applicab ili ty to contemporary settings . Attention isgiven to both the theoretical framework and the pastoral expression ofthe work of religious education .

jane ReganTMRE7053 Spiritual Sources ofCatholic Education and Catechesis(Fall : 3)Cross listed with EDUC7734 and THEO7734The course is open to Catholic school teachers and administrato rs ,religious educators , and anyone in terested in learning more aboutthe spiritual roots ofCatho lic education .

Catholic education and catechesis are rooted in particular appropriations of the Christian faith articulated as schools of spirituali ty.

From these appropriations emerge commitments to specific charismsand pedagogical practices . It is imperative that Catholic educationalefforts continue to affirm the spiritual legacies that have sustainedschools , miss ions , and parochial programs throughout history. In thiscourse we read some foundational texts ofmajor schools of spiritualityand explore how they have insp ired life—giving philosophies ofCatholiceducation . The guiding principle throughout the course is that a goodphilosophy ofCatholic education and catechesis is always sustained bya deep spirituali ty.

Hosfiinan OspinoTMRE7073Adult Believers in a Postmodern Con text (Summer : 3)Cross listed with EDUC7700This 3-credit summer course will be offered June 27—July 14 , 2016 .

It will meet Monday—Thursday, a.m . a.m . Class willnot meet on Monday, July 4 .

What are the dynamics that make adults ready and able to liveeffectively as people of faith in our contemporary postmodern context !What does it mean to be a believer in such a context and how areadults supported in the maturity of faith ! Theology, psychology, andeducation theory all have a contribution to make in addressing thesequestions . Focused consideration is given to contemporary theories inadult development and adult learning . Attention is given to the implications of this for the parish/congregation, but broader applications arealso considered .

jane ReganTMRE7076 Education of Christian s : Past, P resen t, and Future(Spring: 3)Cross listed with EDUC6635

The histo ry of the church ’s educational ministry serves to enlighten its present pastoral praxis . S tudents in this course read original and


THEOLOGYANDMINISTRYclassical documents as a treasury ofwisdom for religious education andpas toral ministry. The course will closely parallel the histo ry of theology, of the church, and ofWestern education .

Thomas Groome

TMRE7 102 Directed Research in Religious Education(Fall/Spring/Summer : 3)Cro ss l i sted with EDUC8830TheDepartmentTMRE7 1 17 Catholic Higher Education (Spring: 3)Cro ss l i sted with ELHE7 503

This course offers an historical and philosophical overview of

Catholic higher education, a survey of current scholarship and relatedChurch documents , and an examination of the role ofCatholic highereducation— particularly in the U .S.

— and its relationship with theChurch, contemporary academic culture, and the broader society.

This course also engages students in an analysis of contemporary issuesfacing Catholic higher education particularly, faith and reason, theCatholic intellectual tradition, Catholic social thought, governanceand leadership models , student development, and institutionalmiss ion,identity, and culture .MichaeljamesTMRE7 1 19 Religion and Higher Education (Fall : 3)Cro ss l i sted with ELHE7 504Faith, religion and spirituality have become topics of increas ing

interest for scholars and practitioners in higher education adm inis

tration and student personnel development . This course explores thehistorical, sociological and cultural dynamics between religion andhigher education . Topics include secularism, modernity, and challenges to the integration of faith and intellectual life . Additional top icsinclude : religious pluralism; religion in secular higher education ; legalissues surrounding religion and higher education ; academic freedom;constitutional matters ; modernism, post—modernism, post—secularism;and the tensions and opportunities that these cultural/intellectual

movements pose for religion and higher learning in a modern , democratic, pluralis tic society.

MichaeljamesTMRE7 155 Catholic Higher Education Administration and

Leadership (Summer : 3)Cro ss l i sted with ELHE7 501Offered PeriodicallyP lease see website for more info rmation on the In stitute forAdministrato rs in Catholic Higher Education :

This course explores contemporary issues , organizational andgovernance structures and distinct characteristics of successful Missionleadership for administrators at Catholic Colleges and Universitiesfocusing on effective campus policy development, S trategic planning,and assessment . S tudents will engage research, historical l iterature,Church documents , lectures and group exercises . A unique componentto this course is participation in the Institute for Administrators inCatholic Higher Education (IACHE) , a four—day seminar for senioradministrators and leaders in Catholic higher education where internationally recognized scholars and practitioners address the challengesand opportunities that Catholic higher education faces on a daily bas is .Michaeljames

developing a thesis statement, and the use of sources , as well as thedifferent kinds ofwriting that STM faculty require (research papers ,biblical exegeses , theological reflection papers) . With an individualtutor, students will work on developing research paper that has beenassigned in the current semester .TheDepartmentTMST7082 Theology and Liberation (Spring: 3)Latin American liberation theology traces its origins to the

grassroots Christian communities that Struggled for social j ustice inthe 1960s . This course explores the distinctive way in which LatinAmerican liberation theologians correlate their interpretation of theirsocial context with the Christian tradition and praxis in a mutually—critical manner . We will critically examine their fundamental presuppositions, their contribution to theology, and their efforts to articulatethe Christian message as an effective response against oppression andon behalf of a full human liberation . We will also incorporate someof the liberationist vo ices that emerge from other social and culturals ituations .Ernesto ValienteTMST7088 Theology ofCulture (Spring: 3)Offered P eriodically

This course explores the relationship between theology and culture through the following questions : How do particular cultures shapeChristian faith ! How has the Church, for better orworse, changed (orfailed to change) the various cultures into which it has been received !How are rapid advances in technology shaping culture and how shouldthe Church respond ! How do theologians navigate between theirlocal context and global economic realities that influence all locales !How does the study of culture, which integrates the various branchesof inquiry into human meaning, challenge and invigorate theologicalreflection !Dominic Doyle

TMST709 1 Eucharistic Theology (Spring: 3)This course will reflect on the theology of the Eucharis t as it has

developed throughout the history of the Church, and will seek a contemporary understanding of traditional doctrines in light ofVatican IIand the reformed ritual for the Eucharistic liturgy.

john Baldovin, S.

TMST7 101 Directed Reading (Fall/Spring: 3)TheDepartmentTMST7 102Advan ced Directed Reading (Fall/Spring: 3)TheDepartmentTMST7 15 1 In troduction to P atristic Theology (Fall : 3)Offered P eriodically

This course presents the methods and insights of patristic treatments on the topics of theology through a study ofmajor figures andtexts . After an overview of the culture and context of the early church,we will treat patristic reflection on : Scripture, faith and reason, Christ,Trinity, the church, liturgy, ethics , and prayer . Authors and literatureinclude, but are not limited to : Ignatius ofAntioch, Justin Martyr,I renaeus , Clement of Alexandria, The Martyrdom of Perpetua andFelicity, Origen, Tertullian , Athanas ius , Bas il ofCaesarea, Gregory ofNazianzus , Gregory ofNyssa, Hilary of Poitiers , Ambrose, Augustine,and John Chrysostom .

TheDepartment


THEOLOGYANDMINISTRYTMST7 158 The Trinity in the Early Church (Spring: 3)Offered Periodically

An introduction to early Christian Trinitarian theology and itsenduring pertinence to the Church ’s worship ofGod as one and three,Father, Son , and Holy Spirit . Treating authors from Justin Martyr toJohn ofDamascus , we explore the scriptural and philosophical featuresof, among other issues , the Cappadocian solution ,” the “psychologicalanalogies ofAugustine, the roots of the filioque, and the challenge ofIslam . We will consider the retrieval of patristic Trinitarian theologyby recent authors , especially in light of debates on ontotheology, theimmanent and the economic Trinity, and social analogies for divineperichoresis .Brian Dunkle, S.

TMST7 159 Power and Authority in the Church (Summer : 3)Offered PeriodicallyThis STM 3-credit summer course will meet June 27—July 14(Monday—Thursday) from p .m p .m . Class will not meeton July 4 .

The people of God are empowered by the Holy Spirit to participate in the church

’s mission in the world . When that power islegitimate and trustworthy it yields authentic exercises of authority inservice ofChristian freedom . Sadly, there are too many instances in thechurch when power is abused and the authority proper to followers ofJesus becomes authoritarian . This course will explore the nature, scope,limits and structures of authority in the church . We will consider, inparticular, the authority of the magisterium (pope and bishops) , thesense of the faithful, and theologians .Richard Gaillardetz

TMST7 167 Thinking Theologically for a Diverse Church andSociety (Spring: 3)Offered PeriodicallyIn recent decades , the Catholic Church in the United S tates has

become much more conscious of its ethnic diversity, particularly moreaware of the long significant and now increas ing presence ofLatina/oCatholics ; the deep abiding roots ofAfrican American Catholics ; thepresence ofwidely diverseAs ian—American Catholics as well as the faithof this country’s First Peoples . The theologies emergent from thesegroups bring enormous insight, calling all Catholic faithful to a moreauthentic living of catholicity as a mark of the church . This courseserves as an introduction to the distinct theologies emergent from thesevarious groups and gives each student the opportunity to consider howeach theological discourse enriches Church and Society in the U .S.

Nancy Pineda-Madrid

TMST7 168 Philosophy ofTheologian s (Fall : 3)Cro ss l i sted with PHIL6637

This course has two aims : ( 1) critical study of philosophical textsthat have been important in the development ofChristian theologicalreflection ; (2) investigate relations between philosophy and theologyfrom the Class ical epoch into the late twentieth century. This courseis designed especially for students ofTheology, Ministry, and the j ointM.A. program in philosophy and theology, but is open to all students .j ejfiey Bloechl

TMST8014 MTS Reflection Paper (Fall/Spring: 0)Mary j o Iozzia

THEOLOGYAND MINISTRYTMST8017 Ecclesial Ministry (Fall : 3)Prerequisite: Previous enrollment in TMST7020.

This course explores the theology, histo ry, and spirituality ofministry in the church . The emphas is will be on the ecclesial foundationsfor ministry and the relationship between ministry and the mission ofall the baptized . The course will examine current issues in the theologyand practice ofministry as well as the implications ofministry for thefaith and practice of the minister .Richard Lennan

TMST8018 Seminar on the Theology ofJohann Baptist Metz(Fall : 3)Offered P eriodically

This seminar will unfold by first examining Johann Metz’

s earlyrelationship and subsequent break with the theology of Karl Rahner.

Next we will explore Metz’

s critical dialogue with the thinkers of theFrankfurt school and the manner in which this encounter led to theformulation ofMetz

’

s early political theology. We will then turn toMetz

’

s mature political theology as a “theology afterAuschwitz . ” Someof the themes to be cons idered include Metz

’

s assertion of the needfor anamnestic rationality,” his focus on “ the theodicy question ,his apocalyptic eschatology, and his articulation of a mystical—politicalspirituali ty.

Ernesto ValienteTMST8021 P riesthood : Theology and P raxis (Fall : 3)Prerequisite: EcclesiologyOffered P eriodically

This Level Two course is open to all students and focuses onordained ministry of the Roman Catholic priesthood in terms of itsb iblical and theological foundations , historical development, contemporary issues , pastoral practice, and priestly sp irituality, especially as

treated in the pertinent ecclesial documents . Also treated are the cooperation between laity and clergy and the roles of lay ecclesial ministryas well as both tensions and critiques aris ing out of the Church

’s reservation of the priesthood to males and mandatory celibacy. Ecclesiologyis a prerequisite for counting this course for the Ecclesial Ministryrequirement in the M.Div. curriculum .

john Baldovin, S.

TMST8022 Semin ar in P ractical Theology (Spring: 3)Prerequisite: One semester ofgraduate courses in theologyOffered P eriodicallyChristian theology at its best is marked by the pastoral interest

of serving the life of the church in the world . Necessarily, the studyof the church ; specifically, its nature, purpose, and mission provides aframework within which to consider the task ofpractical theology. The

methodology and issues that distinguish practical theology flow fromthis larger ecclesial context . This seminar will focus on models of thechurch, the art of doing theology in service of the church, and somefoundational themes of practical theology hermeneutics , praxis ,culture and inculturation , and our post—modern context) .Nancy PinedaMadrid

TMST804 1 Theological An thropology and the Body (Spring : 3)Prerequisite: Foundations or FundamentalTheologyIssues of embodiment relating to theology, sp irituality, and minis

try form the substance of this course . We will probe understandings ofthe body found in the historical Christian tradition and draw insightsregarding human bodiliness from contemporary theology, philosophy,

psychology, and social theory. Finally, we will examine the role of thebody in lived Christian faith with a particular emphasis on spirituali ty,education , and pastoral care .Colleen Grifiith

TMST8043 Historical Spiritual Classics in Theological Perspective(Fall : 3)Prerequisite: Must have successfully completed the Foundations ofTheology or FundamentalTheology course, or the equivalent .

This course will survey historical class ics , examining the generative themes that are suggestive for our t ime and foundational inthe construction of a contemporary sp irituality. Authors will includeAugustine, Benedict, Francis and Clare ofAss is i, Julian of Norwich,Catherine of Genoa, Ignatius of Loyola, Teresa ofAvila, and John ofthe Cross . Thematic questions will be brought to the reading of coretexts .Colleen Grifiith

TMST8053M.T.S. Thesis (Fall/Spring: 3)Mary j o Iozzia

TMST8054 Th .M. Thesis (Fall/Spring: 6)F rancine Cardman

TMST8062 Semin ar: Reconcil iation in a World ofConfl ict(Fall : 3)Offered Periodically

The twentieth century’s legacy is marked by social conflict andwar : more than 200million people killed because of political repress ion, ethnic or religious wars . Enlisting a theological lens , this seminarexamines the Christian resources and contribution to the problem of

reconciliation . After examining the most important secular approachesto the problem of personal and social conflict, we will focus on themain Christian theologies of reconcil iation , including the works ofRobert Schreiter, Miroslav Volf, John de Gruchy, and Jon Sobrino .

Their theologies will be examined through individual case studies ofthe Balkan region , South Africa, and El Salvador .Ernesto ValienteTMST807 8 Global Citizen ship : In terdiscipl inary Seminar (Fall : 3)Prerequisites: Students who want to take this course and the field tripit entails will be interviewed . Requirement for STM students : oneyear of theological studies .Cro ss l i sted with SCVVK7790and LAWS7078Offered Periodically

Today’s world is a maelstrom of cultures , languages , races , issues ,perspectives , hopes , and challenges . In this course, we will look at someburning issues of our time : e.g. , poverty, ecology, migration, refugees .This exploration will be achieved in an interdisciplinary manner bycombining the cross—perspectives of social work, law, and theology.

Special attention will be given to agent— the person called to face worldissues through the existential notion ofmission, values , and purpose/vocation . Cons ideration will be given to the situation of Haiti, wherethe whole class will travel over the winter break for a field trip .

Andre Brouillette, S.

Mary Holper

Margaret Lombe


TMST8 101 Masters In terim Study 0)TheDepartmentTMST8 505 Semin ar: Karl Rab ner (Spring : 3)Offered P eriodicallyLimited to 15 studen ts

This advanced seminar will explore the methodology and centralthemes ofRahner’s theology principally through detailed analys is anddiscussion of key essays in Theological Investigations. Intended for students with basic familiarity with Rahner’s work. Essays will be chosenon the bas is of the particular interests of the participants at the firstmeeting of the seminar.Richard Lennan

TMST8 526 Ph .D . Colloquium (Fall/Spring: 0)TheDepartmentTMST8 528 S.T.D . Specialized Research (Fall/Spring : 6)james Bretzke, S.

TMST8 529 S.T.L. Thesis (Fall/Spring: 9)Thomas Stegman, S.

TMST8 530S.T.L. Con tinuation (Fall/Spring: 0)Offered BienniallyTheDepartmentTMST8 543 S.T.D . Pro—Semin ar (Fall : 1)Pass/Fail course

The S.T.D . Pro—Seminar provides an introduction to the doctoral program and covers the required foundational doctoral researchcompetencies of research readiness based on formulation , research andexposition of at least two acceptable pieces scholarly writing ( includingproper application of the Chicago Manual of Style) , and successfullypassing the foreign language requirement of the S.T.D . program , basedon reading comprehension of several articles selected that have a directbearing on the student ’s own research agenda.james Bretzke, S.

TMST8 544 Semin ar: Teresa ofAvila (Fall : 3)Offered P eriodicallyCanonized in 1622, declared a Doctor of the Church in 1970,

S t . Teresa ofAvila ( 15 15—1582) is a woman whose importance for theChurch is paramount . Her works reveal an ingenuous and forceful personality, as well as a most fascinating experience ofGod . In this seminar at the crossroads of theology, spirituality and history, we will readlarge parts ofTeresa’s works the Autobiography, and the InteriorCastle) . Alongs ide a linear reading of those texts , some themes wouldbe explored which criss—cross this corpus . (Note : some knowledge ofSpanish would be helpful, but not required) .Andre Brouillette, S.

TMST8 546 STD Colloquium (Spring/Fall : 0)Offered Bienniallyjames Bretzke, S.

TMST8 5 55 Latin West and Greek East : From Nicaea to the Fall ofConstantinople (Fall : 3)Prerequisite: One graduate course in historical theology.

Offered P eriodicallyThe course involves informed discussion of source texts referring

to the main events and topics in theological relations between Latinsand Greeks from the fourth to the fifteen century: from the “golden ”

conciliar age to early debates/schisms, especially on the filioque andazymes ; iconoclasm; the so—called “Schism of Innocent II I and


THEOLOGYANDMINISTRYthe Fourth Crusade ; medieval theologians and their attitudes towardsByzantine theology and culture ; Byzantine humanists and latinophrones of the fourteenth and fifteenth centuries ; the Council ofFlorence

its achievements and failures .We focus on ecclesial self—understanding of the emerging Churches , and their respective perception ofa theological and cultural “other. Special emphasis will be placed uponthe developments in attitudes to sacraments , doctrine, and authority.

The course will conclude with reflection on the implications for ecumenical dialogue and current ecclesiology.

Brian Dunkle, S.

TMST8 556 Body, Gender, and Sexuality in Augustine and GregoryofNyssa (Spring: 3)Prerequisites: At least one course in each area: early church history orpatristics ; systematic theology; theological ethics/moral theology.

Offered PeriodicallyRequiremen ts : Weekly short papers, seminar paper and presen tationat least once during the semester, final research paper. Con sisten tpresence and participation are expected . Level 3, primarily foradvanced degree studen ts ; second year masters studen ts with strongbackground require in structor

’ s permission .

This seminar explores interrelated aspects of body, gender andsexuality in the theological, ascetical, and biblical works ofAugustineand primarily Gregory ofNyssa, and to a lesser extent Bas il ofCaesareaand John Chrysostom (although he ’s not a Cappadocian) . Its aims aretwofold : 1) to do a careful reading of the texts in order to understandhow Augustine and Gregory construct their theology, and where andhow Chrysostom differs or agrees with them ; 2) to situate their theology, ethics , and pastoral practice regarding these topics in their ecclesialand social contexts ; 3) to consider differences in eastern and westerntheology that become sharply apparent in the late-fourth century.

F rancine Cardman

TMST9901 Ph .D . Comprehen sive Examinations (Fall/Spring: 0)TheDepartmentTMST99 1 1 Ph .D . Con tinuation (Fall/Spring: 1)jane Regan

Service The Lynch School of Education TOEFL codeis 3240. Ordinarily, the Lynch School expects a minimum score of 100on the internet—based TOEFL . Information on exemptions from theTOEFL, as well as additional testing information are contained in thegraduate application materials available on the Lynch School webs ite .Information about these examinations also may be obtained from theEducationalTesting ServiceNon—Degree StatusStudents not seeking a degree, but interested in pursuing course

work at the graduate level, may apply for admission as a Non-DegreeStudent . While there is no guarantee of later admission to a degreeprogram , many individuals choose Non-Degree Status either to explorethe seriousness of their interest in studying for an advanced degreeand/or to Strengthen their credentials for later application for degreestatus . Others are interested in taking graduate course work for personal enrichment or professional development . Included among thosetaking courses are school counselors , teachers , administrators , andpsychologists who are taking classes as a means offulfilling professionaldevelopment requirements or continuing education units .Students seeking non—degree student status must submit the

online application form on the Lynch School admissions web page . ANon-Degree Student application is comprised of the online applicationform, application fee, and original copies of either the undergraduateor graduate transcript with the degree posted . This is to assure thefaculty that students in graduate classes hold a baccalaureate degree .The transcript should be sent to the Boston College Lynch School ofEducation Data Process ing Center, P .O . Box 8027 , Portsmouth, NH03802, prior to registration for classes . The transcript must be receivedby the first week of classes .

Although there is no limit on the number of courses Non—DegreeStudents may take, no more than four courses ( 12 semester hours) , ifappropriate, may be applied toward a degree program in the LynchSchool . Courses taken as a Non-Degree Student may be applied to adegree program only after official acceptance into a degree program andwith the consent of the student ’s advisor .

Due to space limitations , all courses may not be available to NonDegree S tudents . Practicum course work associated with teacher licensure or counseling psychology licensure is reserved for matriculateddegree students in these programs . Students who wish to become certified or licensed must gain admittance to a graduate degree program inthe des ired area. Other courses are restricted each semester to maintainclass s ize . Individuals cons idering Non-Degree S tudent status may seekadvising from the Office of Graduate Admission, Financial Aid, andStudent Services . Non—degree students are not eligible for Universitysponsored sources of financial aid or any financial aid that requiresmatriculation in a degree program .

Fifth Year/EarlyAdmit P rogramsThe Fifth Year Program and Early Admit Program offer academ

ically outstanding Boston College Juniors a unique opportunity tobegin graduate study during their undergraduate senior year, allowingthem to graduate with a bachelor ’s and master ’s degree in a shortenedamount of time . All undergraduate j uniors in the Lynch School ofEducation , Morrissey College ofArts and Sciences , Connell School ofNursing, and Carroll S chool ofManagement are eligible to apply forthese programs .


EDUCATIONIn consultation with an advisor, students have the abil ity to take

up to two graduatelevel courses in their senior year . In addition tothe time advantage, there is a considerable savings involved . The twograduate- level courses taken during senior year are covered by undergraduate tuition .

Upon successful completion from the undergraduate program,

senior year coursework and the additional graduatelevel courses arereviewed and a determination about formal admiss ion into the graduate program is made . Upon final admission , the student is sent an official letter of acceptance to the Lynch Graduate School ofEducation .

Students interested in the 5th Year/EarlyAdmit Program shouldcontact The Office ofGraduate Admission, FinancialAid, and StudentServices in Campion Hall 135 or at 6 17—552—4214 . Students can alsoe—mail the 5th Year Team at [email protected] and learn more at www.

Financial AidFor a full description ofUniversity financial aid loan programs ,

refer to the University Policies and Procedures and the Lynch Schoolwebsite and select Admissions . Financialaid opportunities occur in several forms , including grants , scholarships , ass is tantships , fellowships , loans , and work—study. Some of theseresources can be obtained directly from Boston College . Others maybe obtained through outside sources such as local civic organizations ,religious organizations , educational foundations , banks , and Federallow—interest loan programs .

Please note that the University’s Financial Aid Office adm inisters only Federal loan programs , which include D irect S tafford loans ,Perkins loans , and work—study. Ifyou are applying for any of these loanprograms through Boston College, consult the Univers ity Policies andProcedures .While most universities primarily fund doctoral students , there

is a substantial amount of aid available to master’s students at BostonCollege in the form of special program scholarships , administrative ass istantships , paid internships , grant—funded opportunities , andscholarships for students from historically underrepresented groups .A number of the scholarships , l isted below, are intended to supportstudents who are preparing to work with low income children, youth,and families in urban communities . Applicants will be considered forthese scholarships at the time of admission . No additional applicationis required .

Listing ofNamed Schola rships: Academic Year2016—2017Steven M . and Tammy J . Barry Scholarship FundSupports graduate students with financial need enrolled in Lynch

School, with preference for students focusing on learning amongmulti—disabled children . Two students: one new, one continuing

Bradley Endowed Graduate ScholarshipSupports fifth year master ’s students pursuing specialization in

moderate special needs education . Preference given to students seekingexperience in urban schools with first preference given to those seekingto work in BPS. Three students— 21 credits.

EDUCATIONBristing Urban Scholar FundSupports fifth year masters students pursuing specialization in

moderate special needs education . Preference given to students seekingexperience in urban schools with first preference given to those seekingto work in BPS. F ive students 3—6 credits.

Herman J . D reyer S cholarship Fund ScholarshipAss istance for graduate students enrolled in Lynch School

with financial need who have demonstrated academic excellence .Two students: one new, one continuing— 12 credits.

Barbara Benz Duvnjak and Karlo Duvnjak Scholarship FundSupport graduate students with financial need who have demon

strated academic excellence . One student— 12 credits.

Mary Jan e Flaherty and Willi am Masella Scholarship FundSupport to graduate students with financial need enrolled in the

Lynch School with a preference for students from New Jersey or NewYork. One student— 6 credits.

Fruscione Foundation Scholarship Fund in Coun selingP sychologySupport graduate student in the school counseling program . The

fellowship will be awarded to graduates who will work for at least threeyears in an inner—ci ty school following completion of their degree .One student— 12 credits.

William Ran dolph Hearst Endowed FundSupport students in teacher education programs . Preference is for

students who intend to reside permanently in the U .S. upon completing their studies . One student— 6 credits.

Kaneb— Catholic Educator ScholarshipSupport students working in Catholic Schools (teachers/adm inis

trators) . One student— 12 credits.

William F . Keough Memorial Fellowship FundProvide scholarship assis tance for both undergraduate and

graduate students pursuing studies in international education .

One student— 6—9 credits.

William and Mary Lam Family Endowed Graduate ScholarshipSupport for Lynch School students of Chinese origin . It is the

donors ’ wish that recip ients of the Lam Scholarship return to theirhome to work in the education field for one year following graduation .

One student— 15 credits stipend $ 13,000.

Christine Martin Memorial Scholarship FundSupport a Lynch School fifth year student during their master’s

program . The award is a tuition scholarship . Preference is given tostudents engaged in volunteer service, especially serving children withdisab ilities . One student— 9—12 credits.

Brenda and Robert Martin Scholarship FundSupport Lynch School graduate student who is focusing on the

education of students with learning differences . One student— 6 credits.

Sherman Fam ily ScholarshipProvides financial support to qualified students pursuing graduate

degrees through the Department of Counseling, Developmental andEducational Psychology. One student— 9 credits.

Frances D . Stiglin Scholarship Fund IncomeP rovide scholarship ass istance for qualified Lynch School

graduate students with preference to those studying special needs .One student— 9 credits.

Listing of Gradua te StudentAwards : Academic Year2016—2017Mary T. Kinnane Award for Excellence in Higher EducationGiven annually to master ’s or doctoral degree students in Higher

Education . The award, named for Professor Kinnane, is given for bothacademic excellence and the embodiment of the Jesuit ideal of serviceto O thers .Christine Martin ’

96 Memorial AwardGift of Robert J . Martin ’

66, Martha Tilley Martin ’

66, andBradley C . Martin in memory ofChristine Martin ’

96 . Presented to anincoming graduate student who has demonstrated creativity, patience,and curiosity in developing special relationships with children withdisab il ities while engaged in volunteer service ; a person who has shownleadership through quiet competence, organizations skills , and enthusiasm inspiring others .Bern ard A. Stotsky/Thomas H . Browne P rizeAwarded to a student who has demonstrated excellence in the area

of special education at the graduate level .Donald J . White Teaching Excellence AwardThe Donald J . White Teaching Excellence Awards program was

established to provide further stimulus toward teaching excellence bygraduate Teaching Fellows and Teaching Ass istants . Each of the winners will receive a cash award and letter of congratulations from theProvost and Dean of Faculties .Campus School Studen ts and Famil ies AwardPresented to a Severe Special Needs graduate student who has

distinguished her or himself by dedication to the Severe Special Needspopulation and presented in honor ofall those who dedicate themselvesto our children at the Campus School with our appreciation , admiration and validation .

Serena B . Strieby AwardPresented to a talented graduate student in the field ofCounseling

Psychology.

The (Mary) Kim Fries AwardAwarded to a Curriculum 85 Instruction doctoral student who

exh ib its academic achievement, belief in social j ustice education , andenduring commitment to community.

Kelsey A. Rennebohm Memorial FellowshipThe Center for Human Rights and International Justice at Boston

College established the KelseyA. Rennebohm Memorial Fellowship in2013. The Fellowship will be awarded each summer in her memory toa Boston College student, undergraduate or graduate, who proposedresearch or activist scholarship is at the interface ofpsychology, mentalhealth, gender, social justice, and human rights . The recipient willsubsequently give a presentation about his or her work at the universityupon return .

Urban Education FundingDonovan Urban Teaching Scholars P rogramUp to thirty students , dedicated to urban teaching, are select

ed to enter the Charles F . Donovan, S.J . Urban Teaching ScholarsProgram . This one—year intensive cohort program prepares studentsfor the challenges and issues involved in urban education . S tudents aresupported with a tuition scholarship covering at least half of the cost oftheir program ofstudy. Additional materials are required for admissionto the Donovan Program . Details on the Donovan Urban TeachingScholarship can be found on the Lynch School website .


Urban Catholic Teacher Corps (UCTC)Each year, six students are admitted to UCTC, a two—year

program in Curriculum 85 Instruction, that offers new teachers anopportunity to gain experience in inner city Catholic schools . Theprogram offers full tuition coverage, in addition to a stipend and otherbenefits . There are a separate application and additional requirementsfor UCTC . Please note that the application deadline is also earlier thanthe normal deadline for teacher education programs .Sharp Urban Teaching Scholarship

The Peter Jay Sharp Foundation has given the Lynch School agenerous endowment to provide financial support to 10highly talented graduate students per year who are from underrepresented groupscommitted to teaching in urban schools . The scholarship is comprisedof a S tipend . One—half of the stipend is an outright grant andthe remaining is a forgivable loan . One—quarter of the loanamount will be forgiven upon completion of the master ’s degree andthe remaining three—quarters is forgiven, up to the full amount, for eachyear spent teaching in an urban school . Applications are considered bynomination of the faculty at the time of admission .

Licensure and Program AccreditationMany of the teacher education and administration programs

offered by the Lynch School have been designed to comply with currentstandards leading to initial and professional licensure for educatorsin the Commonwealth of Massachusetts . Through the University’saccreditation by the Interstate Certification Compact (ICC) a programof study preparing for educator licensure in Massachusetts will alsoprovide graduates , through reciprocity, with facilitated opportunitiesfor licensure in most Other states . Licensure is granted by the state, andrequirements for licensure are subj ect to change by the state . S tudentsseeking licensure in Massachusetts must pass the Massachusetts Testsfor Educator Licensure (MTEL) . Especially in the case of out—of—statestudents , it is the responsibility of the student to plan a program thatwill lead to licensure in a given state . Staff in the Office of PracticumExperiences and Teacher Induction (Campion 103, 617—552—4206) canhelp with most teacher and administrator licensure questions . Mentalhealth and school counselor licensure questions should be addressedto the Office of Graduate Admission, Financial Aid, and StudentServices at 6 17—552—4214 . The teacher education programs at BostonCollege are accredited by both the Commonwealth ofMassachusettsDepartment ofElementary 85 Secondary Education (ESE) and nationally by the Teacher Education Accreditation Council (TEAC) .

The doctoral program in Counseling Psychology is fully accredited by the American Psychological Association . The 60—credit M.A.

in Mental Health Counseling fulfills the educational requirements forlicensure as a mental health counselor in Massachusetts , and the M.A.

in School Counseling meets the educational requirements for licensurein school counseling in Massachusetts . S tudents seeking school counseling licensure in Massachusetts must pass the Massachusetts Testsfor Educator Licensure (MTEL) . Students are encouraged to checkthe requirements for the states in which they eventually hope to obtainlicensure .

The School Counseling sequence is designed to meet the professional standards recommended by the Interstate Certification Compact(ICC) , Massachusetts Department of Education . This sequence isdesigned to meet the educational requirements for licensure as a schoolcounselor in the state of Massachusetts . Licensure is granted by the


EDUCATIONstate Department ofEducation and requirements are subject to changeby the state . Students seeking licensure in Massachusetts must pass theMassachusetts Tests for Educator Licensure .

The 60 credit-hour Mental Health Counselor sequence of studyreflects the professional standards recommended by the AmericanCounseling Association and the Massachusetts Board ofAllied MentalHealth and Human Services Professionals . This sequence is designed tomeet the pre—master ’s educational requirements for licensing as a MentalHealth Counselor in the state ofMassachusetts . Licensing is granted bythe Massachusetts Board ofAllied Mental Health and Human ServiceProfessionals and the requirements are subject to change by the state .Students , for allprograms , should check the requirements in other stateswhere they may choose to live and work.

International and Special Practicum Placement

Program for Graduate StudiesTheLynch School ’s International and SpecialPracticum Placement

Program offers graduate students in the Teacher Education programsclassroom opportunities in a variety of foreign countries for full—practicum experiences upon successful completion of the pre—practicumand all prerequisite work. International settings include class rooms insuch countries as I reland, England, France, Italy, and Spain, subject tocurrent student visa regulations in each country. Placements are alsoavailable in San Juan, Puerto Rico, where a visa is not required . In allcases , housing accommodations are the responsib ility of the student .For information regarding programs and requirements , contact theD irector, Practicum Experiences and Teacher Induction, Campion103, Lynch School ofEducation , Boston College, 140CommonwealthAve. , Chestnut Hill, MA, 02467—3804 or 6 17—552—4206 .

Degree Program sThrough its various graduate programs , the Lynch School

offers the M.Ed . , M.A . , Ph.D . , and Ed .D . degrees .The Lynch School also offers program s leading to a Certificate ofAdvanced Educational Specialization Graduate programsserve a dual purpose :0 Research : Preparing students in research-based knowledge oftheir profession with specialized competence in the evaluationof educational and psychological innovations , and in bas ic andapplied quantitative and qualitative research methodologies .Practice : Preparing students to apply knowledge in appropriateareas of specialization to practice in both academic and nonacademic settings .

DoctoralDegree P rogramsGeneral Requiremen ts for the Degree ofDoctor of Philosophy

The Ph.D . is granted for distinction attained in a special field ofconcentration and demonstrated ability to modify or enlarge a significant subj ect in a dissertation based upon original research . Doctoralstudies are supervised by the student ’s advisor, department chairperson,and theAssociate Dean ofS tudents . The Ph.D . is granted in the LynchSchool in the following areas :Curriculum and InstructionHigher EducationCounseling PsychologyApplied Developmental and Educational PsychologyEducational Research, Measurement, and Evaluation

Department ofTeacher Education /Special Educationand Curriculum and Instruction

The Department of Teacher Education/Special Education andCurriculum and Instruction prepare educational leaders for instructionaland administrative roles in public and private schools , in institutions ofhigher education, and in related organizations . The intent is to providea blend of scholarship , disciplined inquiry, and professional experiencesthat will develop the sound understanding, practical skills , ethical values ,and social responsibilities that are required of competent educators .Student programs are individualized under the guidance ofa faculty

advisor, with special consideration given to each student ’s career goalsand licensure requirements . The list of specific courses required for eachprogram is available on the Lynch School website under Programs ofStudy.

Areas of ConcentrationPrograms and courses in Teacher Education are designed to

prepare educators in the areas of elementary and secondary teaching,early childhood education , special education, and reading. In addition, master ’s and doctoral programs are available in Curriculum andInstruction . Teacher preparation programs are designed for individualsinterested in working in elementary and secondary schools , both publicand private, as well as early childhood and special needs programs andfacilities . The Lynch School prepares outstanding teachers in both theoretical and practical dimens ions of instruction . The doctoral programin Curriculum and Instruction prepares students for college and university teaching, research positions , and/or school leadership positions .Master’s candidates can include the Teaching English Language

Learners (TELL) or the Teaching Dual Language Learners (TDLL)Certificate in their program of studies . TELL prepares educatorsto teach bilingual learners in English—only classrooms , while TDLLprepares educators to work with bilingual learners in Dual-Languageclassrooms . Both certificates require students to complete EDUC7621Bilingualism , Second Language and Literacy Development, andEDUC3346 Teaching Bilingual Students , as well as require students towork with English language learners in English—only orDual-Languageclassrooms , respectively. The TDLL certificate is designed for studentsin an Elementary Teaching program .

LicensureEndorsement of candidates for initial Massachusetts teaching

licensure is a collaborative effort between the student ’s Lynch Schoolsupervisor and cooperating teacher. The Lynch School offers graduateprograms designed to prepare students for teaching licensure at themaster ’s and levels . A student seeking licensure must beadmitted as a degree candidate . Programs are approved by the InterstateCertification Compact (ICC) , allowing students eas ier access to licensure outside Massachusetts .

The following are licenses available from the state department ofMassachusetts through completion of a Lynch School program :Early Childhood TeacherElementary TeacherTeacher ofEnglish, Mathematics , History, Physics , Chemistry,Biology, and Earth ScienceSpecialis t Teacher ofReadingSpecialis t Teacher of S tudents with Moderate Special Needs (preK—8 , 5—12)


EDUCATIONSpecialist Teacher of S tudents with Severe Special Needs (preK—12)Note : Students who plan to seek licensure in states Other than

Massachusetts should check the licensure requirements in thosestates . Students seeking licensure in Massachusetts must pass theMassachusetts Tests for Educator Licensure (MTEL) .P racticum Experiences

Practicum experiences are an essential part of the curriculum inlicensure programs and should be planned with the respective facultyadvisor early in the student ’s program . Practicum experiences forlicensure in Teacher Education are offered at the Initial Licensure levelfor Massachusetts . Students seeking licensure in Massachusetts alsomust pass the Massachusetts Tests for Educator Licensure (MTEL) .

All field experiences for students enrolled in Lynch School degreeprograms are arranged through the Office of Practicum Experiencesand Teacher Induction (Campion The D irector of PracticumExperiences and Teacher Induction must approve all students for thepracticum . Applications for all placements must be made during thesemester preceding the one in which it will occur. Application deadlines for full practica are March 15 for fall ass ignments and October 15for spring assignments . Application deadlines for pre—practica are May1 for fall placements and December 1 for spring placements .

The following are prerequisites for students who are applying forpractica and clinical experiences :0 GPA ofB or better or above)Satisfactory completion of required pre—practica or waiver fromthe D irector of the Office of Practicum Experiences and TeacherInductionCompletion of 80percent of the course work related to requiredEducation courses , including methods courses in the contentarea and courses required for initial l icensureApplication in the Office ofPracticum Experiences and TeacherInductionA full practicum is characterized by the five professional standards

as required by the Massachusetts Department of Education . S tudentteachers must demonstrate competence in these five standards duringtheir practicum experience : plans curriculum and instruction , deliverseffective instruction , manages classroom climate and operation, promotes equity, and meets professional responsib ilities .If, for any reason, a student is unable to complete the full practi

cum , an extended practicum (additional t ime in the field) will berequired by arrangement of the D irector ofPracticum Experiences andTeacher Induction .

Placement s ites for local field experiences are in Boston andneighboring areas . S tudents are responsible for providing their owntransportation to and from these schools . Transportation to schoolsoften requires that the student have a car, however some schools areaccessible by public transportation . Carpooling is encouraged .

P rograms in Teacher Education/SpecialEducation and

Curriculum and InstructionMaster ofEducation in Early Childhood Teaching

The master ’s degree program in Early Childhood educationfocuses on developmentally appropriate practices and critical thinking skills . This program is appropriate for students who wish to beprepared to teach children who are typically developing as well aschildren with moderate disab ilities in a general education, pre-K—2

EDUCATIONclassroom . S tudents can enter the program without teaching licensure .The prerequisite for either program is a college degree with an Artsand Sciences major or equivalent . Students who have majored in otherareas , such as bus iness or engineering, should consult the Office ofGraduate Admission, FinancialAid and Student Services .Master ofEducation in Elemen tary Teaching

The Elementary Teaching program leads to licensure in grades1—6 . The program Stresses a humanistic approach to teaching that isboth developmentally appropriate and intellectually challenging . Itprepares the teacher to work with the diverse range of children by providing the teacher with knowledge about instructional practices , alongwith perspectives on children, schools , and society.

The prerequisite for the program is a bachelor’s degree withan Arts and Sciences or interdisciplinary major or equivalent . TheProgram of Studies for the program includes foundations and professional courses , and practicum experiences . Courses of study arecarefully planned with the faculty advisor to ensure that both degreerequirements and licensure requirements are fulfilled .

For the applicants seeking a master’s in Elementary Education ,undergraduate transcripts will be audited for mathematics courses . Itis expected that applicants have completed a two 3—credit mathematicscourse equivalent in Arts and Sciences . If applicants do not fulfill thisrequirement, they will be advised to take the needed courses .Master ’ s P rogram s and in SecondaryTeachingStudents in secondary education can pursue either a Master

of Education a Master ofArts in Teaching or aMaster of Science in Teaching These degree programs leadto (8—12) licensure in one of the following disciplines : English, history,biology, chemistry, geology, physics , and mathematics . The prerequis ite for the program is a bachelor ’s degree with a liberal arts maj or inthe field of desired licensure or an equivalent . S tudents who do nothave the prerequis ite courses must take discipline area courses beforebeing admitted into a degree program . All prerequisite courses must betaken before taking the practicum . Check with the Office ofGraduateAdmiss ion, Financial Aid, and Student Services (6 17—552—4214) if youhave questions .In addition to required courses in the field of education, second

ary education master ’s degrees require a number of courses taken at thegraduate level in the Arts and Sciences department of specialization .

M.Ed. students take a minimum of two graduate courses , andM.S.T. students take five graduate courses in their disciplinary area .Courses of study are carefully planned with a faculty advisor. All of themaster ’s programs leading to licensure in secondary education includepracticum experiences in addition to course work.

applicants file only one application to the Lynch School . The Office ofGraduate Admissions , FinancialAid, and Student Services coordinatesthe admissions process with the Graduate S chool ofArts and Sciencesfaculty. All Lynch School admissions requests should be addressed toBoston College, The Office ofGraduateAdmission, FinancialAid, andStudent Services , Lynch School ofEducation, Campion HallCommonwealth Ave Chestnut Hill, Massachusetts 02467—38 13,

telephone 6 17—552—4214 , or e—mail [email protected].

Master ofEducation in Reading/Literacy TeachingThe graduate reading program consists of a series of courses and

related practicum experiences designed to help classroom teachersand resource room specialists increase knowledge and skill as teachers

of l iteracy. The program is des igned to enable candidates to meetMassachusetts l icensure standards for teacher of reading . The programconforms to the guidelines of the International Reading Association .

The Program of Studies cons is ts of foundation courses , courses inlanguage and literacy, and practica experiences as a teacher of reading.

A class room teaching certificate is normally required for admission intothe program . Students should carefully plan programs in consultationwith the program advisor to see that degree and licensure requirementsare met .Master ofEducation in Curriculum and In struction

The master ’s degree program in Curriculum and Instructioncons is ts of a planned program with a minimum of 30graduate credithours . Four courses in Curriculum and Instruction are required .

Programs ofstudy are planned in consultation with a faculty advisor tomeet each candidate ’s career goals and needs .

This degree program does not lead to licensure, nor are studentsin this program eligible to apply for supervised practicum experiences .Master ofEducation in Special EducationMaster of Education in Special Education : Teacher of

Studen ts with Moderate Special Needs, Grades Pre—K—8 and Grades5—12

This program prepares teachers to work with students with mildto moderate disab ilities such as : specific learning disab il ities , emotionaland behavioral disorders , and mild developmental disab il ities . Thisprogram , however, is based on a non—categorical model focused on

educational need rather than category of disabling condition . S tudentsgain practical experience in inclusive schools . The ultimate goal is thepreparation of teachers to function effectively in collaboration withregular educators , parents , and other professionals in creating successfulexperiences for all s tudents . Applicants who have completed a regulareducation preparation program can enter directly into the program .

Applicants with no previous regular education preparation programmust apply for both regular and special education programs . For thisreason, students become licensed in regular and special education .

Financial aid is available in the form of paid internship experiences inlocal school systems and in some private schools .Master of Education in Special Education : Teacher of

Studen ts with Severe Special Needs, Pre—K—12This program prepares students to work in schools and commu

nity environments with students with intellectual disab ilities or othersevere disab il ities , preschool through older adolescence, in a variety ofeducational settings and leads to a Massachusetts l icensure in Severe/Intens ive Special Needs . Students may be enrolled on a full or parttime bas is . The program emphas izes urban schools , inclusive education , collaborative teaching, disab ility policy, and family partnerships .For those students employed in approved Intensive Special Needs

programs , practicum requirements are individualized and may be completed within the work setting. The program of studies expands on andbuilds upon a prerequisite education foundation through the development of competencies that are research and field-based and consistentwith the highest professional standards of the field .

Teaching English Language Learners (TELL) Certificate P rogramFor Candidates in a Licen sure P rogramAll students who successfully complete a teacher licensure pro

gram in LSOE will earn the required Massachusetts Sheltered EnglishImmersion (SEI) Endorsement . This SEI endorsement meets stateregulations for working with English language learners (ELLs) as a


core academic teacher in Massachusetts . In addition, however, LSOEoffers the option of the Teaching English Language Learners (TELL)Certificate Program, a deeper and more extensive preparation forworking with ELLs . For candidates in a licensure program this entailsadding one course : EDUC7621 B ilingualism , Second Language andLiteracy Development for graduates . All TELL certificate programparticipants are strongly encouraged to work with ELLs in their fullpracticum sites .

For Can didates in a Non-Licen sure P rogramS tudents who are not enrolled in a teaching licensure program

may also complete the TELL certificate program . These studentscomplete EDUC7621 Bilingualism, Second Language and LiteracyDevelopment as well as EDUC3346 Teaching B ilingual Students andare required to work with English language learners in an instructional setting. The TELL certificate program for students who arenot enrolled in a licensure program is ideal for candidates seekingto work with English language learners abroad or in contexts in theUnited States where Massachusetts SEI Teacher Endorsement isnot required . For more information please contact Dr. Maria Brisk,[email protected], Dr. Mariela Paez, [email protected] orDr. Anne Homza,

Teaching Dual Language Learners (TDLL) Certificate P rogramThe TDLL Certificate Program is designed for students who

would like to work in dual—language classrooms . Students will completetheir practicum placements in dual—language classrooms and ass ignments in EDUC7621 Bilingualism, Second Language and LiteracyDevelopment will be geared toward understanding and mastering thecomplexities of dual—language education . For more information pleasecontact Dr. Patrick Proctor at [email protected] .

Donovan Urban Teaching Scholars P rogramThe Donovan Urban Teaching Scholars program is open to

master ’s students specifically interested in urban teaching . To qualify for the program , students must be accepted into one of theMaster of Education licensure programs in teaching listed above . AllDonovan Scholars must complete a teacher education program in EarlyChildhood, Elementary, Secondary, Reading, Moderate SpecialNeeds ,or Severe Special Needs Teaching. A cohort of 30 students is selectedeach year from students applying to an M.Ed. teacher licensure program and financially supported from the Donovan Scholars program ,

which carries a half—tuition scholarship .

Certificate ofAdvan ced Educational SpecializationThe course of study is designed for currently licensed

educators who already have a master ’s degree and seek a higher levelof specialization in Curriculum and Instruction . For further information on the program in Curriculum and Instruction , contactBoston College, The Office ofGraduateAdmission, FinancialAid, andStudent Services , Lynch School ofEducation, Campion HallCommonwealth Ave Chestnut Hill, Massachusetts 02467—38 13, telephone 6 17—552—4214 , or e

—mail [email protected] .

Doctoral P rogram in Curriculum and In structionThe doctoral program in Curriculum and Instruction is for peo

ple who hold, or plan to assume, leadership positions in curriculum ,

instruction, and teacher education in schools , school systems , or otherrelated instructional environments . It is also designed for candidateswho are preparing for a career in curriculum and instruction or teachereducation at the college, university, or staff development level .


EDUCATIONCourses and related program experiences are designed to develop

scholarly methods of inquiry in teaching, teacher education, curric

ulum development and evaluation, and profess ional development .There is a complementary emphasis on des igning and researchingeffective instruction . Students who plan to work in school settingsmay pursue programs that will help them develop expertise in severalareas of instruction such as mathematics , literacy, technology, science,history, or combinations thereof. S tudents who plan to work at thepost—secondary level may pursue specialties in curriculum or teacherpreparation in a specific subj ect area .

The program of studies requires a research core that will fam iliarize students with quantitative and qualitative research methodologyand develop the candidate ’s expertise for analyzing and conductingresearch . Also required are advanced—level core courses in curriculumand teaching theory, research, and practice . Programs of studies arecarefully planned on an individual bas is to help candidates meet theirgoals related to scholarship , professional, and career paths . Throughouttheir doctoral programs , candidates work closely with faculty inresearch and teaching activities related to one of four areas of specialization : Language, Literacy, and Culture ; Critical Perspectives onSchooling: Race, Class , Gender, D isab ilities ; Leadership , Policy, andEducational Change; Math, Science, and Technology.

Department ofEducational Leadership and Higher

EducationTheDepartment ofEducational Leadership and Higher Education

prepares educational leaders for institutions involved in the educationofyouth and adults from preschool through university and continuingeducation levels . The department is committed to preparing leaderswho proactively bring foundational perspectives from sociology, psychology, history, and philosophy, as well as social justice and publicpolicy concerns to their analysis and articulation of educational issues .Course work, coupled with field-based learning experiences attempt todevelop reflective practitioners who integrate theory with practice intheir professional agenda.

The list of specific courses required for each program is availableon the Lynch School website under Programs of S tudy.

P rograms in Educational LeadershipMaster ofEducation in Educational Administ rationEducators with limited or no experience as administrators and

those preparing for various administrative pos itions in public or private elementary, middle, or secondary schools can participate in themaster ’s program in educational leadership . Most students admittedto the master ’s program have teaching experience but little or no priorgraduate study in educational leadership . To be licensed, one musthave at leas t three years of teaching experience .

At the conclus ion of their program of studies , S tudents sit for aone—hour oral or written comprehensive examination . The comprehensive examination is based on their course work, related programexperiences , and their practicum experience .Certificate ofAdvan ced Educational Specialization Degree P rogram

The course of study is des igned for currently practicingeducators who already have a master ’s degree and who do not planto pursue a doctoral degree but seek a higher level of specializationor professional licensure in a particular field . For further informationon the program in Educational Leadership , contact Boston

school in their second semester to meet pre—practicum requirements .The second year of the program consists of a full—year, 600 hourpracticum placement and the completion of remaining academicrequirements . Students may select the elementary/middle school track(grades pre—K—9) or the m iddle/high school track (grades 5 The

track must be selected early in course work since the student mustfollow prescribed curriculum standards .Men tal Health Coun selingStudents enrolling in the Mental Health Counseling sequence

can take a 60—credit or 48—credit track. The 60—credit track fulfils thecourse requirements for licensure in the state ofMassachusetts , whilethe 48—credit track does not . The first year of the program is devotedprimarily to course work. Students in the Mental Health Counselorsequence are then expected to take one required course during theSummer Session . They may also take additional elective courses duringthe Summer Session if they wish to reduce their course load during thesecond year in the program . The second year of the program includesa full—year, 600 hour internship placement and the completion of

remaining academic requirements .Within the Mental Health Counseling sequence, students may

focus more intens ively on children or adolescents by selecting electivesthat emphas ize these populations .Doctoral Program in Counseling P sychology (APA accredited)

The doctoral program in Counseling Psychology, throughadvanced course work and supervised internships , builds on priorgraduate training and professional experience . Using a developmentalframework and a scientist—practitioner model of training, the programhelps students acquire the following competencies : ability to comprehend and critically analyze current literature in the field ; understandingofmajor theoretical frameworks for counseling, personality, and careerdevelopment; skills to combine research and scientific inquiry; knowledge and practice of a variety of assessment techniques ; respect for andknowledge of diverse client populations ; ability to provide supervision ,consultation, and outreach ; commitment to the ethical and legal standards of the profession including sens itivity to individual, gender, andcultural differences ; and, demonstrated competencies with a variety ofindividual and group counseling approaches in supervised internships .

The doctoral program in Counseling Psychology accepts applications from applicants with a master’s degree prior to applying as

well as from applicants who wish to pursue their doctoral educationdirectly after their undergraduate education (D irect Admit) . The doctoral program in Counseling Psychology is accredited by theAmerican Psychological Association (Office of Program ConsultationandAccreditation, 750First S treet, NE,Washington, DC 20002; 202336—5979) and is des igned to qualify candidates for membership in thatorganization and D ivis ion 17 (Counseling Psychology) . The programis des igned to provide many of the profess ional pre—doctoral educational requirements for licensure as a Psychologist in the CommonwealthofMassachusetts and for inclusion in the National Register ofHealthCare Providers . Licensure requirements in Massachusetts include anadditional year ofpost—doctoral supervised experience .

The entering doctoral student who has not completed all of theeducational prerequisites for the M.A. in Counseling must completethem during the initial year of enrollment in the doctoral program .

Decis ions regarding this aspect of the student ’s course work will bebased on a review of the student ’s background by the ass igned advisorand the director of doctoral train ing.


EDUCATIONOnce admitted, doctoral students are required to complete cours

es in each of the following broad areas that fulfill the basic professionaltraining standards : scientific and profess ional ethics and standards ,research design and methodology, statistical methods , psychologicalmeasurement, histo ry and systems of psychology, biological bases ofbehavior, cognitive—affective bases ofbehavior, social bases of behavior,individual differences , and profess ional specialization .

The Ph.D . in Counseling Psychology requires five years of fulltime academic study, doctoral comprehensives , and advanced practica,including a year of full—t ime internship and successful defense of adissertation . Other departmental requirements for the Ph.D . are discussed above .P rograms in Applied Developmental and EducationalP sychology

The theoret ical o rientat ion of the programs in AppliedDevelopmental and Educational Psychology is development and learning in sociocultural context . The programs are designed to developexpertise in integrating theory, research, and application to the development of children , adolescents , and adults .

Two degrees are offered : the master ’s degree in AppliedDevelopmental and Educational Psychology and the doctoral degree inApplied Developmental and Educational Psychology.

The doctoral program inApplied Developmental and EducationalPsychology accepts applications from applicants with a baccalaureate ormaster’s degree in psychology or a related field . Most applicants havesome research experience as well as practice/education experience inthe field .

Master’ s P rogram s in Appl ied Developmen tal andEducational P sychology

TheM.A. degree focuses on the unique characteris tics , crises , anddevelopmental tasks of people at specific periods in their lives , including the social, affective, biological, and cognitive factors that affectdevelopment . The program is designed for those pursuing knowledgeof theory and research in the area of life span development, and forthose practitioners (counselors , nurses , personnel specialists , teachers ,socialworkers) seeking a greater understanding of the populations theyserve . The M.A. degree does not lead to licensure . Those possessing adegree in this option are employed in a number of developmentallyoriented settings , residential care centers , prisons and correctioncenters , children ’s museums and parks , adult and industrial educationalfacil ities , personnel departments , governmental offices , and hospitals) .Graduates also serve as educational instructors and/or consultants inthese settings .

A listing of specific course requirements may be obtained from theOffice of Graduate Admissions , Financial Aid, and Student Services ,Campion 135 . The program is designed to give maximum flexib ilityto suit individual needs . Beyond the core requirements , students workwith their academic advisor to select an additional set of courses thatbest fulfills their career goals and areas of interest . Through thesecourses students can elect to complete Certificates or Specializations ,which can be found onlineacademics/Graduate/Graduate.html)Doctoral P rogram in Appl ied Developmen tal andEducational P sychology

The doctoral program inApplied Developmental and EducationalPsychology educates both researchers and practitioners . Throughresearch and practice, the faculty seeks to employ developmental

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EDUCATIONtheory and research to inform policy and improve practice in educational, community, and policy settings . The primary focus of the programis development and learning in sociocultural context, with attentionto diversity in gender, race, class , ethnici ty, and physical and mentalchallenges . Individual development is examined in relation to socialfactors and the interaction of biological, environmental, and socialstructural factors . Educational, human service and social j ustice applications are emphas ized, and work with diverse populations in a rangeof settings is a maj or focus .

The faculty brings five areas of specialization to these centralthemes : a focus on individual differences in development, includingsocial competencies , behavior problems , and core language, mathemat

ics , and critical thinking skills ; a focus on interpersonal processes suchas parenting and peer relations ; assessment of proximal contexts suchas fam il ies , schools , and communities ; attention to cultural and socialstructural forces including racism, ethnic discrimination , poverty, andabuses ofpolitical power; and finally, translation of research into pract ice and social policy.

The range of careers available to Applied Developmental andEducational Psychology graduates with a Ph.D . includes universityteaching, research, advocacy, consultation, and positions in business ,governmental agencies , and human service organizations .

The program guidelines promote active engagement in researchwith faculty mentors for all students throughout their doctoral program . In addition to this mentored training, the curriculum requiresthat students take core courses in ( 1) social, affective, and cognitivedevelopment and the contexts of development ; (2) qualitative andquantitative research methods and statistics ; (3) professional development and teaching preparation ; and, (4) application to practice andpolicy. In addition, students develop expertise in targeted areas ofpsychology through selected elective courses and through their researchand practice experiences . Finally, students with a particular interest inhuman rights and social justice can obtain a Certificate through theBC-based Center for Human Rights and International Justice .Department ofEducational Research,Measurement,

and Evaluation

Studies in Educational Research, Measurement, and Evaluationare designed to prepare researchers with specialized competence intesting, assessment, applied statis tics , the evaluation of educationalprograms , and in research methodology for the social sciences andhuman services .Master of Education in Educational Research,Measuremen t, and Evaluation

The Educational Research, Measurement, and Evaluation(ERME) program at the Lynch School combines the study of researchdesign, statistical methods , and testing and assessment with a researchfocus on major contemporary education policy issues . The programis designed to prepare students for research and academic careers ineducation, social sciences and human services .

The master’s program prepares graduate students with fundamental skills in testing, assessment, the evaluation of educationalinnovations , and in quantitative and qualitative social science researchmethods . A minimum of30 credit hours and satisfactory performanceon a comprehensive exam ination are required for the M.Ed. degree .

Master ofScience inAppl ied Statistics and PsychometricsThe Educational Research, Measurement, and Evaluation

(ERME) program at the Lynch School combines the study of research

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design , statistical methods , and testing and assessment with a researchfocus on major contemporary education policy issues . The programis designed to prepare students for research and academic careers ineducation , social sciences and human services .

The ERME Master ’s of Science is a specialization in quantitativemethods . This program meets the increas ingly higher expectationsof applied research organizations education, psychology, socialwork, health) and funding agencies , the Institute for EducationSciences and the National S cience Foundation) , for masters—levelspecialis ts trained in quantitative designs , statistical procedures , andmeasurement methodology applicable to a wide variety of projects . Aminimum of 30 credit hours and satisfactory performance on a comprehens ive exam ination are required for the MS . degree .Doctoral P rogram in Educational Research, Measuremen t,and Evaluation

This program prepares researchers with specialized competence intesting, assessment, the evaluation of educational innovations , and inquantitative and qualitative social science research methodology.

A student without a master’s degree may apply directly to the doctoral program in Educational Research, Measurement, and Evaluation .

However, note that this D irect Admit option is appropriate only whenthe applicant has demonstrated exceptional academic achievement andhas acquired relevant research experience .Emphasis is on the application of research design and statistical

methods in making measurements and drawing inferences about educational and social science problems , with special attention given tomethods of testing, assessment, data collection , policy issues , and statistical analysis of data. S tudents are expected to develop an understanding ofmodern techniques of test construction and evaluation, design ofresearch and experiments , univariate and multivariate statistical analys isofdata, and psychometric theory. Train ing and experience are providedin the use of specialized computer software for statis tical analysis .S ince the important issues in these areas require more than techni

cal solutions , the program also attends to non—technical social, ethical,and legal issues . Care is taken to des ign programs of study and experience according to the individual student ’s needs , interests , and goals .S tudents choose an additional concentration in

Developmental and Educational Psychology, Educational Policy andmay

Reform , Curriculum and Instruction, Educational Leadership , or otherarea .Graduates of the program are qualified for academic positions in

university departments of education and social sciences . They also arequalified for research and testing specialist positions in universities ,foundations , local education agencies , state and regional educationalorganizations , and in research and development centers .Dual Degree Programs

The Lynch School offers five dual degree programs in collaboration with the Boston College Law School, the Carroll S chool ofManagement, and the School ofTheology and Ministry (STM) .DualDegree P rograms— Law and Education

The dual degree programs in law and education are designed forstudents interested in serving the combined legal and educational needsof students , families , and communities in our nation . They reflect theUniversity’s mission to promote social j ustice and to prepare men andwomen for service to O thers . The programs prepare students to meetthe needs of individuals who have traditionally not been well served by


the nation ’s schools . The programs are des igned to serve the needs ofpersons who wish to combine knowledge about education and appliedpsychology with legal knowledge and skills to better serve their clientsand constituencies . The programs offer an opportunity to further theUniversity’s goals in promoting interdisciplinary inquiry and integrating the work of service providers .S tudents admitted to the program may expect to receive both a

master ’s degree in Education (M.Ed. in Curriculum and Instruction orEducational Leadership or M.A . in Higher Education) and the JurisDoctor (J .D .) degrees in approximately three and a half years , or threeyears and two summers , rather than the four ormore years such degreeswould normally entail if taken separately. Students must matriculateand spend at least one semester of residence in the Lynch School .S tudents seeking to pursue the or dual

degree must file separate applications to, and be admitted by, boththeir intended Education program in the Lynch School and the BostonCollege Law School . Any student seeking licensure or human serviceslicensure must meet all of the requirements in the Lynch School forthat licensure . Students seeking licensure in Massachusetts must passthe Massachusetts Tests for Educator Licensure (MTEL) .

All Lynch School admiss ions requests should be addressed to :Boston College, The Office ofGraduateAdmission, FinancialAid, andStudent Services , Lynch School ofEducation, Campion HallCommonwealth Ave Chestnut Hill, Massachusetts 02467—38 13, telephone 6 17—552—4214 , or e—mail [email protected] . The BC Law Schoolaccepts applications from mid—September through March 1 for theclass entering in August . Contact them directly for further informationat Office ofAdmissions , BC Law School, 885 Centre Street, NewtonCentre, MA 02459 , 6 17 552—8550.

DualDegree P rogram— Higher Education and

Management (MA/M B .A.)This dual degree program will provide students in higher edu

cation with an opportunity for profess ional training in resource management. The program will prepare students to assumeleadership positions in such areas as financial management, resourceplanning, and technology management in major universities and policy—making institutions in post—secondary education .

Students admitted to the program may expect to receiveboth a master ’s degree in education (M.A. in Higher EducationAdministration) and the Master of Business Administrationdegrees in three academic years and two summers . S tudents seeking topursue the dual degree must file separate applications to ,and be admitted by, both the Higher Education program in the LynchSchool ofEducation and the Carroll S chool ofManagement .

All Lynch School admiss ions requests should be addressed toBoston College, The Office of Graduate Admission, Financial Aid,

and Student Services , Lynch School of Education , Campion HallCommonwealth Ave Chestnut Hill, Massachusetts 02467

38 13, telephone 6 17—552—4214 , or e—mail [email protected]. All M.B .A .

admissions requests should be addressed to the Office of GraduateAdmiss ions , Carroll S chool of Management, 140 CommonwealthAvenue, Chestnut Hill, MA 02467—38 13, 5 17—552—3920.

DualDegree P rogram— PastoralMinistry and

The dualM.A. in Pas toralMinistry/M.A. in Counseling Psychologyprogram was developed by the School ofTheology and Ministry and the


EDUCATIONLynch School. It is designed for individuals who wish to pursue graduatestudies that combine theories and practice in counseling and psychologywith studies in religion and exploration of the pastoral dimensions ofcaregiving.

It combines the core studies and faculty resources of the existingM.A. in Pas toralMinistry (Pas toralCare and Counseling Concentration) ,and the M.A. in Counseling Psychology (Mental Health Counselor) . Itprepares students to seek licensing as professional mental health counselors while also providing them with theoretical foundations for integratingpas toral ministry and counseling techniques . Students seeking to pursuethe dual program must file separate applications to, and beadmitted by, both the Lynch School master’s program in Counseling andthe School ofTheology and Ministry. Any student seeking mental healthlicensure or school counseling licensure must meet allofthe requirementsin the Lynch School for that licensure . Students seeking licensure inMassachusetts as school counselors must pas s the Massachusetts Tests forEducator Licensure (MTEL) .

All Lynch School admissions requests should be addressed to theOffice of Graduate Admissions, Financial Aid, and Student Services,Campion 135 , Lynch School, Boston College, Chestnut Hill,MA0246738 13, 617—552—4214 . AllPas toralMinistry admissions requests should beaddressed to the School ofTheology and Ministry, 140CommonwealthAvenue, Chestnut Hill,MA 02467—3921, 6 17—552-6506.

Interdisciplinary Certificate in Human Rights andInternationalj ustice

The Center for Human Rights and International Justice offers anInterdisciplinary Certificate in Human Rights and International Justiceto graduate students enrolled in affiliated academic departments in allof the university’s graduate schools . The Certificate requires the student to : ( 1) follow a curriculum within his or her graduate studies thatemphas izes human rights and international j ustice issues ; (2) widenhis or her interdisciplinary understanding of these issues by completing one or more courses designated by the Center in other academicdepartments ; (3) complete the Center ’s Interdisciplinary Seminar inHuman Rights ; and, (4) write a research paper under the Center ’sauspices or complete a practicum supervised by the Center . For moreinformation , vis itCertificate and Specializa tion P rograms

AllLynch School Certificate and Specialization Programs requestsshould be addressed to : Boston College, The Office of GraduateAdmission, Financial Aid, and Student Services , Lynch School ofEducation, Campion Hall Commonwealth Ave ChestnutHill, Massachusetts 02467—38 13, telephone 6 17—552—4214 , or e

—[email protected] .

Certificate in Child and Fam ily Men tal HealthThe Certificate in Child and Family Mental Health and Wellness

is designed for students who would like to broaden and deepen theirunderstanding of developmental psychology, and the mental healthand wellness of children, adolescents , and families . The courses included in this certificate foster an understanding of children and fam il iesfrom strengths-based, developmental—contextual framework.

Certificate in Positive Youth Developmen tThe Certificate in Pos itive Youth Development equips profession

als with an understanding of the theoretical, empirical and experientialbases of the Positive Youth Development (PYD ) model . PYD offersan applied perspective to frame applications (programs and policies)

Marilyn Cochran—Smith,john E. Cawthorne Professor; B .A. , CollegeofWooster; M.Ed . , Cleveland State University; Ph.D . , University ofPennsylvaniaRebekah Levine Coley, Professor; B .A. , Brandeis University; Ph.D . ,

University ofMichiganEric Dearing, Professor; BA , University ofColorado ; M.A. , Ph.D . ,

University ofNew HampshireAnderson J . Franklin , HonorableDavid S. Nelson Professional Chair;B .A. , Vi rginia Union University; MS , Howard Univers ity; Ph.D . ,

University ofOregonLisa Goodman , Professor; B .A . ,Wesleyan ; M.A. , Ph.D . , BostonUniversityAndrew Hargreaves, ThomasMore Brennan Professor; BA , Universityof Sheffield; Ph.D . , University ofLeedsP enny Hauser-Cram , Professor and Chairperson; B .S. , DenisonUniversity; M.A . , Tufts University; Ed.D . , Harvard UniversityJan et Helms , Augustus Long Professor; B .A. , Ed.M. , University ofMissouri ; Ph.D . , Iowa State UniversityMaureen E. Kenny, Professor; B .A. , Brown Univers ity; M.Ed . ,

Teachers College, Columbia University; Ph.D . , Univers ity ofPennsylvaniaJacqueline Lerner, Professor; B .A. , S t . John ’s University; MS , EasternMichigan Univers ity; Ph.D . , Pennsylvania S tate UniversityLarry Ludlow, Professor and Chairperson; B .A. , M.A. , California StateUniversity; Ph.D . , University ofChicagoM . Brin ton Lykes, Professor; B .A . , Hollins University; M.Div. ,

Harvard University; Ph.D . , Boston CollegeJam es R. Mahalik, Professor and AssociateDean; B .S. , M.A. , Ph.D . ,

University ofMarylandMichael Martin , Research Professor; BA , University College Cork;M.Sc. , Trinity College Dublin ; Ph.D . , University College DublinAna M . Martinez Aleman , Professor and Chairperson; B .A. , M.A. ,

S tate University ofNew York, Binghamton ; Ph.D . , University ofMassachusetts , AmherstIna Mullis, Professor; B .A. , Ph.D . , University ofColoradoJoseph M . O

’

Keefe, S.J . , Professor; B .A . , College of the Holy Cross ;M.A. , Fordham University; M.Div. , Weston School ofTheology; M.Ed. , Ed .D . , Harvard UniversityDian a C. Pullin , Professor; B .A. , Grinnell College ; M.A. , J .D . , Ph.D . ,

University of IowaMichael Russell, Professor; B .A. , Brown University; M.Ed. , Ph.D . ,

Boston CollegeDennis Shirley, Professor; BA , University ofVi rginia; M.A. , NewSchool for Social Research ; Ed .D . , Harvard UniversityMary E. Walsh, DanielE. Kearns Professor; B .A. , Catholic Univers ity;M.A. , Ph.D . , Clark UniversityS tan ton E .F . Wortham , Professor and Charles F . Donovan, S. Dean;

B .A. Swarthmore College; M.A. , Ph.D . University ofChicagoLill ie Albert, Associate Professor; B .A . , D illard University; M.A. ,

Xavier University; Ph.D . , University of Illino is at Urbana—ChampaignKaren Arnold , Associate Professor; B .A. , B .Mus . , Oberlin College ;M.A. , Ph.D . , University of IllinoisAudrey Friedman , Associate Professor andAssistant Dean,

Undergraduate; B .S. , Univers ity ofMassachusetts , Amherst ; MS ,

University ofPennsylvania; M.A. , University ofMassachusetts ,Boston ; Ph.D . , Boston College


EDUCATIONRichard M . Jackson , Associate Professor; A.B . , American InternationalCollege ; Ed.M. , Harvard Univers ity; Ed .D . , Columbia Univers ityLauri John son , Associate Professor; BS , MS , University ofOregon ;

Teachers College, Columbia University; Ph.D . , University ofWashingtonElida V. Laski, Associate Professor; B .A. , Ed.M. , Boston University;MS , Ph.D . , Carnegie Mellon UniversityZhushan Li, Associate Professor; B .A. , Shanghai International S tudiesUniversity; MS , Southern Ill inois University at Carbondale; M.S. ,

Ph.D . , University of Illinois at Urbana—ChampaignBelle Liang, Associate Professor; B .S. , Indiana University; Ph.D . ,

Michigan S tate UniversityKatherine McNeill, Associate Professor; B .A. , Brown University; MS ,

Ph.D . , University ofMichiganPatrickMcQuillan , Associate Professor; A.B . , A.M. ,WesleyanUniversity; Ph.D . , Brown UniversityGilda Morell i , Associate Professor; BA , University ofMassachusettsBoston ; M.A. , Ph.D . , University ofMassachusetts AmherstLaura M . O

’

Dwyer, Associate Professor; B S, MS , NationalUniversity of I reland, Galway; Ph.D . , Boston CollegeMariela Paez, Associate Professor; B .S. , Cornell University; M.A. ,

Tufts University; M.Ed . , Ed.D . , Harvard UniversityLisa Patel, Associate Professor; B .J . , University ofNebraska-Lincoln ;M.Ed . , University of San D iego ; Ph.D . , University ofNevada, LasVegasAlec F . Peck, Associate Professor and Chairperson; BA , University ofSan Francisco ; M.S. , Ph.D . , Pennsylvania State UniversityJoseph J . P edulla, Research Professor; B .S. , Tufts University; MS ,

Ph.D . , Northeas tern University; Ph.D . , Boston CollegePaul Poteat, Associate Professor; B .S. , Florida S tate University; M.A. ,

Ph.D . , University of Illinois at Urbana—ChampaignC . P atrick P roctor, Associate Professor; B .A. , Clark Univers ity; M.A. ,

Stanford University; Ed.D . , Harvard UniversityHeather Rowan—Kenyon , Associate Professor; B .S. , University ofScranton ; M.A. , Bowling Green S tate Univers ity; Ph.D . , UniversityofMaryland-College ParkDavid Scan lon , Associate Professor; B .A. , University ofNewHampshire ; Ph.D . , University ofArizonaElizabeth Sparks , Associate Professor andAssociateDean ofStudents;B .A. ,Wellesley College; M.Ed. , Teachers College, ColumbiaUniversity; Ph.D . , Boston CollegePratyusha Tummala—Narra, Associate Professor; BA , Univers ity ofMichigan—Ann Arbor; M.A. , Ph.D . , Michigan State UniversityMarina Vasilyeva, Associate Professor; BA , University ofKrasnoyarsk,Russia; Ph.D . , University ofChicagoTed I.K. Youn , Associate Professor; B .A. , Denison University; M.A . ,

M.Phil. , Ph.D . , Yale UniversityKristen Bottema—Beutel, Assistant Professor; B .S. , University ofMichigan ; M.A. , San Francisco University; Ph.D . , University ofCalifornia, BerkeleyVincen t Cho , Assistant Professor; B .A. , Boston College ; M.Ed. ,

University ofHouston ; Ph.D . , University ofTexas at AustinOh Myo Kim , Assistant Professor; B .A. , Rutgers College; M.Div. ,

Princeton Theological Seminary; Ph.D . , University ofMinnesota,Twin CitiesRebecca J . Lowenhaupt, Assistant Professor; A .B . , Harvard University;Ed .M. , Harvard Univers ity; Ph.D . , University ofWisconsin—Madison

EDUCATIONJulie Pacquette MacEvoy, Assistant Professor; B .A. , Reed College ;M.A. , Ph.D . , Duke UniversityDavid Miele , Assistant Professor; B .A . , M.A . , Columbia University;MS , Ph.D . , Northwestern Univers ityRebecca Mitchell, Assistant Professor; BS , MS , Florida S tateUniversity; Ed.D . , Harvard Univers ityNelson Portillo , Assistant Professor; B .S. , University ofCentralAmerica; M.A. , Ph.D . , Loyola University ChicagoLauren P . Saenz, Assistant Professor; A.B . , Princeton University;Ph.D . University ofColoradoP atricia Weitzel—O ’

Neill, ExecutiveDirector, Barbara and PatrickRoche Centerfor Catholic Education and Senior Lecturer; B .A . ,

Wheeling Jesuit Univers ity; M.A. , Ph.D . , S t . Louis UniversityNathaniel Brown , Lecturer; B .S. , Harvey Mudd College ; M.Sc. ,

Cambridge University; Ph.D . , University ofCalifornia, BerkeleyHan s de Wit, Lecturer; B .A. , M.A. , Ph.D . , University ofAmsterdamNettie Green stein , Lecturer; B .A. ,Wesleyan University; Psy.D . ,

Massachusetts School ofProfessional PsychologyMargaret (P enny) Haney, Lecturer; B .A . , Loyola MarymountUniversity; M.A . , Ph.D . , Loyola UniversityAnne Homza, Lecturer; B .A. , Mount Holyoke College ; Ed .M. ,

Harvard University; Ed .D . , Boston UniversityMichael Jam es , Lecturer; BA , Univers ity ofNotre Dame ; M.A. ,

Indiana University; Ph.D . , Indiana UniversityCon tacts

Dean ’s Office, Campion 101, 6 17—552—4200www.bc.edu/lsoe

Counseling, Developmental, and EducationalPsychologyCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .APSY7 101 Readings and Research in Counseling andDevelopmen tal Psychology 3)Prerequisite: Permission of a faculty memberBy arran gemen tUnder the direction of a faculty member who serves as Proj ect

D irector, a student develops and carries to completion a significantstudy.

TheDepartmentAPSY7205 College Studen t Men tal I llness : Campus Respon ses(Summer : 1)Cross listed with ELHE7205From the groundbreaking Shin suicide case atMIT to the tragedy

ofthe Vi rgin iaTech shootings , issues surrounding mental health strategies and policies on college campuses have risen significantly in the pasttwo decades . As a result, higher education professionals have needed toincrease their understanding to work with, and work for, a populationthat has surged exponentially. Unlike courses using counseling theoriesfor clinical practitioners , this course will prepare participants for program management and policy development that meets the safety, legal,community, and individual needs related to campus mental healthissues . The goal is to deliver a solid, practical foundation for adm inistrators dealing with this complex matter.Richard DeCapua

APSY7305 Tran sgender Issues in Higher Education (Summer : 1)Cro ss l i sted with ELHE7305

This course will provide an in—depth look at the experiences oftransgender students on college campuses , as well as the institutionalchallenges that shape those experiences . Participants will be introducedto the topic through research, popular media, and case studies of individual transgender college students . Participants will then be guidedthrough the macro, systems issues facing transgender students usingan Activist—Change Framework to develop institution—specific actionplans . This course will be a combination of lecture, group work, andexploratory learning to provide all learners with a deeper understandingof the experiences of transgender students . This course is ideal for mental health clinicians , educators and students and practitioners interestedin creating systems change for marginalized populations .TheDepartmentAPSY7306 Con temporary Studen t Activism (Summer : 1)Cro ss l i sted with ELHE7306

This course utilizes experiential learning techniques to explorecontemporary student activism from historic foundations , present—daycauses , and possible burgeoning motivations for student protests andactivism . It describes student movements in the context of the times inwhich they existed and where college students served as foot soldiersfor activism . S tudent activism is explored through use of artifacts suchas video footage, pictures , documents and discussion . S tudents in thecourse will work in task groups to understand and experience adm inistrators ’ roles in addressing student activism . S tudents will also engagein activities such as address ing scenarios , participating in role plays andother hands—on activities that enrich their understanding and practice .VanessajohnsonAPSY7404 College Studen t Developmen t (Spring : 3)Not open to non—degree studen ts ; this policy will be strictlyenfo rced .

An intensive introduction to student development, this coursefocuses on interdisciplinary theories of intellectual and psychosocialchange among late adolescent and adult learners in post—secondaryeducation . Research on student outcomes is also covered . Specialattention is paid to the implications of ethnicity, age, gender, and otherindividual differences for the development of students . Course proj ectsinclude individual and collaborative opportunities to relate theory toprofessional work with college students .KarenArnold

APSY74 10 Special Topics : Queering in the Classroom (Summer : 3)Cro ss l i sted with EDUC74 10

This course will review and critique current theory, research, andpractice related to sexual orientation in psychology and education .

There will be a focus on lesb ian, gay, bisexual, and transgender issuesduring earlier developmental periods . Four broad areas include : ( 1)terminology and models related to sexual orientation identities , genderexpression , and prej udice; (2) the intersection of sexual orientationwith other social identities ; (3) experiences ofLGBT individuals acrosscontexts and implications for therapy and educational interventionsbroadly considered ; and, (4) relevant policy issues . The course willprovide a framework on which to base empirically—supported practiceswith LGBT clients and students .TheDepartment


APSY74 18 Appl ied Child Developmen t (Fall/Spring/Summer : 3)This course will help teachers understand principles of learning

and cognitive, l inguistic, social, and affective development as theyapply to class room practices . S tudents will focus on the acquisition ofstrategies that enable them to assess and understand how they and thechildren they work with are constructors of meaning . This course isdesigned for individuals beginning their profess ional development ineducation who plan to work with children .

TheDepartmentAPSY74 19 Appl ied Adolescen t Developmen t

3)This course is designed to provide students with an overview of

the theoretical and empirical knowledge base concerning adolescentdevelopment . In particular, four broad areas will be considered : ( 1)psychological, biological, and cognitive transitions ; (2) central developmental tasks of adolescence ; (3) primary contextual influences ; and(4) prevalent types of problematic functioning that emerge duringadolescence . The overarching goals of the course are to provide a solidand broad understanding of how and why adolescents develop in themanner they do, and to extend this developmental understanding intoresearch, application , and practice .Rebekah Levine ColeyBelle Liang

jacqueline LernerAPSY7440P rinciples and Techniques ofCounseling(Fall/Summer : 3)Summer course is in tended for non—counseling majors on ly.

Provides an introduction to counseling principles and techniqueswith an emphas is on interviewing skills . The areas of communicationskills involving the use of role playing, observation , and practice components are emphas ized . Training consists of peer role—plays and laboratory experiences with individual and group supervision .

TheDepartmentAPSY744 1 I ssues in Coun selingMen (Summer : 3)Examines issues related to counseling men by examining the influ

ence of socially constructed roles on men, their families , and broadersociety. Specifically examines how men ’s roles impact on their personaldevelopment through the life span as well as on men ’s health, roles aspartners and fathers , and how men approach mental health services .Covers issues specific to counseling men from access to services to creating therapeutic environments for men . Uses case analysis of transcriptsand videotapes .jamesMahalik

APSY7444 Theories of Counseling and Personality I (Fall : 3)First part of a yearlong sequence examining personality and

counseling theories . To introduce students to maj or theories of personality in the field of psychology and how theories are applied inconstructing counseling and psychotherapy models . Students will focuson humanistic, behavioral, and cognitive personali ty theories and howthey become operationalized in person—centered, behavioral, and cognit ive counseling models , respectively. In addition to examining the theoretical foundations , client and counselor dimensions , techniques , andthe active ingredients of change for these maj or models of personalityand counseling, students examine how socio—cultural context contributes to client presenting concerns and may be addressed in counseling .

jamesMahalik


EDUCATIONAPSY7445 Theories ofCoun seling and Personality 11 (Spring: 3)Prerequisite: APSY7444Second part of a yearlong sequence examining personality and

counseling theories . Continues introduction to major theories of personality in the field of psychology and how those theories are appliedin constructing counseling and psychotherapy models . Focuses on psychoanalytic personality and counseling models as well as critical theoryas manifested in the psychology of gender and counseling models thatintegrate gender into working with clients . Specifically, for each model,students will examine the theoretical foundations developed in its theory ofpersonality, relevant client and counselor dimens ions , counselingtechniques , and the active ingredients of change that each model usesin bringing about change .TheDepartmentAPSY7446 Child P sychopathology (Fall : 3)P reference in en ro llmen t will be given to studen ts in the SchoolCoun se ling program .

Introduces the theory and research that provide the context forunderstanding the socio—emotional problems of children . Places particular emphas is on the role of risk and protective factors as they contribute to children ’s resilience and vulnerab ili ty to childhood problems .Considers implications for clinical practice and work in school settings .julieMacEvoy

APSY7448 Career Developmen t (Fall/Spring : 3)Provides students with a comprehensive introduction to the the

oretical and practice aspects of career development and the psychologyofworking. S tudents learn existing theories and related research pertain ing to the vocational behavior of individuals across the life span .

Through readings , case discussions , and lectures , students learn howto construct effective, ethical, and humane means ofhelping people todevelop their work lives to their fullest potential.David Blustein

APSY7460 In terpretation and Evaluation ofResearch3)

Section 12Men tal Health Studen ts OnlyImproves students ’ understanding of quantitative research lit

erature in education and psychology. Concentrates on developingconceptual understandings and communication, skills needed by thecompetent reader and user of research reports . Particularly emphasizescritical evaluation of published research . Section 12 of this course isdesigned for and restricted to students in the M.A . in Mental HealthCounseling . Other sections do not meet licensing requirement formental health students .Larry Ludlow

APSY746 1 Human Rights In terdiscipl inary Semin ar (Spring: 3)Cro ss l i sted with THEO746 1, EDUC7461 , LAWS7461 andUNAS7461Appl ication : Studen ts wishing to apply for the seminar shouldsubmit a brief statemen t explaining their in terest (no longer than250words) to humanrights@bc .edu with the subj ect-line “HumanRights In terdiscipl in ary Semin ar

”

. P lease include your Eagle ID and

academic discipl ine in the app lication . The appl ication deadline isFriday, November 4 , 2016 .

This seminar develops an interdisciplinary understanding of

and responses to— the compelling human rights challenges of our

times . This year it will be co—taught conducted with Michael Delaney,

students will learn to conduct a mental status exam ination and determine appropriate treatment plans for clients suffering from variousdiagnoses .TheDepartmentAPSY7 549 P sychology ofTrauma : Cross—Cultural 85 Social Justice(Fall : 3)

The focus of this course is on the b iopsychosocial aspects oftraumatic stress . The course involves an exploration of psychologicalsequelae of various types of interpersonal violence, such as phys icalabuse, sexual assault, and political trauma across diverse populations .Assessment and clinical and community-based interventions concerning traumatic stress will be discussed with attention to cultural andlinguistic diversity. The course includes a special emphas is on theexam ination of social j ustice and human rights in the context of interpersonal and collective violence .Usha Tummala -Narra

APSY7 561 Evaluation and Public Policy (Fall : 3)Prerequisite: ERME7466 or permission of instructorOffered Biennially

The course will examine some issues that arise in educationalaccountabil ity. The purpose is to develop a deeper understanding of thepolicy issues and a critical appreciation of the relevant methodologicalstrategies . One topic is the establishment and use of state—specific performance standards under NCLB and the quantification of the relativerigor of those standards . A second is the evaluation ofschool or teachereffectiveness using so—called value—added models . A third is the policyevaluation of school reform efforts (such as charter schools) using datafrom large—scale cross—sectional surveys . The latter two topics bothinvolve causal inferences from observational studies .Henry Braun

APSY7 565 Large—Scale Assessmen t : P rocedures and P ractice(Spring: 3)Recommended : ERME7462 and ERME7468Examines measurement concepts and data collection procedures

in the context of large—scale assessment . Considers technical, operational, and political issues in view ofmeasurement concepts , includingreliab ility, validity, measurement error, and sampling error . Coversframework development, instrument development, sampling, datacollection, analysis , and reporting, in relation to both standardizededucational achievement tests and questionnaires .InaMullis

APSY7605 Ethical and Legal I ssues in Counseling (Summer : 3)Topics include professional codes and ethical principles ; laws gov

erning mental health profess ions ; confidentiali ty, privacy and recordkeeping; client rights and malpractice ; issues in supervision ; dual rolerelationships ; psychological assessment ; and, issues specific to minorit ies , children and specialized treatment modalities and techniques .Emphas is is on the preparation ofmental health counselors and othermental health professionals .David Blustein

APSY76 11 Fundam en tals ofEarly Childhood Education (Fall : 3)Focuses on learning ( including behavioral, cognitive, and infor

mation processing approaches) , motivation, and social development,while incorporating the role of play in the learning and development


EDUCATIONof the young child . Examines individual differences and the effects ofspecial needs on learning and development, as well as program implications .Mariela Paez

APSY7617 Learning and Cognition (Spring: 3)D iscusses theories of learning and cognitive development, explores

roles of biology and environment, and examines different interpretations of environment . D iscusses whether learning and cognitive development are s imilar or different processes . Also examines the nature ofintell igence, role of instruction in learning, nature of instruction, andhow transfer of learning to new contexts is achieved . Practical applications of theory and research are discussed .

Elida Laski

APSY7633 Impact of Psychosocial Issues on Learning (Spring: 3)M.A. studen ts on ly; not appropriate for Ph .D . studen tsExamines , from a holistic perspective, psychological and social

issues that affect learning in children and adolescents . D iscusses therole of risk and protective factors in the development of vulnerab ili tyand resil ience . Highlights collaboration of educators with professionalsinvolved in addressing psychological and social issues .TheDepartmentAPSY7638 I ssues in Short Term Coun se ling (Spring: 3)

This course is designed to introduce students to the techniquesand issues related to the practice of short—term therapy. Special attention is given to current trends in health care delivery, including themanaged care environment and how to adapt various models to thisenvironment . Students will learn a number of coherent strategies totreat a variety ofpresentations and populations in a short—term model .They will also gain an understanding of the complexities of providingquality mental health care in today

’s clinical settings .TheDepartmentAPSY7640 Semin ar in Group Counseling and Group Theory(Spring : 3)Prerequisite: Sections .01 and .02will focus across the life span withan emphasis on working with adults . Section .04 will focus on working with children and youth .

Limited to 25 studen ts .This course examines both the theory and practice of group

counseling . Among the theoretical positions discussed are client centered, behavioral, existential, and rational emotive . Important aspectsof group process are also discussed including group leadership , groupmembership , establishing a group , and maintaining a group . As suchthe course covers therapist issues , patient selection criteria, groupstructuring as well as bas ic therapeutic techniques . The course preparesstudents to design structured counseling groups , to prepare groupcounseling materials , and to lead counseling groups ofvarious types .TheDepartmentAPSY7642 In troduction to P lay Therapy (Summer : 3)Examination of various theoretical approaches to play therapy as

a treatment modality for school age and preschool children . D iscussestechniques , methods , and processes ofplay therapy, as well as strengthsand limitations of this treatment approach .

Guerda Nicolas

EDUCATIONAPSY7648 Pre—practicum : Diversity and School Culture(Fall/Spring: 3)Open only to School Coun seling studen ts

A two—semester experience in schools . In semester one, studentsspend one-half day per week in a school with a diverse population . Insemester two, students spend one day per week (minimum of75 hours)in another school working under the supervision of a school counselor .The pre—practicum experience is processed each week in small grouplaboratory sections .SandraMorse

APSY7660P ractice and Supervision Semin ar I (Fall : 3)Prerequisite: Permission of Internship Coordinator, Dr. Sandra Morse

This course is designed to be a post—practicum , curricular supervised experience, and supervised internship experience and seminar .The internship consists of seminar participation and a 600—hour, yearlong clinical experience at an approved internship site . The internshipand corresponding seminar are designed to enable the student to refineand enhance bas ic counseling skills , and to integrate professionalknowledge and skills appropriate to an initial placement .TheDepartmentAPSY7661 P ractice and Supervision Semin ar 11 (Spring: 3)Prerequisites: APSY7660 and permission of the internship coordinator

This course is designed to build on Internship I and correspondsto the completion of600 clock hours the student spends in the internship . The seminar is process—oriented and thus students remain in thesame yearlong section . As such, it is des igned to enable the student tofurther enhance bas ic and advanced counseling skills , and to integrateprofessional knowledge and skills through direct service with individualand group supervision .

TheDepartmentAPSY7665 Developmen tal Disabil ities : Evaluation , Assessmen t,Fam il ies and Systems (Fall : 3)

This course focuses on issues facing professionals who work withpeople with developmental disab ilities , their families , and the systemwhereby services are offered . It is designed for graduate and post—graduate students interested in learning about interdisciplinary evaluationand teams , in understanding disab ilities from the person ’s and family’sperspective, and in acquiring knowledge about the services available inthe community. This course will be held at Children ’s Hospital.David Helm

APSY7666 Developmen tal Disabil ities : Values, Policy, and Change(Spring: 3)

This course focuses on issues facing professionals who work withpeople with developmental disab ilities , their families , and the systemwhereby services are offered . It is designed for graduate and post—graduate students interested in learning about interdisciplinary evaluationand teams , in understanding disab ilities from the person ’s and family’sperspective, and in acquiring knowledge about the services available inthe community. This course will be held at Children ’s Hospital.David Helm

APSY7740Topics in the P sychology ofWomen (Spring: 3)Explores current theory and research on the psychology ofwomen

and implications of this work for psychologists and educators . The firsthalf of course examines and critiques major themes that have emergedin the field over the las t three decades and considers ways in whichthe field of psychology of women has influenced conceptualizations

of development, psychopathology, and intervention . The second halfcons iders some ofthe psychological underp innings ofa set ofsocial andpolitical issues commonly faced by women . The course is designed fordevelopmental and counseling psychology graduate students .TheDepartmentAPSY7743 Counseling Fam il ies (Spring: 3)School Counseling studen ts should take section .01 and Men talHealth studen ts should take section .03.

The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives offamily therapy along with issues of diversity. This course will focus ontheory and practice, viewing the couple/family as a unitary psychosocialsystem . Major topics will include history, theory, and practice models, healthy family functioning, family dysfunction, and interventiontechniques . This course will also address issues relative to diversity infamilies and couples along with perspectives of family therapy.

TheDepartmentAPSY7748 P racticum in Coun seling 11 (Spring : 3)Con tinuation ofAPSY7648 ; Open only to Counseling P sychologystuden ts .

Pre—internship , supervised curricular experience focuses on progressive issues and the treatment of special populations . Lab trainingcons is ts of peer role-plays and experiences with individual and groupsupervision .

TheDepartmentAPSY7940P racticum in School Coun seling Pre—K—8 (Fall : 3)Prerequisite: Permission ofPracticum D irector, Dr. Sandra MorseOpen on ly to Coun seling degree studen ts seeking initial l icen sure inschool guidan ce coun seling grades pre-K—8 .

Practicum involves placement in a comprehensive school systemin both fall and spring semesters . Students typ ically spend three daysper week at the school for the school year . The minimum hours ofpracticum are 600 in addition to the pre—practicum . Students enroll for3—credit hours each semester.TheDepartmentAPSY794 1 P racticum in School Coun seling Pre—K—8 (Spring : 3)Prerequisite: Consent ofPracticum D irector, Dr. Sandra MorseOpen on ly to Coun seling degree studen ts seeking initial l icen sure inschool guidan ce coun seling grades pre-K—8Continuation ofAPSY7940.

TheDepartmentAPSY7950P racticum in School Coun seling 5—12 (Fall : 3)Prerequisite: Permission ofPracticum D irector, Dr. Sandra MorseOpen on ly to Coun seling degree studen ts seeking initial l icen sure inschool guidan ce coun seling grades 5—12.

Practicum involves placement in a comprehensive school systemin both fall and spring semesters . S tudents typically spend three days aweek at the school for the school year. The minimum hours ofpracticum are 600 in addition to the pre—practicum . Students enroll for3—credit hours each semester.TheDepartment


APSY795 1 P racticum in School Coun seling 5—12 (Spring: 3)Prerequisite: Consent of Practicum D irector, Dr. Sandra MorseOpen only to Counseling degree studen ts seeking initial l icensure inschool guidance coun seling grades 5—12Continuation ofAPSY7950.

TheDepartmentAPSY8 100Master’ s Comprehen sives (Fall/Spring/Summer : 0)

All master’s students who have completed their course work andare preparing for comprehensive exams must register for this course .Elizabeth SparksAPSY8 101 In terim Study : Master’ s and Studen ts(Fall/Spring: 0)Master’s and students who need to take one to two

semesters offduring the academic year but wish to remain active in theUniversity system must enroll in this course . Students cannot enroll inthis course for more than two consecutive semesters during the academic year fall and spring) . Students who need to be away from theirstudies for more than two consecutive semesters during the academicyear should file for a formal leave of absence .TheDepartmentAPSY8 1 15 Cultural P rocesses, Social 85 Emotional Developmen t(Fall : 3)

This course reviews the theoretical and empirical literatures pertinent to the study of emotional and social development across the lifespan . Perspectives derived from the disciplines of biology, psychology,anthropology, sociology, and history are presented . The interrelationsbetween social and affective processes , and their association withfamilial, societal, cultural, and historical context of development arediscussed . Issues derived from social psychology, such as group processes , will also be discussed . Methodological problems present in theseliteratures and resultant conceptual and empirical challenges involvedin developing a life span understanding of social and affective processesare reviewed .

jacqueline LernerAPSY8645 Advan ced P sychological Assessmen t (Fall : 3)Offered BienniallyRestricted to Ph .D . studen ts in Coun seling P sychology. Others byin structors permission . This is a year—long course , 1 credit in the

Fall, 2 credits in the Spring.

Provides an introduction to a variety ofassessment tools commonly used to diagnose psychological disorders and inform treatment plann ing for children, adolescents , and adults . Assessment tools covered inthis course include projective and personali ty tests , intelligence tests ,tests ofachievement, neuropsychological tests , and symptom checklists .Focus will be upon the theory, administration, scoring, and interpretat ion of these tools . Critical issues in the use of these measures , including ethical, psychometric, social, and legal concerns will be addressed .

S tudents will complete and present integrated test batteries .julieMacEvoy

APSY8667 General Linear Models (Fall : 3)Prerequisite: ERME/APSY7469Ph .D . studen ts only; all others by instructor permission .

Addresses the construction, interpretation, and application of linear statistical models . Specifically, lectures and computer exercises willcover multiple regression models ; matrix algebra operations ; parameterestimation techniques ; missing data; transformations ; exploratory


EDUCATIONversus confirmatory models ; sources of multicollinearity; residualanalysis techniques ; partial and semipartial correlations ; variance partitioning; dummy, effect, and orthogonal coding; analysis of covariance ;and logistic regression .

Larry Ludlow

APSY8668 Multivariate Statistical Analysis (Spring: 3)Prerequisite: ERME/APSY 8667Offered Biennially

Provides lectures , examples , and student analyses that addressmultiple group discriminant analys is , classification procedures , principal components and common factor analysis , and multivariate analys isofvariance .TheDepartmentAPSY8670P sychometric Theory 11 (Fall : 3)Prerequisite: ERME/APSY 8669 Psychometric Theory IOffered Biennially

This course continues the exam ination and application of theprinciples of item response theory and educational measurement introduced in previous courses . The first section of the course will addressthe use of a variety of item response theory models for dichotomousand polytomous items . The second section of the course will focus onapplication of the principles of item response theory to a variety of

practical s ituations and problems commonly encountered in educational testing. In the final section of the course, overarching theoreticaland practical issues are addressed and future directions in item responsetheory are discussed .

ZhushanMandy Li

APSY87 14 Advan ced Research in Appl ied Developmen tal andEducational P sychology (Fall : 3)Restricted to doctoral studen ts in Appl ied Developmen tal andEducational P sychology and M.A. studen ts in the research focus .Permission of instructor required .

Students design and carry out an original empirical projecton a defined area within developmental or educational psychology.

Requires design, data collection and analysis , interpretation, and formalAPA—style write—up. Students also required to complete two colloquiumpresentations of their work.

TheDepartmentAPSY8745 Biological Bases of Behavior (Summer : 3)Offered Biennially

This course reviews a variety of topics within the biological basesof behavior, employing a neuroanatomical Starting point . Studentslearn neuroanatomy in some detail; moreover, course explores basicmechanics of the nervous system , basic psychopharmacology, andsensation and perception . Also examines cognitive functions associated with different regions of the brain as well as neurodevelopmental,psychiatric, and neurological disorders . In addition, students will haveopportunity to read some of the more contemporary writings in thefield of neuroscience .TheDepartmentAPSY88 13 Sociocultural Con texts ofDevelopmen t (Spring: 3)Offered Biennially

Doctoral seminar which seeks to explore both theoretical andempirical scholarship on the primary sociocultural contexts withinwhich human development is embedded, including fam ilies , schools ,communities , and cultural environments ; to cons ider the bidirectional

and contextual roots , and analyze the values inherent in mainstreampsychological practice . Cons iders strengths and limitations of eachschool, and uses case examples to gain expertise in applying theory topractice .A. F ranklin

APSY9844 Coun seling P sychology in Con text : Social Action ,

Consultation , and Collaboration (Fall : 1/Spring : 2)For doctoral studen ts in Coun seling P sychology, and others by permission only . This is a year—long course , 1 cr in the Fall, 2 cr in the

Spring.

Accompanying the First Year Experience (FYE) practicum ,

exposes students to research and practice at the meso (community,organizations) and macro (government, policy, social norms) levels ,in addition to the more traditional micro ( individual) level . Studentsdiscuss their personal experiences within their FYE placement and readand discuss a series of articles and chapters central to the developingfields of critical psychology, l iberation psychology, or counseling witha social j ustice orientation .

Lisa Goodman

APSY9846 Advan ced Pre-In tern ship Counseling P racticum(Fall : 1/Spring: 2)Prerequisite: Advanced Pre—Internship Counseling Practicum .

Master’s- level counseling practicum .

This is a year—long course , 1 cr in the Fall, 2 cr in the Spring.

Pre—internship placement in a mental health setting accompaniedby a biweekly seminar on campus . Placement requires 20—24 hours perweek over two semesters . Focus will be on the integration of theoreticaland research perspectives on clinical interventions util izing the experience of s ite-based practice . Satisfactory completion of this course is aprerequisite for the doctoral internship .

Belle LiangElizabeth SparksAPSY9849 Doctoral In tern ship in Counseling P sychology(Fall/Spring: 1)Prerequisites: Permission ofD irector ofTraining; minimum of400

clock hours of counseling practicum APSY7660, 766 1, 9846)Doctoral candidates in Coun seling P sychology on ly. By arran gemen t on ly.

Internships cover a calendar year, and students must complete theequivalent ofone full year (40hours/week) or two semesters (two credithours per semester) . Applications should be submitted in Novemberof the preceding year . Placement must be in an approved counselingsetting for psychodiagnostic and interviewing experience with clients ,group counseling, and other staff activities .David Blustein

APSY9864 Advan ced Qualitative Research (Fall : 3)Building upon the foundation concepts ofqualitative research and

initial exploration of an introductory course in qualitative methodolo

gies , this course explores the theoretical, methodological, and analyticimplications of conducting qualitative research from differing theoretical perspectives . Key readings include texts on social theory, qualitativemethodologies , and exemplar qualitative research from various socialscientific fields . S tudents will distinguish between methodology and


EDUCATIONmethods , analyze data, and produce either a report for a specified audience or a research manuscript for possible submiss ion to an educationalresearch journal.TheDepartmentAPSY9901 Doctoral Comprehensives (Fall/Spring: 1)

All doctoral students who have completed their course work, arenot registering for any other course, and are preparing for comprehens ive exams must register for this course to remain active and in goodstanding .

Elizabeth SparksAPSY99 1 1 Doctoral Con tinuation (Fall/ Spring/Summer : 0)


degree are required to register and pay the fee for doctoral continuationduring each semester of their candidacy. Students are expected to workon their dissertation at least 20hours per week.

TheDepartmentAPSY9920 Semin ar on Curren t I ssues in Coun seling, Appl iedDevelopmen tal and Educational Psychology (Fall/Spring: 3)Open on ly to doctoral studen ts in Appl ied Developmen tal andEducational P sychology.

Introduces students to a variety of current research topics , professional development issues , teaching preparation , and application in thefields ofApplied Developmental and Educational Psychology. Includescolloquia by invited speakers and by students .TheDepartmentAPSY994 1 Dissertation Semin ar in Counseling/Developmen talP sychology (Fall : 1/Spring : 2)Prerequisites: Advanced Statistics and Research Design . Permission ofinstructor required .

This is a year-long course, 1 cr in the Fall, 2 cr in the Spring.

This course is designed to ass is t students in the preparation of aformal doctoral dissertation intent . All aspects of dissertation development will be discussed . Students must present a series ofdraft proposalsfor faculty and student reaction . An acceptable dissertation intent isrequired for completion of the course .TheDepartmentAPSY998 8 Dissertation Direction (Fall/Spring: 3)

All advanced doctoral students are required to register for sixcredit hours of dissertation related course work, at least three ofwhichare ELHE/APSY9988 . The other three are typically the D issertationSeminar for the student ’s area of concentration . S tudents are expectedto work on their dissertation at least 20hours per week.

TheDepartmentTeacher Education and Curriculum and InstructionCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .EDUC7 101 Readings and Research In Curriculum and Instruction(Fall/Spring/Summer : 3)Prerequisite: Faculty member approvalBy arrangemen tUnder the direction of a faculty member who serves as Proj ect

D irector, a student develops and completes a significant study.

Alec Peck

EDUCATIONEDUC7401 Supervision in Action (Spring: 3)

This course is designed as an introduction to research-based clinical supervision models in teacher education . Hands—on application inaction includes observational strategies , collaborative assessment logs ,and summative reports as resources for ongoing data collection . Courseparticipants acquire and then apply the Massachusetts Department ofEducation Pre—service Performance Assessment rubric for coaching andevaluating student teachers , integrating the BC Teacher Educationthemes that emphas ize teaching for equity and social j ustice . Thiscourse is restricted to cooperating teachers in BC Partnership Schoolswho are supervising a BC student teacher in a full—time practica and tonew BC Clinical Faculty.

Amy Ryan

EDUC74 10 Special Topics ; Queering in the Classroom(Summer : 3)Cross listed with APSY74 10

This course will review and critique current theory, research, andpractice related to sexual orientation in psychology and education .

There will be a focus on lesb ian, gay, bisexual, and transgender issuesduring earlier developmental periods . Four broad areas include : ( 1)Terminology and models related to sexual orientation identities , gender expression, and prej udice ; (2) the intersection of sexual orientationwith other social identities ; (3) experiences ofLGBT individuals acrosscontexts and implications for therapy and educational interventionsbroadly considered ; and (4) relevant policy issues . The course willprovide a framework on which to base empirically—supported practiceswith LGBT clients and students .TheDepartmentEDUC7420 Initial License P racticum (Fall/Spring: 6)Corequisite: EDUC7432

A semester- long practicum, five full days per week, for graduate students in the following licensure programs : Early Childhood,Elementary, and Secondary. Placements are made in selected schools inthe Greater Boston area, and designated international settings . Applyto the Office of Practicum Experiences and Teacher Induction duringthe semester preceding the placement : by March 15 for fall placementsand by October 15 for spring placements .F ran LoftusMelitaMalley

EDUC7421 Theories of In struction (Spring: 3)This provides an in—depth review ofmodern instructional models

class ified into selected fam il ies with regard to perception ofknowledge,the learner, curriculum , instruction, and evaluation . Each student willbe asked to survey models in his/her own field (s) and to select, describe,and defend a personal theory in light of today’s educational settingsbased upon personal experiences , reflection on current research, andcontemporary issues central to the education of all learners .LillieAlbertEDUC7429 Graduate Pre-P racticum (Fall/Spring: 1)Corequisite: EDUC7431Graded as Pass/Fail.

This is a pre—practicum experience for students in graduateprograms leading to certification . Placements are made in selectedschools in the Greater Boston area. Apply to the Office of PracticumExperiences and Teacher Induction during the semester preceding the

placement by April 15 for fall placements and December 1 for springplacements . Students who are accepted into a program after the deadlines are requested to submit the application upon notification .

F ran LoftusMelitaMalley

EDUC7431 Graduate Inquiry Seminar: One (Fall : 1)Corequisite: EDUC7429

The course will coincide with the pre—practicum experience . It isdesigned to introduce teacher candidates to inquiry as stance and theskills necessary to conduct classroom-based research that leads to pupilachievement and teaching for social j ustice . The course is designed tohelp teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discuss ion,learn from their students and colleagues , construct critical perspectivesabout teaching, learning, and schooling, and to improve teaching andlearning. The second part of this sequence is 432 which is taken inconjunction with full—time student teaching (EDUC7420) .TheDepartmentEDUC7432 Graduate Inquiry Seminar: Two (Fall/Spring: 2)Corequisite: EDUC7420Donovan Urban Scholars must en roll in EDUC432.08 .

The primary goal of this capstone seminar is to initiate teachercandidates into the practice of teacher research or collaborative inquiryfor action . Collaborative Inquiry forAction is an ongoing, collaborativeprocess of systematic and self—critical inquiry by educators about theirown schools and class rooms in order to increase teachers ’ knowledge,improve students ’ learning, and contribute to social j ustice . This finalproj ect will be presented at a roundtable presentation at the end of thesemester and also satisfies the M.Ed. , M.S.T. ComprehensiveExamination in Education .

TheDepartmentEDUC7435 Social Con texts ofEducation (Fall/ Spring/Summer : 3)Examines the role of s ituational, school, community, peer, and

family factors on the education of children . Participants in the coursewill strive to understand the effects of their own social context ontheir education, to develop S trategies to help students understand theircontext, and to understand and contribute to what schools can doto improve teaching and learning and school culture for all studentsregardless of internal and external variables .TheDepartmentEDUC7436 Curriculum Theories and P ractice (Fall/Spring: 3)

Asks teachers to analyze the philosophical underp innings of educational practices . Also asks teachers to examine their own philosophiesof education and to construct meaning and practice from the interplaybetween their beliefs and alternative theories . Des igned for individualsadvanced in their professional development .TheDepartmentEDUC7438 Instruction of Studen ts with Special Needs and DiverseLearners (Fall/Spring/Summer : 3)

This course focuses on the education of students with disab ilitiesand other learners from culturally and linguistically diverse backgrounds . The goal of the course is to promote access to the generalcurriculum for all students through participation in standards-basedreform . Universal Design for Learning (UDL) provides the theoreticalframework for this course . Through an examination ofhistorical milestones , landmark legislation, systems for class ification, approaches to


intervention , and the daily life experiences of diverse learners , studentsacquire knowledge about diversity and the resources , services , andsupports available for creating a more j ust society through education .

RichardjacksonEDUC7447 Literacy and Assessmen t in the Secondary School(Fall/Summer : 3)

This course is an advanced study of literacy processes and strategies for use with students , including multiple subj ects and contentareas , and those literacies used outside of school contexts . Participantswill investigate and regard literacy as social practice, s ituated in particular contexts and accessible to particular participations .TheDepartmentEDUC7461 Human Rights In terdiscip linary Semin ar(Fall/Summer : 3)

This interdisciplinary seminar gathers students from across thegraduate schools and professional programs . Themes will includethe historical and philosophical origins ofmodern human rights ; thecategorizations of civil, political, economic, social, and cultural rights ;and international, regional, national and local methods of implemen

tation and enforcement . For several sessions , the seminar will follow acolloquium format, and invited speakers will present works in progressto participants and attending faculty. Students will complete a takehome exam ination ( 12 pages) and devise and lead a class presentation .

The level of participation in the colloquium will also be consideredin grading . S tudents enrolled in the Center ’s Certificate program , or

students receiving an extra writing credit, must also complete a researchpaper (20pages) .TheDepartmentEDUC7461 Human Rights In terdiscip linary Semin ar (Spring: 3)Cross listed with APSY7461 , THEO7461 , LAWS7461 andUNAS746 1Appl ication : Studen ts wishing to apply for the semin ar shouldsubmit a brief statemen t explaining their in terest (no longer than250wo rds) to humanrights@bc .edu with the subj ect—l ine “HumanRights In terdiscipl inary Semin ar

”

. P lease include your Eagle ID and

academic discipl ine in the appl ication . The appl ication deadline isFriday, November 4 , 2016 .

This seminar develops an interdisciplinary understanding of

and responses to— the compelling human rights challenges of our

t imes . This year it will be co—taught conducted with Michael Delaney,D irector of Humanitarian Response at Oxfam America, and withparticipation by Others affiliated with the Center for Human Rightsand International Justice (see It willexplore human rights in the context of contemporary humanitariancrises and the forced migration that results from such crises . The relat ion between such crises and both warfare and economic justice willbe explored . The ethical perspectives that should guide responses bypolitical, religious and civil communities to humanitarian cris is andthe plight of refugees today will be considered throughout the course .David Hollenbach

EDUC7473 Teaching Writing (Summer : 3)In this course, developing and sustaining a writing curriculum for

teachers in K—12 will be practiced and discussed, including a varietyof pedagogical approaches to developing a sustained and enj oyableclassroom writing culture . The primary emphas is will be on learningthrough doing— students will write in a variety of genres themselves


EDUCATION

(poetry, short fiction, memoir, reader response essay) with group discussion on process and implementation in their individual classroomsand based on their own students ’ needs . Grade is based on a portfolioof finished writing and a Strategic plan for implementing writing protocols and ideas in the classroom .

Susan RobertsEDUC7492 Deaf/Blind Semin ar (Summer : 3)

Presents histories ofdeaf, blind, and deaf/blind services . D iscussesvarious etiologies of deaf-blindness along with their implications forintervention with persons with deaf-blindness . Provides overview of

legislation and litigation relating to special services for individuals withdeaf-blindness . Students complete a proj ect relating to services forpersons with multiple disab ilities . Several guest speakers representingvarious agencies and organizations serving individuals with deaf-blindness present this course .TheDepartmentEDUC7 520Mathematics and Technology: Teaching, Learning, andCurriculum in the Elemen tary School (Fall/Spring : 3)

This course presents methods and materials useful in teachingmathematics to early childhood and elementary school children andthe different ways in which technology can be used in the elementaryschool classroom . The course will cons ider the teaching of mathematics and the use of technology from both theoretical and practicalperspectives .RebeccaMitchellEDUC7 529 Social Studies and the Arts : Teaching, Learning andCurriculum in the Elemen tary School (Fall/Summer : 3)

This course is designed to help students examine historical interpretation with critical analysis through histo ry and the arts . It exploresdifferent areas of content and instructional methods directly relatedto Massachusetts Curriculum Frameworks in social studies , l iterature,and the arts .TheDepartmentEDUC7 542 Teaching Reading (Fall/Summer : 3)Offers teacher candidates skills for teaching reading to school

age children . Students will gain understanding of reading through ahistorical, political, theoretical and practical lens . They will understandthe delivery of instruction by learning a balanced approach to teachingreading. They will gain familiarity of how children learn to read bypartaking in observations , assessments and instruction with a schoolage child . Students will learn a variety ofways to meet the needs of l inguistically and culturally diverse learners . They will recognize readingdifficulties and learn ways to differentiate instruction for such readers .TheDepartmentEDUC7 543 Teaching Language Arts (Fall/Spring: 3)Examines the development of written and spoken language

and methods of instruction for oral and written language from thepreschool years through early adolescence . Students learn strategiesfor identifying children ’s areas of strength and weakness and to planinstruction . Addresses the needs of children from non-English speakinghomes . Expects students to spend at least 16 hours distributed across atleast eight sessions in a classroom or other setting where they can workwith one ormore children .

Maria Estela Brisk

and/or have ongoing collaborative work in a site . We reflect collaboratively and contextually on multiple and complex constructions ofgender, race, and social class in community-based research .

TheDepartmentEDUC9709 Research on Teaching (Fall : 3)Introduce Ph.D . students to conceptual and empirical scholarship

about teaching and teacher education as well as to contrasting paradigms and methodological approaches upon which this literature isbased . Helps students become aware ofmajor substantive areas in thefield of research on teaching/teacher education, develop critical perspectives and questions on contrasting paradigms , and raise questionsabout implications of this research for curriculum and instruction ,policy and practice, and teacher education/professional development .Considers issues related to epistemology, methodology, and ethics .Marilyn Cochran

-SmithEDUC97 11 Histo rical and Political Con texts ofCurriculum(Spring: 3)P ermission of in structor required for all studen ts, except for Ph .D .

studen ts in Curriculum and In struction .

Introduces Ph.D . students in Curriculum and Instruction tothe maj or curriculum movements in American educational histo ry byexamining the history and implementation of curriculum developmenton the macro and micro levels of schooling. Focuses on key campaignsand controversies in curriculum theory and practice, using primarysource materials to place them within the academic, political, economic, and social contexts that have marked their conceptualization, andchange inside and outside of schools .Dennis Shirley

EDUC9729 Con troversies in Curriculum and In struction(Spring: 3)Offered BienniallyExplores contemporary curriculum controversies in American

education as well as the ways these are shaped by differing conceptionsof teaching, learning, and the purposes of schooling and by the largersocial, historical, political, and cultural contexts in which schoolingoccurs . The course assumes a broad and encompass ing definition of

curriculum and the aspects of instruction, assessment, and teacherpreparation that have maj or implications for curriculum . Although thefocus of the course is on curricular controversies in K—12 education ,controversies related to the curriculum of early childhood education ,adult learning, and higher education are also relevant .TheDepartmentEDUC9737 Con temporary Issues in Curriculum and Instruction(Fall/Summer : 3)Cross listed with SOCY7737

The design of learning environments (e.g. curriculum , technologytools , profess ional development) and individuals ’ experiences withinthose environments impacts teacher and student learning. The learningsciences is an interdisciplinary field whose goals are to 1) understandthe physical, cognitive and social aspects of learning environments and2) use these understandings to design more effective learning environments . In this course, we will examine learning environments acrossdifferent content areas ELA, math, science) as well as focus ondifferent learning outcomes identity development, PCK, contentlearning)KatherineMcNeill


EDUCATIONEDUC97 55 Theories of Leadership (Spring: 3)Explores various epistemologies ofpractice and theoreticalmodels

of leadership through cases taken from a wide variety of educationalsettings , paying particular attention to the interplay between a personalethic and issues of race, gender, and social class . Highlights models andprocesses of institutional restructuring and interprofessional collaboration . Recommended for doctoral students .AndrewHargreaves

EDUC98 5 1 Qualitative Research Methods (Fall/Spring: 3)Introduces the foundations and techniques of carrying out quali

tative research . Topics include philosophical underpinnings , planningfor a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis , and writing/presentingqualitative research . Requires a research project involving participantobservation and/or interviewing.

Robert StarrattEDUC9864 Advan ced Qualitative Research (Fall : 3)Offered BienniallyBuilding upon the foundational concepts of qualitative research

and initial exploration of an introductory course in qualitative methodologies, this course explores the theoretical, methodological, andanalytic implications of conducting qualitative research from differingtheoretical perspectives . Key readings include texts on social theory,qualitative methodologies , and exemplar qualitative research fromvarious social scientific fields . Students will distinguish between methodology and methods , analyze data, and produce either a report for aspecified audience or a research manuscript for possible submission toan educational research journal.

TheDepartmentEDUC9902 C85 I Doctoral Comprehen sive Exam : PublishablePaper (Fall/ Spring/Summer : 1)

The C85 I doctoral program comprehens ive exam will now takethe form of a publishable paper .Elizabeth SparksEDUC99 11 Doctoral Con tinuation (Fall : 3)TheDepartmentEDUC995 1 Dissertation Seminar in Curriculum and In struction(Spring : 3)

This is a student—centered seminar that is aimed at ass is ting doctoral students in identifying, shaping, and defining a research topic .Students will be expected to develop an Intent to Propose a Thes is , andto work toward the development ofa full—scale draft ofa Thesis proposal. Prior to the completion of the seminar, students will be expected tohave established a D issertation Committee .Curt Dudley

-Marling

EDUC9988 Dissertation Direction (Fall : 3)TheDepartmentEducational Leadership and Higher Education

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .ELHE7 101 Higher Education in American Society (Fall : 3)

An introduction to higher education in America, this coursefocuses on the complex relationships between colleges and universities ,and the political and social systems of society. This analys is includes a

EDUCATIONhistorical perspective on the evolution ofAmerican higher education ,and especially the development of the contemporary university sincethe beginning of the twentieth century. Attention is also paid to theimpact of federal and state governments on higher education ; the roleof research in the university; issues of accountability, autonomy, andacademic freedom ; the academic profession , student politics and culture ; affirmative action issues ; and others .AnaM MartinezAlema’nKatya Salkever

ELHE7 102 Readings and Research in Educational Administ rationand Higher Education Administration (Fall/Spring/Summer : 3)Prerequisite: Faculty member approvalUnder the direction of a faculty member who serves as Proj ect

D irector, a student develops and completes a significant study.

TheDepartmentELHE7 103 Education Law and Public Policy (Fall/ Spring: 3)Cross listed with LAWS7703Registration by LSOE studen ts is by departmen t permission on ly.

LSOE studen ts please con tact the departmen t by e-mail elb e@bc .edu . Law studen ts register through the normal Law School registration process .

This course addresses the political and legal aspects of the role ofeducation in our democratic society. Provides an introductory surveyof public policy issues and laws governing preschool, elementary,secondary, and higher education . Included are such topics as religiousfreedom, free speech, and due process ; the liab ility of educational institutions and educators ; the legal distinctions between private and publicinstitutions ; student and parent privacy rights ; disab ility rights ; and thepromotion of educational equity among all groups regardless ofgender,sexual orientation , language, race, religion, ethnici ty, or socioeconomicbackground .

Phil CatanzanoMichaeljoyceDiana Pullin

Norah tVylie

ELHE7201 Philosophy ofEducation (Spring: 3)The course will explore underlying principles ofK—16 education

and the nature ofknowledge, and how class ical, modern and post—modern theories have impacted such things as curricula, pedagogy, andresearch . We will consider the roots , tensions and controversies surrounding the democratic character ofAmerican education, especially asit relates to meritocratic and egalitarian principles , equality and equity,and the obj ectives of liberal education .

AnaMartinezAlemanELHE7202 Global and Comparative Systems in Higher Education(Spring: 3)

ELHE7205 College Studen t Men tal I l lness : Campus Responses(Summer : 1)Cro ss l i sted with APSY7205From the groundbreaking Shin suicide case atMIT to the tragedy

of the Vi rginiaTech shootings , issues surrounding mental health strategies and policies on college campuses have risen significantly in the pasttwo decades . As a result higher education professionals have needed toincrease their understanding to work with, and work for, a populationthat has surged exponentially. Unlike courses using counseling theoriesfor clinical practitioners , this course will prepare participants for program management and policy development that meets the safety, legal,community, and individual needs related to campus mental healthissues . The goal is to deliver a solid, practical foundation for adm inistrators dealing with this complex matter .Richard DeCapua

ELHE7301 Organization and Administration ofHigher Education(Spring : 3)Focuses on how the American university is organized and gov

erned . Examines bas ic elements as well as structure and process ofthe American university. Considers such topics as models of governance, locus of control, leadership , and strategic environments for theAmerican university.

Ted I.K Youn

ELHE7302 Organizational Decision Making in Higher Education(Fall : 3)

Decis ion making behavior of the university is not necessarily subject to universal rules under which choices are made by willful actorswith certain normative assumptions about consistency and predictabili ty. Rethinking the approach to organizational decision making raiseschallenges in studying organizations and leadership in higher education . The course provides students with major studies and models ofdecision making from a wide range of examples such as foreign policymaking organizations and corporate organizations .Ted I.K Youn

ELHE7303 Finan cial Man agemen t in Higher Education (Spring: 3)This course Strives to provide a comprehensive introduction

to modern day financial management theories and techniques inhigher education . A specific focus will be placed on real l ife contextand practical application across a broad range of specialized topicsincluding : endowment management, fundraising, budgeting, longrange planning, debt management, financial statement analysis , cashmanagement, resource allocation and risk management . These topicswill be examined through the lens of the recent economic downturn,which has structurally changed the financial and economic landscapeofhigher education . The trade—off between risk and return will serve asa common framework for class discussions .

Colleges and universities are part of an international system of 1017” Zona

post—secondary education . This course offers a perspective on theorganization and structure ofhigher education worldwide, as well as ananalys is of central issues affecting academe internationally. Examplesfrom other countries are related to the American context . Among thetopics considered are global trends in the expansion and organization ofhigher education , international study and its impact, the political roleof universities , student activism , the role and status of the academicprofession , styles of academic leadership in other countries , and others .Laura Rumbley

ELHE7305 Tran sgender Issues in Higher Education (Summer : 1)Cro ss l i sted with APSY7305

This course will provide an in—depth look at the experiences oftransgender students on college campuses , as well as the institutionalizechallenges that shape those experiences . Participants will be introducedto the topic through research, popular media, and case studies of individual transgender college students . Participants will then be guidedthrough the macro, systems issues facing transgender students usingan Activist—Change Framework to develop institution—specific action


plans . This course will be a combination of lecture, group work, andexploratory learning to provide all learners with a deeper understandingof the experiences of transgender students . This course is ideal for mental health clin icians , educators and students and practitioners interestedin creating systems change for marginalized populations .TheDepartmentELHE7306 Con temporary Studen t Activism (Summer : 1)Cross listed with APSY7306

This course util izes experiential learning techniques to explorecontemporary student activism from historic foundations , present—daycauses , and possible burgeoning motivations for student protests andactivism . It describes student movements in the context of the times inwhich they existed and where college students served as foot soldiersfor activism . Student activism is explored through use of artifacts suchas video footage, pictures , documents and discussion . Students in thecourse will work in task groups to understand and experience adm inistrators ’ roles in addressing student activism . Students will also engagein activities such as addressing scenarios , participating in role plays andother hands—on activities that enrich their understanding and practice .VanessajohnsonELHE7401 Studen t Affairs Administ ration (Fall : 3)S tudent affairs professionals in post—secondary institutions con

tribute to student learning and personal development through a varietyofprograms and services . This course focuses on the des ign of campusenvironments that promote student development and contribute to theacademic mission of higher education . Special attention will be givento the histo ry, philosophy, and ethical standards of the student affairsprofession , and to the relation oftheory to contemporary student affairspractice . In addition, the course will examine how changing forces inthe demographic, social, legal, and technological environment ofhighereducation affect fundamental issues in professional practice .HeatherRowan-Kenyon

ELHE7402 College S tuden t Experience : Access, Choice, andP ersistence (Spring: 3)

This course explores the ways in which the higher education community has addressed three bas ic questions :Who goes to college ! Whatsorts of experiences do students have in college ! And, as a consequenceof their experiences , who do they become by graduation ! The coursewill fam iliarize students with the nature and characteristics of the col

EDUCATIONELHE7404 College Studen t Developmen t (Spring : 3)Not open to non—degree studen ts ; this policy will be strictlyenfo rced .

An intensive introduction to student development, this coursefocuses on interdisciplinary theories of intellectual and psychosocialchange among late adolescent and adult learners in post—secondaryeducation . Research on student outcomes is also covered . Specialattention is paid to the implications of ethnicity, age, gender, and otherindividual differences for the development of students . Course proj ectsinclude individual and collaborative opportunities to relate theory toprofessional work with college students .KarenArnold

ELHE7405 Assessmen t in Studen t Affairs (Spring: 3)The purpose of this course is to introduce students to aspects

of student affairs assessment including: ( 1) understanding differentapproaches to assessment, (2) choosing appropriate research designsand methods , and (3) following professional standards and guidelines .At the end of this course students will be able to read, interpret, andcritique research and assessment in student affairs and higher education , and design appropriate assessments in the field of student affairs .HeatherRowan-Kenyon

ELHE7 501 Catholic Higher Education Administration and

Leadership (Summer : 3)Cro ss l i sted with TMRE7 155Offered PeriodicallyP lease see website for more info rmation on the In stitute forAdministrato rs in Catholic Higher Education :

This course explores contemporary issues , organizational andgovernance structures and distinct characteristics of successful Missionleadership for administrators at Catholic Colleges and Universitiesfocusing on effective campus policy development, S trategic planning,and assessment . Students will engage research, historical l iterature,Church documents , lectures and group exercises . A unique componentto this course is participation in the Institute for Administrators inCatholic Higher Education (IACHE)— a four—day seminar for senioradministrators and leaders in Catholic higher education where internationally recognized scholars and practitioners address the challengesand opportunities that Catholic higher education faces on a daily bas is .

lege student population in American higher education, the variety of [WC/74 6114 77765

research methods used to study college students , and some of the manyeffects and outcomes of college student experiences .HeatherRowen-Kenyon

ELHE7403 Coun seling Techniques in Higher Education(Fall/Summer : 3)Not appropriate forMen tal Health or School Coun se ling studen ts .

Provides an introduction to theoretically-based counseling skillsfor profess ionals in higher education and other education and community settings . The areas of communications skills involving the useof role-playing, observation , and practice components are emphas ized .

Postsecondary case studies cover a range of counseling issues and areapplicable to a wide range of settings involving late adolescents andadults .TheDepartment


ELHE7 502 In stitute forAdministrators/Catholic Higher Ed(Summer : 1)Each July, the Institute for Administrators in Catholic Higher

Education hosts a five—day seminar providing a singular opportunity foradministrators and leaders at Catholic colleges and universities aroundthe globe to interact with some of the nation ’s most outstandingscholars and practitioners as they address issues that Catholic highereducation faces on a daily bas is . The seminar is designed to serveadministrative leaders such as presidents , provosts , vice-presidents ,deans , mission officers , major program directors , and others in pos itions responsible for institutional mission and identity. For moreinformation , please visit the website :

Michaeljames

education reform issues , including educator quality, access to meaningful opportunity to learn, curriculum control, and student, teacher,administrator, and parental rights . The focus of the course will beinquiry on the role of law in school reform , the limits of law-basededucation reform, and the consequences of statutory requirements forscientific evidence-based approaches to education programs .Diana Pullin

ELHE7701 In t roduction to Educational Leadership and Change(Fall : 3)Brings a foundational focus to the work ofeducational administra

t ion, centering on the core work of teaching and learning and exploringhow that central work is supported by the cultural, technical, political,and ethical systems of the school . That work is deepened as adm inis

trators support learning as meaning making, as involving a learning andcivil community, and as involving the search for excellence . Studentsare asked to research the realities at their work sites us ing the conceptsand metaphors developed in the course and, through discuss ion and theutil ization of case studies , to propose improvements to those realities .LaurijohnsonELHE7704 Ethics and Equity in Education (Fall : 3)

The course explores how schools are used as a vehicle of the stateto de—culturalize various communities of people throughout the country’s histo ry. S tudents will explore how schools can more appropriatelypromote respect for valuing diversity as a generative source of thecountry’s vitali ty and its relationship to the global village . The role ofeducators is not only to act ethically in the many individual s ituationsof their daily profess ional lives , but more importantly to see that theinstitutional structures and processes of the school system are themselves reflections of a system of j ustice and care .Robert StarrattELHE7707 Leadership for Social Justice (Spring : 3)

This course introduces students to the theory and practice ofleadership for social justice at the school and district level . Definitions ,approaches , and controversies in this emerging field will be examined .

Readings , films , class discussions , and case studies related to the topicsof race, ethnici ty, culture, language, gender, social class , religion, sexualorientation , and disab il ity will focus on how these issues affect educators , students and their fam ilies in today’s K—12 schools . In particular,students will learn about leadership which is culturally and linguistically responsive; Strengthens parent—community—school relationships ; andformulates diversity policies to promote educational equity for studentsfrom diverse groups .LaurijohnsonELHE7708 Instructional Supervision (Spring : 3)Introduces students to many of the contested issues in the field of

supervis ion, such as the relationship between supervision and teacherdevelopment, teacher empowerment, teacher alienation, learningtheories , school effectiveness , school restructuring, curriculum development, and scientific management . Supervision will be viewed alsoas a moral, community—nested, artistic, motivating, and collaborativeactivity. Will stress the need for a restructuring of supervision as aninstitutional process .Irwin Blumer


EDUCATIONELHE77 1 1 Using Data and Evidence for School Improvemen ts(Fall : 3)

This course prepares leaders to manage initiatives around continuous improvement and data—informed inquiry. On one hand, studentswill develop bas ic research skills that will contribute to evidence-basedschool improvement, including action research . On the other hand,students will explore the landscape of supports and barriers to usingdata and other evidence effectively in schools . In particularly, studentswill explore the role of leadership in the following : the appropriate useand design of assessments ; fostering a positive cycle of inquiry amongeducators ; and the effective use of information systems and othertechnologies .TheDepartmentELHE77 12 School Leadership for English Learners : SEI , B ilingual,and In tegrated Service Delivery (Summer : 2)TheDepartmentELHE7726 Organizational Theory and Learning (Spring: 3)Rather than focusing on traits of the individual leader, this course

focuses on the dimensions of organizations and teams that both facilitate and complicate leadership . Examples include managing conflict,developing a shared vis ion, and differentiating between technical andadaptive change . S tudents will apply various organizational theories inorder to understand group and system—level patterns in “how groupsget things done” Structures and resources , symbols and values ,power and politics) . Ultimately, students leave the course better ableto plan and evaluate school improvement through the lenses of organizational theory.

TheDepartmentELHE7727 Fam ily and Community Engagemen t (Spring: 3)

This course will explore the theory and practice of family—school—community relationships with a particular focus on therole of school leaders in enacting organizational models , educationalprograms , and political strategies designed to increase authentic parent and community participation in schools and other educationalorganizations . Topics include community schools/full service schools ,parent involvement models , increasing the involvement ofdiverse families, grassroots organizing for community development, after school/OST (Out of School Time) programs , and school board—communityrelationsTheDepartmentELHE7780Theories of Leadership : District Focus (Fall : 3)TheDepartmentELHE7900 In ternship in Higher Education (Fall/Spring: 3)Restricted to M.A. studen ts in the Higher Education program .

A guided practicum experience for students enrolled in highereducation programs , the internship requires supervised field workin a higher education institution or agency and participation in abimonthly internship seminar . Field work is overseen by programfaculty and supervised by a professional administrator at the internshipsite . The seminar covers practice issues and professional skills development, and related field work issues to theory and research in highereducation .

Michelle Brown

Paul Brown

HeatherRowan-Kenyon

EDUCATIONELHE7901 Field Experience in Higher Education (Fall : 2)Restricted to M.A. studen ts in the Higher Education program .

A guided practicum experience for students enrolled in highereducation program , the field experience requires supervised fieldwork in a higher education institution or agency and participation ina bimonthly internship seminar . Field work is overseen by programfaculty and supervised by a professional administrator at the internships ite . The seminar covers practice issues and professional skills development, and related field work issues to theory and research in highereducation .

Michelle Brown

PaulBrown

HeatherRowan-Kenyon

ELHE7902Advan ced Field Experience in Higher Education(Spring: 1)Restricted to M.A. studen ts in the Higher Education program .

A guided practicum experience for students enrolled in highereducation program , the field experience requires supervised fieldwork in a higher education institution or agency and participation ina bimonthly internship seminar . Field work is overseen by programfaculty and supervised by a professional administrator at the internships ite . The seminar covers transition into the workforce and relating fieldwork issues to theory and research in higher education .

Michelle Brown

PaulBrown

HeatherRowan-Kenyon

ELHE7952 P racticum in School P rincipalship (Fall/Spring: 3)A 500-hour, field-based experience designed to enable the stu

dent to develop the competencies required to be an effective ass istantprincipal/principal. The practicum is supervised jo intly by a Universityrepresentative and a cooperating practitioner. The student is expectedto engage in a variety of experiences defined in the state standards forcertification and to provide leadership to a maj or administrative project . The student will maintain a reflective j ournal of experiences anddevelop a portfolio that demonstrates the learning and insights gainedduring the practicum .

Vincent ChoTheDepartmentELHE8 100 Comprehen sive Exam (Fall : 3)TheDepartmentELHE8 101 In terim Study: S tuden ts (Fall : 3)TheDepartmentELHE8806 Lynch Leadership Academy (Fall/Spring: 3)TheDepartmentELHE8820Research Design I (Spring: 3)Offered P eriodicallyThis course is for PSAP studen ts only.

This course introduces students to the fundam entals of designingand reporting research . Our level of focus is the skills and knowledgenecessary for conceptualizing and crafting research proj ects . Thisincludes developing familiarity with a variety ofmethods and designs ,selecting researchable problems , and proto typing study designs inaccord with particular theoretical lenses .Rebecca Lowenhaupt

ELHE9501 Doctoral P ro seminar in K—16 Administration (Fall : 3)Ph .D . studen ts in Educational Administration or Higher Educationon ly.

This seminar is a required cornerstone course for doctoral Ph.D .

students in the Educational Administration Program and the HigherEducation Program . In addition to orienting students to doctoralstudies and research, the course is designed to develop students ’ critical analysis of theoretical and empirical l iterature in their field, andto advance their knowledge of key concepts , issues , and theories inthe field . Course activities include bibliographic research and skillsdevelopment in conducting individual inquiry and analyzing scholarlyliterature .KarenArnold

AnaMartinELHE9502 Semin ar in Research in Higher Education (Fall : 3)Prerequisites: ELHE7301 and doctoral standingOpen to advanced doctoral studen ts . P rior consultation with thefaculty member regarding research in terest is encouraged .

This seminar considers a variety of research issues in higher education . Each year, the topic of the seminar will be announced by thefaculty member who will be teaching the course . Students enrolled inthis seminar are expected to write substantive papers that might lead toactual research products .KarenArnold

ELHE9901 Doctoral Comprehensives 1)All doctoral students who have completed their course work, are

not registering for any other course, and are preparing for comprehens ive exams must register for this course to remain active and in goodstanding .

Elizabeth SparksELHE99 1 1 Doctoral Con tinuation (Fall/Spring : 0)


degree are required to register and pay the fee for doctoral continuationduring each semester oftheir candidacy. A formal petition for extensionof time must be submitted and permission granted to continue in adoctoral program beyond the eight year period . S tudents are expectedto work on their dissertation at least 20hours per week.

TheDepartmentELHE998 8 Dissertation Direction (Fall/Spring: 3)Prerequisite: Consent of academic advisor

All advanced doctoral students are required to register for sixcredit hours of dissertation related course work, at least three ofwhichare 988 . The other three are usually the D issertation Seminar for thestudent ’s area of concentration . Students are expected to work on theirdissertation at least 20hours per week.

TheDepartment


Educational Research,Measurement, and Evaluation

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .ERME7 101 Readings and Research in Educational Research,Measuremen t, and Evaluation (Fall/Spring/Summer : 3)Prerequisite: Faculty member approvalBy arran gemen tUnder the direction of a faculty member who serves as Proj ect

D irector, a student develops and carries to completion a significantstudy.

TheDepartmentERME7460 In terpretation and Evaluation ofResearch

3)Men tal Health coun seling studen ts must take APSY7460. 12. Othersection s do not meet licen sing requiremen t for men tal health stu

den ts .This course will improve a students ’ understanding of the empir

ical research literature in education and psychology. It concentrateson developing the conceptual foundations of empirical research andthe practical analytic skills needed by a competent reader and user ofresearch articles . Topics address purpose statements , hypotheses , sampling techniques , sample sizes and power, instrument development,internal and external validity, and typical quantitative research designs .Exercises emphas ize the critical evaluation of published research . Eachstudent will develop a research proposal.Larry Ludlow

Lauren Saenz

ERME7462Assessmen t and Test Con struction (Fall : 3)This course addresses the maj or issues of educational assessment,

with emphas is on the characteristics , administration , scoring, andinterpretation of both formal and informal assessments , includingbut not limited to tests of achievement . All forms of assessment areexamined including observation, portfolios , performance tasks , andpaper—and—pencil tests , including standardized tests . Bas ic techniques oftest construction , item writing, and analysis are included . S tandardizednorm—referenced tests and statewide testing programs are also examined .

TheDepartmentERME7466 P rogram Evaluation 1 (Fall : 3)ERME7466 is a prerequisite for ERME7467 P rogram Evaluation I I .

This course addresses the theoretical and philosophical foundations of program evaluation, with emphas is on the roles of social andpolitical theory, methodology, epistemology, and philosophy ofsciencein various models of evaluation in education . Each evaluation modelwill be examined in terms of the purpose, knowledge construction , therole of the evaluator, relationship to obj ectives , relationship to policyand decision making, criteria, and design . The course also includes afocus on issues ofvalue—neutrali ty and value judgment .Lauren Saenz

ERME7467 P rogram Evaluation 11 (Spring: 3)Prerequisite: ERME7466 or by permission of instructor

This course will cover the basic steps in planning and carryingout a program evaluation . Topics covered will include identificationand selection ofmeasurable obj ectives , choice of criteria, instruments ,address ing limitations related to various issues , analys is of data,


EDUCATIONinterpretation and reporting of data, and budgeting. S tandards , competencies, and ethical considerations for program evaluation will alsobe covered .

Lauren Saenz

ERME7468 In troductory S tatistics (Fall : 3)An introduction to descriptive and inferential statistics . In par

ticular, students will learn descriptive statistics , graphical and numerical representation of information ; measures of location, dispers ion,position, and dependence; the normal distribution ; and exploratorydata analysis . Also, students will be introduced to inferential statistics ,point and interval estimation, tests of statis tical hypotheses , samplingdistribution of t , and inferences involving one or more populations ,as well as ordinary least squares regression and chi—square analyses .Provides computer instruction on PC and Mac platforms and in theSPSS statistical package .ZhushanMandy Li

Laura O’

Dwyer

ERME7469 In termediate Statistics (Fall/Spring: 3)Prerequisites: ERME/APSY7468 or its equivalent and ComputingSkills

Topics and computer exercises address tests ofmeans , partial andpart correlations , multiple regression, analysis ofvariance with plannedand post hoc comparisons , analysis of covariance, repeated measuresanalysis , elements of experimental design, and power analysis .TheDepartmentERME7 560 Seminar on I ssues in Testing and Assessmen t (Fall : 3)Offered BienniallyRecommended : ERME/APSY7462 and ERME/APSY7469

Provides a technical introduction to the design, analysis andreporting of various types of tests , including school—based formativeand summative tests , high—stakes external assessments , and large—scalesurvey assessments . Examines interpretation and validation issues related to test use, especially for school accountability and the formulationof education policy.

Henry Braun

ERME7 561 Evaluation and Public Policy (Fall : 3)Prerequisite: ERME7466 or consent of instructorOffered Biennially

The course will examine some issues that arise in educationalaccountabili ty. The purpose is to develop a deeper understanding of thepolicy issues and a critical appreciation of the relevant methodologicalstrategies . Topics include the establishment and use of state—specificperformance standards under NCLB and the quantification of therelative rigor of those standards ; the evaluation of school or teachereffectiveness using so—called value—added models ; and the policy evaluation of school reform efforts (such as charter schools) us ing data fromlarge—scale cross—sectional surveys . The latter two topics both involvecausal inferences from observational studies .Henry Braun

ERME7 565 Large—Scale Assessmen t : Methods and P ractice(Spring : 3)Recommended : ERME/APSY7462 and ERME/APSY7468

Examines large scale assessment procedures internationally(TIMSS and PIRLS) and nationally (NAEP and NCLB) . Considerstechnical, operational, and reporting procedures in view of requirements for reliab il i ty and validity as well as resource constraints and

from designed experiments . We will discuss a variety of experimentaldesigns , their advantages and disadvantages , estimation of treatmenteffects , and significance testing. The topics covered will include theunderlying logic of experimental and quasi—experimental designs ,regression discontinuity and factorial designs as well as cluster randomized and multi—s ite trials .Laura O

’

Dwyer

ERME98 52Mixed Methods Research : I ssues in Theory andP ractice (Spring: 3)Lauren Saenz

ERME9901 Doctoral Comprehensives (Fall : 3)TheDepartmentERME99 1 1 Doctoral Con tinuation (Fall : 3)TheDepartmentERME994 1 Dissertation Seminar in Educational Research,Measuremen t and Evaluation (Fall : 1/Spring : 2)Prerequisites: Advanced S tatis tics and Research Des ign . Permiss ion ofinstructor .Offered Biennially

This two—semester seminar is designed to assist doctoral candidates in the preparation of a formal doctoral dissertation proposal . Allaspects of dissertation development will be discussed problemdevelopment, human subj ects review, final defense) . Students willdevelop and present a series of draft proposals for faculty and studentreaction . Depending on the circumstances ofthe student, an acceptablepre—proposal (Intent) or full dissertation proposal is required for completion of the course .Larry Ludlow

ERME998 8 Dissertation Direction (Fall : 3)TheDepartment


LAW

The Boston College Law SchoolEstablished in 1929 , Boston College Law School is dedicated to

the highest standards of academic, ethical, and profess ional development while fostering a unique spirit of community among its students ,faculty, and staff. Boston College Law School is accredited by theAmerican BarAssociation, is a member of the Association ofAmericanLaw Schools , and has a chapter of the Order of the Coif.

The Law School offers two degrees— the three—year Juris Doctor(J .D . ) degree, which is the school ’s primary degree, and the one—yearMaster of Laws degree, which is designed for students whoalready hold a law degree from another school .Student Learning OutcomesUpon graduation from Boston College Law School graduates shall

have acquired competency in the following:(a) Knowledge and understanding of substantive and procedurallaw;(b) Legal analysis and reasoning, legal research, problem—solving,and written and oral communication in the legal context;(c) Exercise of proper professional and ethical responsib ilities toclients and the legal system ;(d) Other profess ional skills needed for competent and ethicalparticipation as a member of the legal profession ; and(e) A readiness for intellectual and profess ional engagement,whether in local, national or global settings , that incorporatesrespect for knowledge and for the dignity of the human person .

Registration for Bar ExaminationUpon entering law school, some students know the state (s) in

which they intend to practice after graduation . Some states requirestudents to register with the Board of Bar Exam iners prior to , or

shortly after, beginning law school . For further information, contactthe secretary of the state ’s Board of Bar Exam iners for the state whereyou intend to practice to determine the standards and requirements foradmission to practice .Auditors

A limited number of applicants , usually members of the bar, whodo not wish to study for a degree but who desire to enroll in specificcourses may be admitted as auditors . Auditors must prepare regularass ignments and participate in classroom discussions . They are notrequired to take examinations but may elect to do so . Normally, creditwill not be certified for auditing. Auditors are charged tuition at theper credit hour rate .Advan ced Standing

An applicant who qualifies for admission and who has satisfactorilycompleted part of his or her legal education in another ABA—approvedlaw school may be admitted to an upper class with advanced standing.

Four completed semesters in residence at Boston College that immediately precede the awarding of the degree will be required . Transferapplicants must submit the application form and fee, the CAS report, alaw school transcript, a letter ofgood standing from his orher law schooldean, and a recommendation from a law school professor. Applicationsare due by July 1 from those wishing to enroll for the fall semester.

Dual Degree Program in Law and BusinessAdministrationBoston College Law School and the Carroll S chool ofManagement

offer a program . Students in the program are requiredto be admitted independently to both schools . Credit for one semester ’scourses in the M.B .A. program is given towards the J .D . degree, and,s imilarly, credit for one semester’s courses in the Law School is giventowards the M.B .A . degree . Both degrees can thus be obtained withinfour academic years , rather than the five required for completing thetwo degrees separately. Interested students can obtain detailed information from the Admiss ion Offices of both schools .Dual Degree Program in Law and SocialWork

The Boston College School of SocialWork and the Law Schoolat Boston College offer a dual program designed forstudents interested in serving the combined legal and social welfareneeds of individuals , families , groups , and communities . S tudents mayobtain the two degrees in four years , rather than the usual five years .Dual degree candidates must apply to , and be accepted by, bothschools . Interested students can obtain more information from theAdmission Offices of both schools .Dual Degree Program in Law and Education

The dual degree program in Law and Education is designed for students who are interested in serving the combined legal and educationalneeds of students, families , and communities in our nation . The programreflects the University’s mission to promote social justice and to preparemen and women for service to Others . The program is particularlydesigned to prepare students to meet the needs of individuals who havetraditionally not been well—served by the nation ’s schools . The program isdesigned to serve the needs ofpersons who wish to combine knowledgeabout education and applied psychology with legal knowledge and skillsto better serve their clients and constituencies . The program offers anopportunity to further the University’s goals in promoting interdisciplinary inquiry and integrating the work of service providers .Students admitted to the program may expect to receive both a

master’s degree in Education (M.Ed. or M.A.) and the Juris Doctor(J .D .) degree in approximately three years (sometimes requiring additional summer classes) , rather than the four ormore years such degreeswould normally entail if taken separately.

Students seeking to pursue the or M.A. dual degreemust be duly admitted to their intended Education program and to theLaw School . Any student seeking certification , or education or humanservices licensure must meet all of the requirements in the LynchSchool ofEducation for that certification/licensure.

Dual Degree program with TuftsUniversity School ofMedicineOur program , in partnership with Tufts University S chool of

Medicine, gives students the flexib ili ty to pursue a broad range ofcareeropportunities in the legal, health care, and public health fields , whilecompleting their degrees in four years instead of five years if obtainedseparately. The Tufts medical school curriculum provides a practicalexpertise in health policy, data analysis , and health care management,and also includes an applied learning experience in the public healthfield . The demand for health care law and policy expertise encompassesj ob opportunities at small and large law firms , government agencies ,


hospitals and other institutional health care providers , public interestand advocacy organizations , international human rights organizations ,and in-house counsel departments .

in Urban and Environmental Policy and

Planning with Tufts UniversityLand Law and urban and environmental policy and planning

open up an array ofmodern areas ofprofessional practice . In this innovative program , BC students can receive two degrees— aMaster ofArtsand a Juris Doctor in just eight semesters . Planning skills( including policy analys is) are critical in guiding development patterns ,and law frames the mechanisms and limits ofprivate and governmentalroles in this process . Students are immersed in practical skills training;in broad debates and critical thinking about the environment, humansettlements , social and environmental justice ; corporate respons ib il ity;and public and private land use management— all shaped by constitutional, equitable, and pragmatic principles .Find out more about the Tufts Program at

The is offered through a collaboration between theTufts University Department ofUrban and Environmental Policy andPlanning (UEP) and Boston College Law School . There is currentlyno graduate program in New England which offers the combinedstrengths of this program .

In the dual degree program, students meet regularly with theprogram coordinator and the respective academic advisors from bothSchools in planning and implementing an overall course of study thatmatches the student ’s background, interests , and requirements of theprogram . Advisors at both Schools collaborate, under the auspices ofanadvisory committee, to ensure that students receive accurate and timelysupport in the dual degree program . Students are eligible for financialass istance based on current policies at each University.

or Philosophy ProgramThese programs are designed for students who have an interest in

legal theory and jurisprudence, and who may eventually wish to go intolaw teaching in those fields . Students may complete their law degree andmaster’s in philosophy in four years of j oint study, or law and Ph.D . insix years . S tudents must apply to both the Law School and master’s orPh.D . program in the Philosophy Department ofBoston College .Entrance Requirements and Admission

To j oin the dual degree program students need to submit separateapplications to each program . Students in the Boston College J .D .

program can wait until their second year before applying to the Tuftsdegree program . Each school reviews candidates based on its own

requirements and criteria . For detailed information on the requirements for the UEP master ’s degree, contact Tufts Admissions at

Other Graduate Courses and Cross RegistrationLaw students are permitted to take a maximum of four graduate

level courses ( 12 credits) in other departments during their final twoyears with the consent of the Associate Dean . Also, students maycross—register for certain courses at Boston University School of Law.

A list of courses is made available prior to confirmation of registration .

Tuition for dual programs is separately arranged . From time to timeindividual students have also made special arrangements , with the


LAW

approval of the Associate Dean for Academic Affairs , for dual studyprograms with other schools and departments at Boston College or, insome instances , with other univers ities in the Boston area.Master ofLaws Degree

The LL .M . degree program is designed to expose legal professionals and recent graduates who hold a first degree in law, primarily butnot necessarily of foreign origin, to a broad range of subj ects in publicand private law, including U .S. and international law. The programenables students to explore many cross cutting issues that engage U .S.

and international law from courses in the Law School ’s extensive curriculum , including both introductory and more advanced courses in theirparticular fields of interest . The program is intended for students froma variety of legal systems and backgrounds . Because of our Strengthin the field of global practice, we are equally interested in applicantspursuing careers in private practice, government service, the judiciary,international organizations , non—governmental organizations , and legalscholarship . We are most interested in applicants who have completedtheir prior legal studies with high rank and who intend to return totheir home countries to contribute to the legal profession .

Further information is available on the program ’s website atbc.edu/llm or from the LL.M . Office, Boston College Law School, 885Centre Street, Newton,MA02459 . Our e—mail address is [email protected].

Information

For more detailed information regarding course offerings , applicants should consult the Boston College Law School Bulletin that maybe obtained by writing to the Office ofAdmissions and FinancialAid,Boston College Law School, 885 Centre S treet, Newton, MA 02459 ,

or by e—mailing the office at [email protected] .

Course descriptions and scheduling information are also availableon the BCLS website at

Hugh J . Ault, Professor Emeritus; A.B . , LL .B . , Harvard UniversityCharles H . Baron , ProfessorEmeritus; A.B . , Ph.D . , University ofPennsylvania; LL .B . , Harvard UniversityArthur L. Berney, Professor Emeritus; A.B . , LL.B . , University ofVi rgin iaPeter A. Donovan , ProfessorEmeritus; A.B . , J .D . , Boston College ;LL.M . , Georgetown University; LL .M . , Harvard UniversityJohn M . Plackett, Professor Emeritus; LL .B . , University ofBirmingham , England ; LL.B . , St . John ’s College, CambridgeUniversity; LL .M . , University ofPennsylvaniaRuth-Arlene Howe, Professor Emerita; A.B . ,Wellesley College ;

S immons College ; J .D . , Boston CollegeSanfo rd N . Katz, Darald andjuliet Libby Professor Emeritus; A .B . ,

Boston University; J .D . , University ofChicago ; Sterling FellowCyn thia C . Lichtenstein , Professor Emerita; A.B . , Radcliffe College ;J .D . , Yale University; University ofChicagoSharon Hamby O ’

Connor, Professor Emerita; A.B . , SouthernMethodist University; Columbia University; J .D . , HarvardUniversity; Yale UniversityFil ippa Marullo An zalone , Professor andAssociateDeanfor Libraryand Technology Services; A.B . , Smith College ; S immonsCollege Graduate School ofLibrary and Information Science ; J .D . ,

Suffolk University Law SchoolMary S . Bilder, Professor; BA , University ofWisconsin at Madison ;J .D . , A .M. , Ph.D . , Harvard University

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .LAWS2120Civil P rocedure (Fall : 4)Using the Federal Rules ofCivil Procedure, this course introduces

rules governing the conduct of l itigation . After an overview of theentire sequence of events from commencement to final dispos ition of alawsuit, specific topics are considered in detail .TheDepartmentLAWS2125 Constitutional Law (Spring: 4)Constitutional Law introduces the concept of j udicial review of

legislation and executive action . The course also focuses on the expressand implied powers of the federal government and the effect of theinterstate commerce clause on federal and state power .TheDepartmentLAWS2130Con tracts (Fall : 4)

The concept ofwhat constitutes a contract is followed by detailedstudy of the various principles that govern the enforcement of contracts . Common law rules are emphasized, but attention is also givento the statutory changes imposed by the Uniform Commercial Code .TheDepartmentLAW52135 Criminal Law (Spring: 4)

This course examines the elements of crimes , defenses that theaccused may assert, and the method and rationales for punishing criminal conduct . Attention is given to the common law of crime as well asto the Model Penal Code .TheDepartmentLAWS2140P roperty (Spring: 4)

This first—year course covers the substantive law of real property.

Topics include initial acquis ition, property theory, the right to exclude,land use regulation, servitudes , conveyancing, landlord—tenant law,

zoning, and takings .TheDepartmentLAWS2145 Torts (Fall : 4)

This course examines non—consensual relations among individualsand emphas izes negligence law, the measure of damages , and newerdevelopments such as products liab ility.

TheDepartmentLAWS2150Law P ractice 1 (Fall : 3)

All 1L students in their first semester will be enrolled in thiscourse for which they will receive 3 credits toward satisfaction of therequirement in ABA Standard 303 for 6 experiential course credits .The curriculum will introduce students to the role of the lawyerthrough legal problem solving in a simulated client context . Studentswill be provided with instruction in : research and analysis of bindingauthority; identification of legally significant facts from documents ,interviews , etc . ; guided instruction in how to read and synthesize thelaw, the presentation of analysis of the law and application of the analysis to the problem facts ; and preparation of office memoranda . Thecourse involves class room instruction and discussion, group work, andintensive individual feedback and conferencing .

TheDepartmentLAWS215 5 Law P ractice 11 (Spring : 2)In their second semester, all 1L students will be enrolled in this

2—credit course in satisfaction of the requirement in ABA Standardfor a rigorous writing experience in the first year which is


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faculty supervised . Building on the research, analysis and writing experiences in Law Practice 1, students will prepare documents , primarilyin the context of advocacy, which involve more complex legal problems than those presented in Law Practice 1. The emphas is will be onimproving clarity, precis ion and effectiveness of these communicationsfor a designated audience and purpose in a s imulation , with continuedattention paid to a lawyer’s ethical and professional respons ib il ities tothe client and the legal system . The course involves classroom instruction and discussion, group work, and intensive individual feedback andconferencingTheDepartmentLAWS2180Con stitutional Law 11 (Fall : 3)Prerequisite: Constitutional Law I

This is the second of two required courses on the constitutionallaw of the United S tates . It examines the law of civil liberties andindividual rights under the U .S. Constitution . Coverage includesthe Fourteenth Amendment and the Bill of Rights and/or the FirstAmendment .TheDepartmentLAWS2190P rofessional Respon s ib il ity (Fall/Spring: 2 or 3)

This course focuses on central issues ofprofessional responsib ilityfaced by most lawyers in the practice of law, whether in the public orprivate sector . Included may be problems of client confidences, conflicts of interest, behavior in court, obligations to represent unpopularclients and other restrictions on a lawyer’s own speech and actions .Other topics focus on the fundamental moral responsib ili ty of lawyers ,analyzed in terms of the rules governing attorney conduct, principles ofmoral philosophy and the pressures that create ethical blindness .TheDepartmentLAW528 10Negotiation (Spring: 3)

The goal of this course is to teach you to think about negotiationas an opportunity to solve a problem that exists , or create new valuewhere there is none, or try to make a bad situation a bit better . I hopeto enhance your ability to think creatively and synthetically as wellas analytically. You will also learn that planning is essential and cansometimes make up for your status as a new legal negotiator. Theskills you will learn include analysis , persuasion, creativity, listen ing,interviewing, counseling, question fram ing, and the use of law and legalprinciple . We will also explore the moral and ethical issues implicatedin negotiation— honesty, integrity, character, reputation and personalidentityTheDepartmentLAWS28 12 In troduction to Litigation (Spring: 3)

This course introduces first—year students to the j oys and challenges of civil lit igation practice by focusing on the specific skills needed,and ethics issues that arise . Skills covered include client interviewing,case planning, fact investigation ( including discovery) , client counseling, negotiating, and courtroom advocacy. The class will explore how acivil l it igator’s often competing ethical responsib ilities naturally lead tochallenges in making strategic decis ions .We will cover the Model Rulesof Professional Conduct for lawyers with special attention to obligations of loyalty, zeal, confidentiality, avoidance of conflicts of interest,fairness in dealing with opponents , and honesty in interactions withcourts . The method of instruction will include skills exercises in which

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students will conduct and critique simulated interviews , case planningand strategy discussions , fact investigation, client counseling sessions ,negotiations , and courtroom advocacy presentations .TheDepartmentLAW528 14 Legal In terviewing and Coun seling (Spring: 3)

The special obj ective is to develop within the student an awarenessthat mastery of sound interviewing and counseling skills is crucial forthe delivery of quality legal services , whether one is engaged in private practice or works for a public agency. Course grade is based onregular class attendance ; active participation in small group exercises ;performance of ass igned attorney, client or observer roles in simulatedinterviews and mediation sess ions as students working through variousproblem cases . S tudents are expected to keep a j ournal and submit acopy of it at the end of the term when handing in a take-home exercise .Tracey WestLAWS3310Advising the En trepreneur (Fall : 3)Prerequisites: Corporations , Intellectual Property course (IP Survey,copyright, trademark, or patent) . Permiss ion of the instructor is alsopossible, depending on background .

An introduction to the complex challenge of advising entrepreneurs who are planning or developing a new business . It has two principal components . First, law students attend classes at the law schooldevoted to the development of legal knowledge and counseling skillsrelated to the advising of new businesses . Second, law students meetwith entrepreneurs and business owners , typically, actual clients of thecourse instructors who become clients of the Law School ’s CommunityEnterprise Clinic for purposes of the class , to develop a plan of legalassistance focused on the legal aspects of the client ’s emerging bus iness .This advising will take place under the supervision of the course ’s faculty. Each law student will meet and counsel one or two clients , participate in class discussion of the issues raised by these meetings , completea drafting exercise, and write a final memorandum concerning the legalissues raised for each client .TheDepartmentLAWS3322 Environmen tal Law Semin ar: Curren t Topics(Spring: 2 or 3)Prerequisite: Instructor

’s permission .

Individually—selected environmental and land law research topics .This seminar includes two elements : ( 1) book—in—progress review: common readings and discuss ions , working with an author on an ongoingbook project; and (2) research proj ect paper: on top ics arrangedbetween the student and teacher. Either researching and writing anarticle prepared for potential publication in an external law review, or

preparing legal research for public interest organizations on s ignificantenvironmental or land use issues , for use by the client group . In theseminar, students define and develop a proj ect research topic and project schedule . Proj ects may arise throughout the field of land use andenvironmental law, focus ing on doctrine, lit igation , policy analys is ,or technology. Opportunities for external public presentation of legalanalyses are encouraged .

TheDepartmentLAWS3323Advan ced Con tracts : Sales in P ractice (Spring: 3)

This course concentrates on the transactional s ide of contracting inthe context of sales governed by Article 2 of the Uniform CommercialCode . The course emphas izes contract drafting, negotiation and interpretation and is particularly focused on commercial contracts between

sophisticated private parties bargaining at arm ’s length . S tudent willlearn the methodology of using a code to understand the substantivelaw of sales . The course grade will be based on three out—of—class drafting exercises , an open book final examination, and class participation .

TheDepartmentLAWS3326 Community En terprise Clinic (Fall/Spring: 4)Prerequisite: LAWS7750Corequisite: LAWS3336)

This course introduces students to transactional legal work on

behalf of low and moderate—income entrepreneurs , small businesses ,nonprofit organizations , and first—t ime home buyers . The fieldwork isbased at the Law School ’s Legal Ass istance Bureau located in the newCenter for Experiential Learning on campus . Students will performall of the legal work and interact with the clients . Students will beass igned to work with entrepreneurs with business—related legal needs ;with emerging, community-based small businesses facing corporate,employment, or s imilar legal issues ; with nonprofit organizationsor groups seeking ass istance to establish a tax—exempt organization ;and first—time home buyers . For fieldwork purposes students will beass igned seven or ten office hours per week at the clinic, depending onthe number of credits chosen by the student . A weekly seminar willaddress substantive law, ethical issues , and legal skills . The fieldwork iscomplemented by a weekly seminar.Paul Tremblay

LAWS3332 Litigation Skills : Fact Developmen t (Fall : 2)Instruction in the theory and fundamental skills ofpre—trial advo

cacy in civil cases . Subjects to be covered include interviewing, factinvestigation and analysis , case valuation/risk analys is , client counseling, pleading, discovery, and motion practice . Professional responsibili ty issues will be considered throughout the course . Grading is weightedheavily toward class participation . In addition, students must maintaina “case file, consisting of a 1-inch 3 ring binder. This b inder will besubmitted for grading at the end of the course .MichaelF . Mahoney

LAWS3334 Civil Motions P ractice (Fall : 3)En ro llmen t l imited to 20 studen ts .

Practical training in oral and written advocacy with respect to awide variety of civil motions , including temporary restraining orders ,preliminary injunctions , motions for real estate attachments and otherprejudgment security, motions to dismiss , discovery motions , motionsfor summary judgment, motions in limine, and a wide variety of

miscellaneous motions . In addition to arguing several motions , eachstudent will present a written memorandum of law with respect to amotion for summary judgment .TheDepartmentLAWS3336 Community En terprise Clinic Class (Fall/Spring: 3)Prerequisite: LAWS7750Corequisite: LAWS3326Clinical Education

A weekly seminar that will address substantive law, ethical issues ,and legal skills .Paul Tremblay

LAWS334 1 Immigration P ractice (Spring : 3)Prerequisite: LAWS7749Immigration Practice focuses on the practice of immigration law.

Students will advocate for hypothetical clients whose cases deal with


cutting—edge issues of asylum law, bond, the intersection of immigration law and crimes , and prosecutorial discretion . In—class hearingsinclude an asylum trial, a bond hearing, and a negotiation with ICE intheir exercise ofprosecutorial discretion .

Mary Holper

LAWS3344 American Legal Education (Spring: 3)This seminar is designed for students who would like to examine

carefully the nature of their legal education . We will commence withthe English and Continental origins of legal scholarship and teaching,examine the development of formal legal education in America fromthe founding of the Litchfield and Harvard Law Schools to the riseof Legal Realism , and conclude with the press ing controversies facingAmerica’s law schools today. Among the topics covered will be therelationship between formal legal education and the practicing bar, thechanging composition of the faculty and the student body, the earlypedagogical controversies , the different methods and ends ofmodernlegal instruction and the role played by law schools in fundamentaldisputes about j urisprudence political ideology, economics and socialreform . A research paper will be required rather than a final examination . Multilithed materials . Course will be taught at Harvard LawSchooL

Daniel CoquilletteLAWS3348 Advan ced Topics in Civil Rights : Microaggressions(Fall : 2 or 2)

The Civil Rights Movements of the 1960’

s and ‘

70’

s eliminatedformal barriers to participation in nearly all American institutions .Nevertheless , it is apparent that informal barriers remain . What arethese barriers and how do they inhib it women and minorities frommoving forward ! Numerous authors have tried to answer this questionby describ ing and documenting certain kinds of race-based behavior .These include micro—aggressions (“subtle verbal and non—verbal insultsdirected toward non—Whites , often done automatically and uncon

implicit b ias , denial, stereo typing, stigmatizing, profiling,over-reliance on “

old boy networks ,” etc . In this seminar, we will readdescriptions of these phenomena and consider what, if anything, thelegal system or society should do about them .

Catharine P . Wells

LAWS3360Law and Accoun ting (Spring : 2)A study of the bas ic concepts and limitations offinancial account

ing, our course covers the financial reporting process and the development of financial statements for external users , such as investors andcreditors . In addition , techniques for analyzing financial statementsand putting them to use are introduced along with the context oflaw, auditing, corporate governance, and globalization in which theyare generated . No student who has taken undergraduate courses inaccounting may register .TheDepartmentLAWS3374 In suran ce Law Research (Fall : 2)

This course is designed as an in—depth look at legal research techn iques and resources used by lawyers in the insurance field and civill itigation attorneys . Course will cover sources of insurance law andinsurance obligations , including contracts , common law doctrines , statutes and regulations . Course will also cover secondary sources , researchtools and organizations for both insurance specialists and trial attorneys . Both print and electronic sources will be explored and utilized .

TheDepartment


LAWS3376 Business Immigration Law (Spring: 2)Prerequisite: LAWS7749

This course will provide an overview of the various employment-based non—immigrant and immigrant visa categories , as well asthe nuts and bolts of case preparation for the most commonly pursuednon—immigrant and immigrant class ifications . We will review theprocess for becoming a lawful permanent resident of the United S tatesthrough employment—based sponsorship , including the labor certification process under PERM , the I—140 immigrant petition and optionsfor employment sponsored permanent residence petitions other thanPERM, and adjustment of status or consular immigrant visa processing. The course will also include discussions regarding the practiceof business immigration law in a law firm environment, touching onapplicable ethical considerations , client relations , client interviewing,and tips for strategic case representation and client management forcompanies both large and small . There will be a practical componentto the course des igned to provide a more in—depth examina .TheDepartmentLAWS3379 Con sumer Bankruptcy (Spring : 3)

This course studies bankruptcy relief for individual debtors underchapter 7 (l iquidation) and chapter 13 (rehabilitation) . Topics coveredinclude pre—bankruptcy planning, the means test, eligib ili ty, propertyof the estate, the automatic stay, exemptions , lien avoidance, non—dischargeable debts including domestic support and O ther marital obligations, j urisdiction issues , reaffirmation and redemption rights , thetrustees avoiding powers , avoidance actions (preferences and fraudulenttransfers) , chapter 13 plans , and the bankruptcy discharge . The courseadopts a problem—solving approach . The final grade for the course isbased on an in—class final exam . Students should take this course if theyplan to : ( 1) practice in a small firm ; (2) represent consumers and smallbus iness owners ; (3) practice domestic relations law; (4) apply for abankruptcy court clerkship .

TheDepartmentLAWS3383 Selected Topics in White Collar Crime (Fall : 2)Prerequisite: Criminal Law

This seminar will examine emerging issues in the prosecution anddefense of white collar crimes . We will first examine the concept ofwhite collar crime and its import on other areas of the both criminaland business law. We will next study the concepts of corporate andindividual l iab ili ty. Our examination of white collar crime will alsoinclude several substantive offenses including consp iracy, tax fraud,mail/wire fraud, bribery, RICO , and financial crimes ( including bankfraud and securities fraud) . We will also conduct a study of the grandjury system and its role in both the prosecution and defense ofwhitecollar crime . Finally, we will intertwine an analys is offederal sentencingthroughout the semester.TheDepartmentLAWS3389 Juvenile Rights Advocacy (Fall/Spring: 4)

The Juvenile Rights Advocacy Proj ect provides a five—credit/semester clinic to students either enrolled in Children ’s Law and PublicPolicy orwho have completed Children ’s Law. S tudents will represent,as Guardian—ad—Litem, youth involved in legal issues related to theirdependency, status offense, delinquency, or special education cases .Cases may include special education advocacy, school disciplinaryproceedings , administrative advocacy with the Departments ofYouthServices and Children and Fam ilies , and Juvenile Court advocacy instatus offense cases . S tudents may represent youth committed to the

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symbols , logos , and identity. In particular, students will be introducedto trademark creation, registration, protection, licensing, and litigation .

There will be a final examination .

TheDepartmentLAWS4424 Criminal Justice Clinic Class (Fall : 2)Prerequisites or corequisites: Criminal Procedure and Evidence orTrialPractice

The Criminal Justice Clinic class brings together students enrolledin the BC Defender Program and the BC Law Prosecution Program fora weekly class in which they share their insights and experiences , compare professional roles , and examine the functioning of the criminalj ustice system and measure it against conceptions of fairness and just ice . S tudents and faculty from both programs participate together inskills train ing simulations , presentations , field trips , and conversationswith experienced criminal j ustice professionals . In addition to readingsand other assignments , students write weekly j ournals reflecting on andintegrating their clinical and class room experiences .Sharon Beckman

Lisa GrantF rankHerrmann, S.

Evangeline Sarda

LAWS4425 Law ofMoney (Fall : 3)When we buy things or pay for services , we have to pay money.

Sometimes we do so with currency, but usually we use devices suchas checks , credit cards , debit cards , and various Other electronic orsemi—electronic payment systems . New payment systems , such as

B itcoin, are constantly evolving and dying off. Lawyers dealing withsuch developments will need to be prepared with an understanding ofbasic payment law concepts . Unfortunately, there isn ’ t a unified bodyofpayment law. Rather, we have widely scattered and rapidly changingsources of law. We will study articles 3, 4 , and 4A of the UniformCommercial Code; various federal statutes and Federal Reserve Systemregulations ; private agreements , such as those governing clearing housesand bank credit card arrangements ; and bas ic common law concepts .Over time the subject matter has variously been described as “B ills andNotes ,”james S. Rogers

LAWS4430Employee Benefits Law (Fall : 3)Retirement plans , health insurance and Other employee benefit

Commercial Paper,” or“

Payment Systems . ”

plans are central features of the employer—employee relationship inthe United States . The legal regulation of such plans is highly relevantfor the practice of corporate, labor, tax, trust, domestic relations , andhealth care law, and is at the forefront of current policy debates abouthealth and retirement security for U .S. workers . The course will surveythe main types of health and retirement plans and examine the rulesgoverning coverage, vesting, funding, fiduciary standards , integrationwith Social Security, claims administration , remedies , and preemptionof state law. It will also consider how the decline of traditional pens ionplans and the recent health care reform impact the existing regulatoryscheme for employee benefits in both the private and public sectors .TheDepartmentLAWS4435 In surance Law (Fall : 3)Insurance is of pervasive importance on the modern world,

whether in the manufacture and sale of a product, in the ownership ofa house or a motor vehicle, in the need for life insurance, in the pract ice of a profession, in serving as an officer or director of a company,


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in protection against medical expenses or the consequences ofpersonalinj ury, and, of course, in the litigation of contract and tort claims .Insurance coverage is often a major influence on l itigation . No litigatoror representative of an enterprise can avoid having an understandingof insurance principles , including the obligation of insurers to treatclaimants fairly. This course covers general principles of insurance,the regulation of insurance, various kinds of insurance (property, life,health, l iab ility and motor vehicle) , ethical considerations for lawyers ,and relationships between insurers .PatriciaMcCoy

LAWS4439 European Union Law (Fall : 3)This course provides a general overview of the legal architecture

of the European Union . It introduces students to the complex relationship between the European legal order and the national legal systemsofMember S tates . S tudents will study the Union ’s maj or institutionsand decision—making mechanisms as well as substantive legal mattersthat include fundamental rights , free movement of persons and goods ,non—discrimination . This course is a prerequisite for participation inthe London Program but is open to any student interested in the present and future ofEurope .TheDepartmentLAWS4443 Local Governmen t Law (Spring: 3)(Public Law: Con stitutional, Administrative, Legislative)

The course dissects a municipality as a business organization,a Municipal Corporation ; how a governmental lawyer practices lawwithin that corporate Structure, and the skills needed by a private practitioner to deal with it, municipal boards , agencies , departments andemployees . Subject matter includes home rule, Charters , Ordinancesand By-Laws (purposes , standards and constitutional issues) , forms ofmunicipal government, the government attorney and unique representation issues resulting from multiple clients , the Conflict of Interestcommon and statutory law, ethical issues , theAttorney-Client Privilegein the governmental setting, taxation, assessments and valuation,procurement, contracts , real estate acquis itions and conveyances , environmental issues , public records , open meetings , zoning and land useplanning, comprehens ive and master planning, inclusionary zoning,low and moderate income hous ing and affordable housing.

Howard Levine

LAWS4445 Paten t Litigation (Spring: 3)Prerequisites: Intellectual Property Survey or Patent Law Strongly suggested but not required .

This course has two goals . First, teaching substantive patent lawand the key events in patent litigations . Second, developing core litigation skills that are critical to not only patent cases , but also other typesof litigations . The class will focus on three exercises : ( 1) a Markmanargument in which each student will argue patent claim constructionissues ; (2) an expert deposition of a technical witness , in which thestudents will question the witness ; and (3) summary judgment briefingand a hearing, in which each student will write a brief and present oralargument . All three exercises will involve review of substantive patentlaw, issues specific to patent litigations , and core litigation skills .josephMueller

LAWS4450Environmen tal Law, Advanced : Teaching Seminar(Spring : 3)Prerequisite: LAWS25 12TheDepartment

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LAWS445 1 In ternational Arbitration (Fall : 2)The old maxim “where business goes , disputes soon follow has

renewed vitality in an age of globalization . As cross-border commercefollows American business abroad, and offshore foreign investmentflows into the U .S. , the potential for clashes in the business expectations of the parties increases . Commercial dispute resolution thusbecomes an almost inescapable component of today’s private international business experience . Course covers the management of the international commercial dispute process , from inception in the contractualdrafting through the mechanics of the dispute resolution process tothe enforcement stage . Focus of the course will be on internationalarb itration, with some consideration of alternative dispute resolutiontechniques . Original case studies and related materials are largely drawnfrom actual practice . Course is designed for prospective corporateattorneys as well as litigators . Optional paper of20pages is available toprovide a third credit .TheDepartmentLAWS4452Advan ced Evidence : Trial Objection s (Spring: 3)Prerequisite: LAWS9996)

The goal of this course is for students to understand how the rulesof evidence operate in practice by providing them with the experienceof trying to admit or to keep out evidence in a mock trial setting . Thisis done through a problem approach with particular attention paid tolaying the foundation for admiss ion of evidence during examinationofwitnesses . Topics include exceptions to the hearsay rules (admittingbusiness records , prior recollections , laying foundation for theadmiss ib il ity of expert and lay opinion ; impeaching witnesses throughcharacter evidence and prior inconsistent statements ; authenticatingphys ical exhib its ; and us ing chalks , demonstrative aids and diagrams .S tudents will perform weekly in—class simulations .TheDepartmentLAWS445 5 Cyberlaw (Spring: 3)With the rise of the Internet, we can store and transmit vast

amounts ofdigital data across the globe at little to no COSt. This digitalrevolution raises fundamental questions about how, if at all, existinglegal rules should apply online . This course explores the legal andpolicy issues that arise in cyberspace, including issues of sovereigntyand jurisdiction, regulation of online speech, peer—to—peer networking,cybersquatting, and virtual property. It also addresses regulation of

the physical architecture of the Internet, including net neutrality. The

course examines the broader j urisprudential and policy questions thatapply to issues aris ing on the network, and in the process uses cyberlawto reexamine the way that law operates in the offline world .

TheDepartmentLAWS4457 Research for Criminal Law P ractice (Spring: 2)

This course is designed to provide an in—depth examination of

legal research materials and techniques useful for students who areinterested in becoming prosecutors or criminal defense attorneys .Course will cover bas ic primary sources of criminal law such as theU .S. Constitution and state constitutions , as well as federal and statestatutes , cases , and administrative law. Course will cover importantsecondary sources in the criminal law field; legislative history researchskills ; how to find and use jury instructions , sentencing guidelines ,dockets , and practice materials such as formbooks . S tudents will also

learn how to find and work with criminal court rules . Both printand electronic sources are explored and critiqued . The course coversWestlaw, LexisNexis , Bloomberg Law, and other electronic sources .TheDepartmentLAWS4459 Semester in P ractice Semin ar (Fall : 3)

The SiP Seminar brings together extern students for a weeklydiscussion of common practice issues and seminar discussions of

current issues in the practice of law, such as changes in the U .S. legalprofession, the adversary system, and unmet legal needs . The goal ofthe seminar is to develop better understanding of the forces that shapea lawyer ’s professional identity and to learn to become a reflective legalpractitioner. This course enables students to bridge the gap betweenlaw school and practice . S tudents keep a daily j ournal and share theirentries weekly with the instructor . S tudents are required to write a substantial 20—25 page paper on a topic approved by the professor in lieuof an exam . Enrollment by lottery.

F ilippaM Anzalone

LAWS4460P rofessional Response/Prosecutorial Ethics (Spring: 2)A criminal prosecutor must reconcile the ethical obligation to

seek justice” with personal incentives to “win ” cases and profess ionalobligations to protect the public . We will examine the areas of prosecutorial decision making that bring these competing goals into sharpestconflict . Topics will include the use and abuse of the grand jury; issuesof overcharging and selective prosecution ; discovery practice ; the useof informants ; pretrial publicity; plea negotiations ; j ury selection ; trialconduct ; and prosecutions ofmental health cases . Class participation iscons idered in the final grade .CraigKowalski

LAWS4464 Authority and Leadership in P rofessional Life(Spring : 3)Cro ss l i sted with SCVVK7732TheDepartmentLAWS4468 Bc Law P ro secution Clinic (Fall : 6)

The Prosecution Program is a one—semester course offered onlyin the fall . S tudents enrolled in this clinic work within a local D istrictAttorney’s Office 2—3 days each week, handling a variety ofmisdemeanor and minor felony charges from arraignment to bench trial. S tudentsare responsible for their own cases in court and meet weekly with afaculty supervisor for case preparation and supervision . Students ’ courtexperiences provide the bas is for a close and critical exam ination of

their role and their impact on the criminal justice system .

Evangeline Sarda

LAWS4469 BC Law P ro secution Semin ar (Fall : 2)Prerequisites: Strongly recommended : Evidence, Criminal Procedure,Trial Practice

This weekly seminar focuses on the development of lawyeringskills , the formation of professional identity, and the study of theprosecution function .

Evangeline Sarda

LAWS447 1 Appellate Advocacy (Spring: 3)This course will offer hands—on experience and explore in depth

the craft ofappellate advocacy. Topics include : the rules and mechanicsof the appellate process ; formulation of strategies on appeal, use of theappellate record, brief writing; and oral argument . One of the classsessions will be held at the Adams Courthouse, where the students willattend an oral argument and then meet for a post—argument discuss ion .


S tudents apply what they have learned to the drafting of an appellatebrief based on an actual court record . The brief is written in stages andfollowed by one—on—one critiques . Students also present an oral argument, which will be critiqued and may be videotaped . Students will begraded on the bas is of their brief, oral argument and class participation .

Rosemary Daly

LAWS4474 En ergy Law and Deregulation (Fall : 2)This survey course focuses on the law and public policy ofelectric

ity and natural gas , with discussion of both market and environmentalregulation . The course will examine the frequent tensions betweeneconomic and environmental regulation . There will also be analys is ofthe Constitutional law applicable to the energy industries , includingCommerce Clause and Supremacy Clause limitations upon state energypolicies . Class time will also involve review of ongoing political andindustry developments . There will be particular focus upon the development and financing of renewable energy resources .Dennis DuflyjohnMoskal

LAWS4476 Domestic Violence and the Law (Fall : 3)Courts have increas ingly become the forum for responding to

issues of domestic violence . This course provides the historical andsocial context of battering, explains the dynamics ofbattering relationships and the psychological effects of trauma on battered women andchildren , discusses civil and criminal law issues aris ing out of battery,and examines the use of expert testimony as a method of presentingbattered women ’s claims in court .TheDepartmentLAWS447 8 Environmen tal Legal Research (Fall : 2)

This course is designed as an in—depth look at the legal resourcesand research techniques used in the practice of environmental law.

S trong emphas is on administrative law and the rulemaking process ,legislative history, and government documents . Course will also reviewbasic case law and statutory research . Students are exposed to Strategiesfor using these materials competently, effectively, and economically inthe research process to enable them to develop research skills necessaryto be a successful environmental lawyer. Ungraded exercises allowstudents to track their progress in learning the materials . Class is completed in the first two—thirds of the semester so that students are ableto apply knowledge gained in this class to more eas ily and effectivelyresearch papers for other classes and to journal work.

joan ShearLAWS448 5 Advan ced LegalWriting (Fall : 3)

This course focuses on legal analysis and writing with a particularfocus on the audience and purpose ofwritten legal communications .The primary purpose of this course is to ass ist students in becomingpractice ready attorneys . Students will continue to build on the skillsgained in their First Year Legal Research and Writing course and needonly an interest in bettering their writing skills , including their editingskills . Using hypothetical client problems and a simulated court record,students will write client communications , including client letters andelectronic communications , as well as pretrial civil litigation documents , such as legal briefs . Students will spend course time discussingeach written ass ignment, reviewing drafts and collaborating on in—classexercises .jennifer ConnorHelenMacLeod


LAWS4488 In ternational Business Transactions (Fall : 3)This is a course on the globalization of private economic rela

tionships and the global regulation of such activity. In particular,the course will focus on identifying and solving the legal problemsaffecting cross—border transactions in a global regulatory environment .Students will become familiar with the nature of globalization andthe global economy; fundamental patterns of business activity acrossnational boundaries ; the international legal framework for regulatingsuch activity; and the unique issues raised by sales of goods , l icensing,foreign investment and dispute resolution . Private and public lawaspects of international business transactions will be examined, including conflicts of law, foreign law, and select issues in WTO , NAFTAand EU law.

F rank] Garcia

LAWS4496 The Judge and the Community Court Semin ar (Fall : 2)Corequisite: Must be concurrently enrolled in LAWS4498

This seminar examines through participant observation the functioning of the judicial process in our first- level or community courts .Students undertake this study of judicial performance through clerkship—like fieldwork placements with judges of the Boston Municipal,D istrict, Juvenile, Housing, and Land Courts . Students are available toass ist their j udges with legal research and writing. S tudents are expected to observe and ass is t their j udges eight hours/week (one full day ortwo mornings) for which they receive two clinical (pass—fail) credits .The weekly classroom sessions cover the full range of issues which trialj udges encounter on a daily bas is , including judicial ethics , sentencingpolicy, ADR, jury management and treatment courts . A twenty pagepaper describ ing some aspect of the judiciary’s work in these courts isrequired and serves as the basis for the two graded credits .TheDepartmentLAWS4498 Judge and the Community Courts (Fall : 2)Corequisite: LAWS4496Clinical EducationStudents are expected to observe and ass ist their judges eight

hours/week (one full day or two mornings) for which they receive twoexternship (pass-fail) credits .john ConnorsTheHon. john C. Cratsley

LAW5 5253 In ternational Law of Food (Summer : 3)Cro ss l i sted with INTL2253

This course, one of the few if not the only in the world to addressthis critical subj ect matter, identifies and analyzes contemporary international legal and policy issues related to food including supply, safety,security, subsidies , and trade . Students will master legal and structuralanalytical tools for addressing these increasingly important challengesof concern to all global citizens , including in particular undergraduatespotentially interested in attending law school seeking an introductionto legal method . Field trips include visits to the European Food SafetyAuthority and the UN Food and Agriculture Organization in Rome .The course Stresses the development of skills to enable students effectively to grapple with new and emerging issues in this ever—changingand expanding field .

TheDepartment

damages suits by terrorist victims and suspects . Grade will be based ona 20page paper for two credits . Students can take this course for threecredits by writing a paper of35 pages .TheDepartmentLAW5664 1 Real Estate Developmen t and Fin ance (Fall : 3)

The course, clinical and practical, explores a lawyer ’s role andresponsib ilities , and the myriad of transactional documents and agreements , in residential and commercial real estate transactions from offersthrough acquis ition and loan clos ing. The course examines , dissectsand teaches how to represent buyers , sellers and lenders during the duediligence, development and permitting, and the financing phases of areal estate transaction . The course teaches practical lawyering skills suchas drafting, negotiation and problem solving. A variety of ethical issuesare reviewed . Commercial leas ing transactions , zoning, environmentaland due authorization opinion letters , and zoning and environmentallaw and considerations in sale, lease and finance transactions are taught .Case studies are presented and negotiation exercises conducted to summarize the areas of real estate law studied and to explain how the legalprinciples , cases , and issues work in real—l ife situations .TheDepartmentLAW56660 Foundation s ofWestern Law (Fall : 3)Cross listed with PHIL6660

This seminar will place students into a conversation with some ofthe key thinkers who have shaped ourmodern Western legal traditions .In addition to Plato and Aristotle, the readings will be drawn from17 th, 18 th, and 19th century English, French and German politicalphilosophers . Themes include : how these authors influenced commonand civil law systems ; the relation among religion, law and moralityand the problem of human knowing; the concepts of “ law, reason,”human nature,” and the foundations of rights theory; the shift fromthe good to legitimacy; the rise of individualism and the problem of

community.

Thomas C. Kohler

LAW56663 Children ’ s Law and Public Policy (Fall : 2)Children ’s Law and Public Policy provides an overview of U .S.

law and legal systems impacting the lives of vulnerable children . The

course focuses both on process , how courts , administrative agencies ,and attorneys representing youth, parents and the state process andservice cases of individual youth, and on policy, how these systems aredesigned and connected to one another and to broader developmentaland rights frameworks . Substantive legal areas will include child mal

treatment and termination of parental rights , status offenses , j uvenilej ustice, challenges to state systems and conditions for youth in custody,school exclus ion and its relationship to special education law, specialimmigrant j uvenile status , and domestic and international traffickingofminors .TheDepartmentLAW56673 Law ofWar,War Crimes, and Genocide (Spring: 3)

This course examines the development of the law of armedconflict and the prosecution of war crimes , and the legal aspects ofgenocide . Topics include The Hague and Geneva Conventions , theInternational Military Tribunals at Nuremberg and Tokyo

the My Lai massacre in Vietnam the Rwandangenocide the Genocide Convention, and the ConventionAgainst Torture . We also cons ider litigation over the status and rightsof detainees at Guantanamo Bay, Cuba, issues presented by drone


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warfare and targeted assass inations , and new assertions of jurisdictionover war crimes , crimes against humanity and genocide, including TheInternational Criminal Court . Related topics , such as the defense ofsuperior orders and the doctrine of command responsib ility, and lawand the future ofwar, will also be considered . Breaking developmentswill be incorporated into class discussion .

TheDepartmentLAWS667 5 In ternational Legal Research (Fall : 2)

This course is designed to introduce students to bas ic researchskills in the area of international, European Union, and transnationallaw. S tudents will learn how to locate and evaluate the maj or sourcesof public international law, such as treaties , customary law, and international practice . Decis ions of international, European Union, andtransnational courts and tribunals , and documents and materials frominternational, European Union , and transnational organizations willalso be examined . Classes will meet once a week for 2 hours . Gradeswill be based on three research exercises . Each of the first two researchexercises will account for twenty five percent of the grade . The finalresearch exercise will account for fifty percent of the grade .TheDepartmentLAWS6677 Mergers and Acquisition s (Spring: 3)Prerequisite: Corporations

This course is an introduction to the legal rules and principlesgoverning corporate transactions including mergers and negotiatedacquis itions . We will begin with an exam ination of the deal structuresused in most common transactions , focusing on statutory requirementsand relevant Federal regulations . We will then turn to questions of theDelaware common law and the fiduciary duties of sell ing directors inthe context of mergers and acquisitions . Finally, we will turn to themerger agreement . In that setting, we will s tudy the structure of themerger agreement and typical provisions negotiated in merger agreements . The obj ect of this final section will be to understand the incentives addressed by each such provision and the legal limits to their use.

TheDepartmentLAWS6679 Trusts and Estates (Fall : 4)

This course explores the bas ic law surrounding the dispositionof property at death : ( 1) overview of the estate planning process andthe policy considerations regarding inheritance law; (2) the process bywhich property is distributed in the absence of a will ( intestacy) ; (3)the law ofwills , examining challenges to the will, formal requirementsfor the execution of a valid will, revocation, and construction ; (4) willsubstitutes and planning for incapacity; (5) the law of trusts , includingrevocable and pour—over trusts , and creditor and beneficiary rights ; (6)brief coverage ofpowers ofappointment, perpetuities , charitable trusts ,and general tax considerations . This course does not address in detailtax—motivated estate planning (visit instead Estate and Gift Tax andEstate Planning) .Ilana HurwitzLAWS6682 Commercial Law: Secured Tran saction s (Fall : 4)

This course explores secured financing— transactions in whicha creditor, a lender or a seller, takes a security interest in collateralto secure its ab il i ty to be repaid . The course focuses principally on

secured transactions involving personal property and fixtures (Article9 of the Uniform Commercial Code) . It examines the debtor—securedcreditor relationship at state law and in bankruptcy. The course adoptsa problem—solving approach . Class time is devoted almost exclusively

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to analyzing the ass igned problem . This is a bas ic or primer coursefor business law practice . It also provides an intense experience ininterpreting statutes .Ingrid Hillinger

LAW56686 Anglo-American Legal History (Fall : 3)A study of how law originates and changes , with an emphas is on

some of the fundamental controversies of legal histo ry. The course willcoverAnglo—American law and legal institutions from the Anglo—Saxonperiod through the twentieth—century legal realist movement, and willexamine closely the origins of the courts and the j ury, the sources oflaw, the development of precedent justice, and the growth of the legalprofession . No previous background will be assumed, and the coursewill lead into the American Legal History course .TheDepartmentLAW56760China’ s Challenge : The Role ofLaw in the PRC

(Spring: 3)For better or worse, China impacts all our lives . It is a leading

force on the global political and economic scene . At the same time, itfaces ep ic problems concerning the environment, corruption increasing income gap and much more . This course examines China s proj ectof legal development since the 1980s , which is perhaps the most concerted effort in world histo ry to build a legal order and yet one thatcontinues to encounter difficulties in addressing the nation ’s manychallenges . After a short review ofChina’s pre—revolutionary legal history and an introduction to its principal modern legal institutions , thiscourse will look at a cross—section of the most important legal questionsconfronting China and a world seeking to deal intelligently and effectively with it . Areas of focus will include legal questions surroundingthe economy, foreign investment, intellectual property protection , thepolitical sphere, social issues , and dispute resolution .

TheDepartmentLAW568 10Advan ced Topics in Torts (Fall : 2)

This team—led seminar course builds on first year torts and willexplore a range of advanced topics selected primarily by the class . Afteran orientation to current issues in Torts , students will select, in teamsof2—3, topics to explore in depth . The topics may include mass torts ,multi—district litigation , class actions ; the relationship between legaland regulatory standards FDA and Tort duties) ; extraterrito

riality; punitive damages ; no duty issues ; insurance and tort l iab ili ty( including ethical issues of insurance defense attorneys) ; business torts ;SLAP suits ; constitutional torts ; evidentiary issues ; tort issues in personalized medicine, gene sequencing and new technologies ; tort liab ili ty ofgun sellers , etc . Each team will be expected to interview tort attorneysto build a deeper understanding of their topic and will lead a classTheDepartmentLAW56842Defam ation Law and Litigation (Spring: 3)

This course offers an in—depth study of First Amendment mediaand defamation law, together with a clin ical component designed todevelop litigation skills . The seminar will cover such issues as the evolving concept ofwhat constitutes defamation, the public figure doctrine,the opinion defense, confidential sources , burden of proof, Internetand social media, and related issues . S tudents will draft pleadings ina hypothetical case and take the depositions of the parties , witnessesand an expert . Heavy emphasis will be placed on class participation .

In lieu of a final exam , students will be required to prepare a summary

judgment memorandum based on both the case law and the discoveryinformation developed during the course, using transcripts of thedepositions .TheDepartmentLAWS7078 Global Citizen ship : In terdiscipl inary Semin ar (Fall : 3)Prerequisite: Students who want to take this course and the field tripit entails will be interviewed . Requirement for STM students : oneyear of theological studies .Cro ss l i sted with SCVVK779Oand TMST807 8

Offered PeriodicallyToday’s world is a maelstrom of cultures , languages , races , issues ,

perspectives , hopes , and challenges . In this course, we will look at someburning issues of our time : e.g. , poverty, ecology, migration, refugees .This exploration will be achieved in an interdisciplinary manner bycombining the cross—perspectives of social work, law, and theology.

Special attention will be given to “agent, the person called to faceworld issues through the existential notion of mission, values , andpurpose/vocation . Consideration will be given to the situation ofHaiti,where the whole class will travel over the winter break for a field trip .


Mary Holper

Margaret LombeLAWS7703 Education Law and Public Policy (Fall/Spring: 3)Cro ss l i sted with ELHE7 103Registration by LSOE studen ts is by departmen t permission on ly.

LSOE studen ts please con tact the departmen t by e—mail elb e@bc .edu . Law studen ts register through the normal Law Schoolregistration process .

This course addresses the political and legal aspects of the role ofeducation in our democratic society. Provides an introductory surveyof public policy issues and laws governing preschool, elementary,secondary, and higher education . Included are such topics as religiousfreedom , free speech, and due process ; the liab il ity of educational institutions and educators ; the legal distinctions between private and publicinstitutions ; student and parent privacy rights ; disab il ity rights ; and thepromotion of educational equity among all groups regardless ofgender,sexual orientation, language, race, religion, ethnici ty, or socioeconomicbackground .

Phil CatanzanoMichaeljoyceDiana Pullin

Norah W7ylie

LAWS7706 Seminar on Law and Higher Education (Spring: 3)Prerequisites: ELHE7 103/LAWS7703 Education Law and PublicPolicy or 2L or 3L status at BC Law SchoolCro ss l i sted with ELHE7607Offered Biennially

The Law and Higher Education seminar covers a broad rangeof pressing contemporary topics impacting institutions of highereducation . Topics range from First Amendment concerns on campus ,to the business of higher educational institutions intellectualproperty protections and high profile athletic programs) , to the impactof government and non—governmental actors on the university, to thefuture prospects of the American higher education model . The legal,historical, and theoretical underpinnings of each issue are covered, but


the focus of the seminar is on the practical decis ion making of generalcounsel, administrators , students , and others who coexist in the univers ity context .Philip CatanzanoLAWS7708 Business Law and Health Care En terprises (Spring : 3)

This seminar focuses on the business and corporate practices ofhealth law. It covers legal issues involving private and governmentinsurance, managed care, tax—exempt status , health care organizations ,professional contracts , and labor relations . Evaluation will be based ona substantial paper, class presentation, and class participation .

TheDepartmentLAWS7723 P artnership : Transactions , P lanning, and Tax (Fall : 3)Prerequisite: Tax I

This course will examine tax and economic issues associated withpartnerships and limited liab ility companies . There will be occas ionalreference to substantive state partnership law as necessary to understandother concepts . Aimed at students interested in small business , venturefinance, real estate, or general transactional work as well as taxation .

LindaM Beale

LAWS7724 Advanced Immigration Clinic (Fall : 3)TheDepartmentLAWS7731 Administrative Law (Fall/Spring: 3)

This course will examine the legal framework for the work of

administrative agencies . We will explore the sources of authorityfor agency action under the U .S. Constitution and will examine theaccountabil ity of agencies to the legislative and executive branches ofgovernment . The course will survey the procedures that agencies mustfollow when they engage in rulemaking, enforcement, and adjudication . We will study the role of the courts in overseeing agency action .

This course is intended to introduce students to regulatory agencies ina variety of substantive fields of law, such as financial, environmental,health care, immigration , labor, to nam e a few.

LAWS7733 Business B ankruptcy (Spring: 4)This course explores business reorganization under Chapter 11

of the Bankruptcy Code . It also touches on Chapter 7 l iquidationfor business entities . It adopts a problem—solving approach . SecuredTransactions is recommended but not required . Students should takethis course if they plan to practice any type of business law— transac

tional as well as commercial litigation .

Ingrid Hillinger

LAWS7735 American Jury (Spring: 3)This seminar will explore the j ury system in the United S tates and

in particular Massachusetts , in theory and in practice, in both civil andcriminal proceedings . A variety of issues will be discussed including thehistory of the j ury in the United S tates , j ury composition, voir dire ofprospective jurors by the j udge and/or the lawyers , challenges for causeand peremptory challenges , trial issues and the jury, j ury perceptions ofthe evidence, the roles of the j ury and the j udge, innovative techniqueswith respect to the j ury ( including the questioning of witnesses byjurors , interim commentary by counsel during the course of the trial,and discussion of the evidence during the trial by jurors) , deliberationsby the jury, jury nullification , the death penalty and the j ury, the j ury


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and scientific evidence, the requirement of unanimity, instructions oflaw by the j udge to the j ury, and the effectiveness of the j ury in determining the truth .

TheDepartmentLAWS7739 Confl ict of Laws (Fall : 3)Conflict ofLaws is the study of the problems that arise when the

significant facts of a case are connected with more than one jurisdic

tion . When different j urisdictions— states or nations— have adopteddifferent substantive law, which law should govern ! The answer tothat question, in the domestic context, is the study of federalism inpractice . And the question itself is one that regularly faces litigators ,transactional lawyers , and, increasingly, those interested in domesticrelations . This course will address the choice—oflaw approaches adopted in American courts . Major topics will include the role of the USConstitution in interstate conflicts ; choice of law issues faced by federalcourts ; preemption ; and conflicts with international law.

TheDepartmentLAWS7743 Estate P lanning (Spring: 2)Prerequisites: Estate and Gift Tax

This course provides a practical approach to estate planning, theprocess by which lawyers work with their clients to provide for thetransfer property during life and upon death . Estate planning involveswills as well as trusts to provide for the care ofminor children , establishcharitable bequests and obtain favorable tax treatment . It also involvesplanning for succession of businesses and planning for retirement benefits and life insurance .We will be focusing on practical estate planningtechniques as well as how an estate planner prepares documents tocreate a complete estate plan .

TheDepartmentLAWS7746 Copyright (Fall : 3)

This course studies the ability of authors , publishers , artists andothers to control the distribution , sale, copying and performanceof their works . Topics will include the subject matter of copyright,requirements for copyright, proof of infringement and remedies .The course will cover the application of copyright law to music andliterature as well as the rapidly developing use of copyright law to protect high technology products such as computer programs . S tudentsinterested in pursuing careers in high technology law should seriouslycons ider taking classes in both copyright and patent law.

TheDepartmentLAWS7747 Family Law (Fall : 3)

The practice of family law applies rights and duties to people whoare in relationship to one another, either through love, obligation , orblood . Social norms , customs , and practices are constantly reimagininghow and with whom these relationships are formed . This course looksat historical and contemporary ways by which families are formed,maintained, dissolved, and defined by law. The course in particularprovides an overview of marriage, divorce, child custody, parentalrights , and adoption .

TheDepartmentLAWS7748 Corporate Finance (Spring : 3)Prerequisite: Corporations

This course will explore the legal and basic finance issues associated with the issuance and trading of the various instruments that companies use to finance their activities , including common stock, preferredstock, long and short—term debt and derivative securities .We will look

a board book that will include all the relevant corporate documentation related to the new corporation . Students will also organize and runa shareholder meeting before the end of the semester. At this meeting,shareholders will vote to approve a dissolution of the corporation .

S tudents will then make the required fil ing with the Commonwealth .

TheDepartmentLAWS7774 Securities Regulation (Spring: 3)Prerequisite: Corporations is recommended .

This course provides an overview of the federal regulation of

the issuance and trading of stocks and other securities , focusing on

the Securities Act of 1933 and the Securities Exchange Act of 1934 .

We will analyze the regulation of the public offering of securitiesand discuss the structure and operation of securities trading markets .Topics covered will include the disclosure regime for public companies ,exemptions from the securities laws ’ registration requirements , andliab ili ty under the securities laws , including sanctions for fraud andinsider trading.

TheDepartmentLAWS7777 Taxation 11 (Fall : 3)Prerequisite: Tax I

Tax 11 explores the taxation of corporations . After a brief reviewof the other common forms for organizing a business and their distinct ive tax treatments , the course focuses on the most important federalincome tax issues relating to the organization , operation, l iquidationand reorganization of publicly—traded corporations (and other “C”

corporations) . This includes the relationship between corporationsand shareholders and the treatment of dividends and redemptions .The course is important for any student thinking of practicing in thegeneral business area, even if she or he does not intend to become a“ tax specialist .TheDepartmentLAWS777 8 Taxation 111 (Advan ced Corporate Tax) (Spring: 3)Prerequisites: Tax IA and Tax 11

Tax 111 is the most advanced course in the tax curriculum (notethat Tax I and Tax 11 are prerequisites) . It deals with both taxableand tax-free corporate acquis ition transactions , the treatment of netoperating loss carryovers , s ingle corporation reorganizations andan introduction to the consolidated return rules and subchapter S .

S tudents will engage in a variety ofproj ects including some mix of thefollowing : negotiate the terms of an acquisition transaction , preparedrafts for a request for a private letter ruling from the IRS , and drafttax opinions letters .TheDepartmentLAWS7780Tax Policy (Spring: 3)

This course examines the legal, economic, and political considerations relevant to the formulation and implementation of federaltax policy. The specific issues will vary, but, in general, will deal withsome or all of the following issues : the concept of income and the taxbase ; defining efficiency and equity; ability to pay and progressivity; thetax expenditure concept; consumption taxation ; the double taxationof corporate income ; the estate tax; and current tax policy legislativein itiatives .TheDepartmentLAWS7783 Trial P ractice (Fall/Spring : 2)Prerequisite: Completion or current enrollment in Evidence .

There are several sections of trial practice, which are taught byadjunct faculty who are judges or practitioners . Each instructor selects


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his/her own readings and exercises , but the coverage of the sections isquite similar. All require students to prepare and to perform aspects ofj ury trial— opening and clos ing arguments , and direct and cross—examination . The course is designed to develop practical skills and tobuild an appreciation for the relationship between substantive law andstrategy and tactics in litigation . This section includes both civil andcriminal trial exercises . S tudents also participate in a mock trial held ina real courtroom . All sections focus on trial advocacy; some also consider some pre—trial skills , such as discovery depositions . All sections havelimited enrollments . Evidence is a prerequisite .Hon. Paul ChernoyfKevin CurtinHon. ChristineMcEvoy

Hon. Christopher]. Muse

LAWS77 89 En tertainmen t Law (Fall : 3)Most entertainment law practitioners agree Entertainment Law

has no set definition, but includes a hybrid of distinct areas of thelaw, including but not limited to, copyright, trademark, contracts ,wills , estate planning, real estate, bankruptcy and intellectual property.

Course focuses on the protection of IP and the contractual relationships between various parties in the Entertainment and Music Industry.

A major focus will be analysis of the Copyright Act of 1976, as amended, the D igital Millennium Copyright Act, and the protection of IP

and contractual rights in TV, film , music, books , etc . The relationshipbetween the artist and his/her manager, agent, lawyer, and record company will be explored in great detail . Course will cover representationof artists and mus ic labels and the problems they encounter . Studentswill participate in a group exercise where they negotiate a record dealon behalf of either the artist or the record label, and report back theirterms to instructors .Christopher BrownLAWS779 1 Food and Drug Law (Fall : 2)

The Food and Drug Administration (FDA) regulates 25% of

the U .S. economy and exerts decis ive authority over the commercialavailab ility ofnew therapeutic drugs and medical devices by controllingpharmaceutical patents , drug and device manufacturing and clinicalresearch . The Agency plays a leading role in assuring the safety of

food grown, imported and distributed in the U .S. and controls foodlabeling, including use of the terms “organic” and natural.

”

Throughlecture, reading ass ignments and discussion, this course will providebackground on the legislative authority which underlies FDA activities ,the processes and procedures by which the Agency carries out its mandate and the public policy debates which dealwith the tension betweenaccelerating approval of new treatments for incurable diseases such asAIDS , cancer and Alzheimer’s disease and the demand to improve thesafety ofmarketed drugs and foods . Enrollment is l imited .

Allan Green

LAWS7792 Federal Courts (Spring: 3)This course involves a study of the role of the federal courts in

the operation of the federal system . It concerns questions of federalism(the appropriate distribution ofpower between the Federal governmentand the states) and questions of separation of powers (the allocationof authority between Congress and the Courts) . Therefore to a largeextent it is an applied constitutional law course about the structuralrelationships of government . The teaching method involves discussionof problems and cases with some reading of excerpts from law reviewarticles . The problems are designed to consider how these issues arise in

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l itigation . Two to three short written memos (2 to 5 pages) analyzingthe problems will be required . The grade will be based upon the finalexam .

TheDepartmentLAWS7793 Immigration Clinic (Fall : 5 )Prerequisite: Immigration LawStudents represent non—citizens in their applications for legal

status , which involves interviewing, evaluating whether the client iseligible for such status , preparing the application, drafting affidavits ofthe client and supporting witnesses , gathering documents in support ofthe application , and representing the client at the interview. Studentsrepresent non—citizens in removal proceedings before the ImmigrationCourt, which involves arguing bond motions , conducting direct examination ofwitnesses , rais ing evidentiary obj ections , and arguing pointsof law. Cases include asylum, waivers of deportation , adjustment ofstatus , visas for victims ofviolent crimes , relief for noncitizen victims ofdomestic violence, and visas for j uveniles who have been abused, abandoned or neglected . Students conduct “

Know Your Rights” presentat ions for communities in the Boston area and for detained noncitizens .Mary Holper

LAWS7797 Advan ced Legal Research (Fall/Spring : 3)Advanced Legal Research offers an in—depth, hands—on experience

with the process of legal research . S tudents use a wide range of legalmaterials and devise practical techniques and strategies for using thesematerials competently and effectively. The goal ofthe course is to createself—sufficient legal researchers capable of analyzing and resolving legalproblems effectively. Emphas is is placed on the types of legal sourcesand research not covered in the first year of law school treatises ,forms sources , administrative law, statutory research, legislative histories and legal practice materials) . Both print sources and free and feebased electronic sources are explored and critiqued . The course coversWestlaw, LexisNexis, BloombergLaw and other electronic sourcesTheDepartmentLAWS7799 Independen t S tudy (Fall : 1)TheDepartmentLAWS7 860How Con stitutions Chan ge (Fall : 3)Constitutions change in ways both seen and unseen . They change

when political actors trigger the process of constitutional amendment in order to alter the constitutional text . They change when theSupreme Court interprets a constitutional provis ion in a way thatdeparts from the prevailing understanding. They change also when thepeople topple the regime and adopt a new constitution . This advancedcourse in constitutional law will study the many forms of constitutionalchange— amendment, revision ,interpretation , evolution and revolu

t ion— from comparative, doctrinal, historical and theoretical perspectives . There will be a mix of lecture and discussion, with the obj ectiveoffostering a Stimulating, challenging, and mutually—supportive settingfor a productive, provocative and respectful exchange of ideas . Thefinal exam ination will be essay-based .

LAW5 8250Administrative Law Extern ship Seminar (Fall : 1)For students who are enrolled in a law practice externship in the

administrative law area, this is the co—requisite seminar .TheDepartment


LAW5 8252 Business Immigration Law Extern ship Semin ar(Spring : 1)

This one credit seminar is required of students who are enrolledin an externship in the Business Immigration Law field .

TheDepartmentLAW5 8254 Corporate Coun sel Ex ternship Seminar (Fall : 0)

The Corporate Counsel Externship Program is a tethered externship . Students with participating placements will be automaticallyenrolled in Prof. Brian Quinn ’s Corporations class , as well as theCorporate Counsel Externship Seminar . Students enrolled in this program will have the benefit of a doctrinal course focused on corporatelaw issues , a dedicated faculty member and cohort of fellow studentsparticipating in similar placements , and the opportunity to bridge theory with practice . The 1 credit Seminar meets once every other weekand is intended to provide students with an opportunity to reflect ontheir experiences working in the setting of a corporate counsel ’s office .TheDepartmentLAW5 8329 Juvenile Rights Advocacy P roj ect Clinic (Fall/Spring: 5)Students will represent, as Attorney or Guardian—ad—Litem, youth

involved in the justice system on legal issues related to dependency,status offense, delinquency, or special education cases . There is anemphas is on education law in JRAP cases . JRAP In-House students willbe exposed to some of the following: special education advocacy (teammeetings , hearings , appeals) , school disciplinary proceedings , adm inistrative advocacy with the state Departments ofYouth Services (DYS)and Children and Families (DCF) , and Juvenile Court advocacy. Casesare primarily in Middlesex County.

TheDepartmentLAW5 8425 Semester in P ractice (Fall/ Spring: 10)Corequisite: Must be concurrently enrolled in LAWS4459

The Semester in Practice (SiP) is an externship available to students in the upper level . Students work in legal externships in placements approved and monitored by the law school . These may takeplace in (but are not limited to) federal, state or local agencies , not-forprofit o rganizations or non—governmental organizations . Students alsomeet in a weekly accompanying seminar . Credits for the placement isdetermined by the number of hours worked .

TheDepartmentLAW5 8804 Leadership and Social Justice Seminar (Spring : 3)Cro ss l i sted with SCVVK7734TheDepartmentLAW5 8823 Life Cycle of a Chapter 11 Restructuring Case(Spring : 3)Prerequisite: Business BankruptcyChapter 11 cases require lawyers for troubled companies and

related parties (creditors , employees , vendors , customers , shareholdersand others) to evaluate alternative S trategies to maximize value and tominimize losses (or to push those losses onto others) . In this interactivecourse, we ’ ll use an actual case ( in which the professor represented thedebtor) to allow students to set and critique Strategy; write recommen

dations to the Board and motion papers from opposing sides ; arguepositions ; negotiate a chapter 11 plan outcome; and try to reconcilesome of the competing legal and social implications of corporaterestructuring (for example, should poorly managed companies be left

to fail ! What if that means the loss of the best employer in a smalltown ! Should vulture funds be allowed to take advantage of distressed

TheDepartmentLAW5 8 824 Corporate Govern ance and Risk (Fall : 3)Prerequisite: Corporations

This course focuses on corporate governance practices in the U .S.

and their impact on risk taking by corporations and financial institut ions . S tudents will gain a firm grounding in the principles ofcorporategovernance including the role of state corporate law, securities lawand oversight of the banking system . Topics covered will include theownership structure of financial firms and profess ional gatekeepers ,executive compensation practices , the role of directors , securities fraudliab ili ty, corporate recruitment policies , and shareholder activism .

While exploring these topics we will review recent regulatory reformsincluding the Dodd—Frank Act. The only prerequis ite is the bas ic corporate law course .TheDepartmentLAW5 8 834 Judicial P rocess : Appeals (Spring: 6)Judicial Process is a course which allows a student to sit as law

clerks two days per week with Massachusetts Superior Court Judges(Trial Court) . Students will be ass igned to individual j udges . It isexpected that the student will perform one day doing assignments andthe second day observing. There will opportunity to work with morethan one j udge . Students will therefore have the opportunity to observeand work directly with different j udges and thereby learn from differentj udicial styles and perspectives . There will be a bi—weekly two hour seminar meetings , which will be used to discuss various topics includingthe following: selection and discipline of j udges ; role of the jury; and acritique of the adversary system .

Robert BloomLAW5 8 835 Judicial P rocess Appeals Seminar (Fall : 3)TheDepartmentLAW5 8 838 Judicial P rocess (Fall : 5 )Departmen t PermissionRobert BloomLAW5 8 840P aten t Law (Fall : 3)

This course covers the maj or doctrines and policies at work inmodern patent law.While current law will be taught in detail (both the1952Act and the America Invents Act) , the course will also focus onenough history and policy so that students are equipped to deal with,and make predictions about, the rapid changes in patent law that wehave witnessed recently and that we will continue to see. The coursealso has a skills component . Students will learn to review prior art, analyze the validity and novelty of particular patents in the form of claimconstruction charts , and make oral arguments for summary judgmenton issues ofvalidity, novelty, and claim construction in front ofpatentpractitioners in the field .

David Olson

LAW5 8 8 52 Constitutional Politics (Fall : 2)Prerequisite: Constitutional Law I

This is a seminar on the process of constitutional amendmentin the United S tates . We will explore the many ways in which theUnited States Constitution has changed since its adoption as a resultof both formal and informal amendments . We will study Article Vof the Constitution, which sets the rules for formally amending the


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Constitution . We will analyze the role of political actors in changingthe text and meaning of the Constitution . Additionally, we will discussthe future of the Constitution, specifically whether and how it shouldbe reformed . This course will be conducted as a seminar discussion .

One student will be designated as a discuss ion leader for each seminarmeeting and will co—lead that particular seminar meeting with theProfessor . Evaluation will be based on a take-home examination .

TheDepartmentLAW5 88 56 Atto rney General Clinical P rogram (Fall/Spring: 3)Corequisite: Students register for two components at a timeLAWS8856 and LAWS8858 in the fall and the same again in thespring. See course description at Attorney General Clinical ProgramSeminar.Thomas Barnico

LAW5 88 58 Atto rney General Clinical P rogram Semin ar(Fall/Spring: 3)Prerequisite: Must have taken or be enrolled in Evidence orTrialPracticeCorequisite: Attorney General Clinical Program (Fall : 4/Spring: 3)

The AG Clinical Program is a full—year clinical experience incivil litigation in the Massachusetts Office of the Attorney General .Students work directly with ass istant attorneys general in the repre

sentation of state agencies and officials in state and federal courts . Theclinic teaches includes the following types of legal work: ( 1) the draftingof pleadings , motions , discovery, and other litigation documents ; (2)legal research and writing of briefs in the trial and appellate courts ;(3) oral argument in the state courts ; and (4) other litigation tasks .Students will be ass igned to one of two D ivis ions in the GovernmentBureau, either the Administrative Law D ivis ion or the Trial D ivis ion .

Students ass igned to the Administrative Law D ivis ion will work on

cases involving administrative and constitutional law, federal courts ,and statutory construction . S tudents ass igned to the Trial D ivis ionwill work on cases involving employment, tort, contracts and eminentdomain and land use law.

Thomas Barnico

james SweeneyLAW5 887 1 Wrongful Conviction s (Spring: 3)Prerequisites: Criminal Procedure and Evidence recommended

This seminar gives students the opportunity to study the phenomenon ofwrongful convictions , including the causes of, and poss ible solutions to, the problem and its significance for the criminalj ustice system . Readings , films , guest speakers , and discuss ions providestudents with a range ofperspectives on the issues . The academic experience is enriched by the students ’ ability to draw on their clinical andexternship experiencesTheDepartmentLAW5 88 86 In ternational Law (Fall : 3)

This course is des igned to familiarize students with the operationand institutional structure of the international legal system, the lawof nations that govern relations among states . The first portion of

the course, consisting of somewhat more than half of the semester,will address the principal attributes of the international legal system,

including ( 1) sources of international law; (2) subj ects of internationallaw; (3) jurisdiction ofstates ; (4) international adjudication and disputesettlement; and (5) the law of treaties . The remainder of the course, astime permits , will be devoted to special topics , including such subject

LAWS9937 Chinese Law P rogram (Fall : 2)Through partnership with Indiana University Indianapolis , BC

law students enroll in the IU—Indianapolis China Law Program atRenmin University in Beij ing, which runs late May—June . Studentsattend 2 or 4 weeks of classes taught by Chinese professors and visitlegal institutions and cultural s ites in the Beij ing area. S tudents mustcommit by March 30. In addition to successful completion of the IUprogram, students will submit weekly j ournals to Prof. McMorrow.

S tudents are responsible for the IU—Indianapolis program expenseand all related travel and living expenses . Credit is allocated to the fallsemester.TheDepartmentLAWS9942 Fam ily Court P ractice (Spring: 2)

This course is an introduction to the range of issues dealt withby family law practitioners . Starting with the more traditional subj ectssuch as the psychodynam ics of divorce, custody disputes , s ignificantfactors in the division ofassets , the theory and practice of child supportand alimony, tax ram ifications of divorce, etc . This course addressescutting edge issues in the evolving concept of family such as samesex marriage, de facto parents , ass isted reproductive technology, andguardianships . The place ofvarious forms ofADR including mediationas well as ethical considerations unique to family law practice will bediscussed . Noted family law practitioners participate on a weekly bas isin order to bring the course from theory to practice .TheDepartmentLAWS9943 Criminal P rocedure (Fall : 3)

This course will focus on constitutional limitations on police pract ices . The 4th, 5 th, and 6th Amendments are examined as they affectthe warrant process , searches and seizures , interrogations , confessionsand identification . The course considers in depth the exclusionaryrule and other legal controls on police conduct . The course presentsa unique opportunity to explore and contrast various j udicial philosophies within the Supreme Court regarding criminal procedural protection . Teaching methodology is a combination of lecture, discussion ,videos , and Socratic dialogue .Robert BloomLAWS9950 In tellectual P roperty Research (Spring: 2)

This course is designed as an in—depth look at the legal resourcesand research techniques used in the practice of intellectual propertylaw. Course will cover bas ic legal research techniques involving the U .S.

Constitution, statutes , cases , and regulations and how they relate to IPpractice . IP specific research tools and techniques involved in patentand trademark practices will also be included . S tudents are exposed topractical techniques and strategies for us ing these materials competently, effectively, and economically in the research process to enable themto develop research skills necessary to be a successful lawyer in an IPpractice . Grade will be based on class participation, effort on ungradedresearch exercises and performance on graded research exercises .TheDepartmentLAWS9956 Bankruptcy Law Research (Spring: 2)S tudents are introduced to research methods and resources for

tracking bankruptcy filings , locating court opinions , and utilizingpractice materials . Course covers statutory research in bankruptcycode, use of treatises , desk books and other research sources . Emphasisis on the technology and tools used in current bankruptcy practice,


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e.g. electronic case fil ing docket searching and specializedbankruptcy practice software . Course grade is based on several writtenass ignments .TheDepartmentLAWS9957 Sports Law (Spring: 3)

This course offers the study ofselected topics in the application oflaw and legal thinking to sports . Particular attention is paid to how lawor legal thinking shapes the bus iness ofsports and the behavior of thosewho run, play in, or regulate sports . Topics include league governance,merchandising, media rights , antitrust, labor law, and tort law. The

class also includes a maj or simulation about the movement of collegefootball teams to new conferences . The class requires a substantialresearch paper on a topic of the student ’s choice .TheDepartmentLAWS9960Tax Law Research (Fall : 2)Students will master research sources and methods in the area of

federal tax, including federal statutory and legislative history research,regulatory process and regulatory publications . Students will mastertechniques of state- level tax research, including state statutory andregulatory resources . Students will be introduced to internationaland foreign law tax research sources . Emphasis is placed on the technology and tools used by practitioners , including BloombergLaw,

CCH Intelliconnect, IBFD , RIA Checkpoint, BNA Tax Portfolios ,LexisNexis, Tax Analysts and Westlaw. Students will receive instructorfeedback on short ungraded ass ignments .MaryAnnNeary

LAWS9969 Environmen tal Law (Fall : 4)The bas ic course in environmental law, studying a broad range of

environmental cases— from pollution and nuclear issues to parks andwetlands— and focusing upon the legal doctrines , public and privatelaw Structures , and litigation techniques that apply to environmentalprotection controvers ies . This course studies the ways in which legalrules and procedures have been drawn from every corner of the legalsystem from tort and constitutional law to statutory and internationallaw to handle environmental challenges of private and public actions .The course also serves as a case study in the implementation of publicpolicy through litigation skills and legislative process .Zygmunt PlaterLAWS9970Compl icity (Fall : 2)Cro ss l i sted with THEOS501

This seminar draws upon philosophical, legal, and theologicalmaterials to consider to what degree agents are respons ible when theycontribute to or benefit from the wrongdoing ofother agents . Key topics to be considered are : ( 1) the nature of complicity as a distinct moralproblem ; (2) consp iracy and accessory liab il ity in the criminal law; (3)theological concepts of cooperation with evil and appropriation of evil;and (4) market complicity.

TheDepartmentLAWS997 1 Banking Regulation (Spring: 3)

This course examines why the banking industry is one of themost heavily regulated U .S. industries and how federal safety andsoundness regulation works from cradle to grave . The course beginsby providing a historical overview and analyzing the rationales forgovernment intervention in banking . The remainder of the courseexamines the techniques used by the government to constrain the riskofbank panics , including entry controls (through chartering) , activities

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restrictions , prohib itions against mixing banking and commerce, minimum capital and other prudential requirements , and limits on riskyactivities by bank conglomerates . Special attention will be devotedto federal deposit insurance and the FDIC ’

s procedures for resolvinginsolvent banks . S tudents will consider how well these rules work andthe reforms enacted after the financial cris is of2008 . This course doesnot cover consumer financial protection or provisions of the UniformCommercial Code .TheDepartmentLAWS997 5 Criminal P rocedure (Adjudication ) (Spring: 2)Prerequisite: Criminal Law

Through a combination of s imulated courtroom presentationsand readings , this course covers the law of post—arrest criminal procedure from bail and grand jury proceedings through pre—trial discovery,plea bargaining, jury selection, trial and sentencing. In addition tos imulated exercises and feedback, discuss ion topics will range fromSupreme Court cases to policy issues such as the ethics of plea bargaining and the role of race in our criminal justice system . This courseprovides three credits toward the experiential learning requirement .Robert UllmannLAWS997 8 Civil Litigation Clinic (Fall/Spring: 3)Prerequisite: S tudents must take or have taken Evidence .En rollmen t, by lottery, is l imited to 18 studen ts in the fall, and 12in the spring.

This civil clinical course allows students the opportunity topractice law under the close supervision of clinical faculty at the BCLegal Ass istance Bureau (LAB) . S tudents are legally certified to adviseand represent clients in every aspect of civil litigation . Practice areasare family law, landlord—tenant, and public benefits appeals . Clinicalfaculty provide thorough feedback about students ’ work at all stagesin order to help them build on their skills and learn from their experiences, including written feedback at both mid—semester and end ofterm . Seven—credit students are expected to spend an average of20—25hours/week on clin ic matters ; ten—credit students average 30—35 hours/week. Pass/fail and variable credit options can only be exercised at thebeginning of the term .

AlexisAnderson

jane BiondiAlanMinuskin

LAWS9979 Civil Litigation Clinic Class (Fall/Spring: 2)Prerequisite: S tudents must take or have taken Evidence .S tudents enrolled in the Civil Litigation Clin ic also participate in

a weekly seminar where issues related to students ’ actual cases are examined . The practical, legal and ethical issues of lawyering are exploredin detail through discussion, s imulations , and review ofvideo recordedportions of students ’ meetings with their clients . In addition to classparticipation, students draft four reaction papers during the term ,

reflecting on their lawyering, systemic challenges , and social justiceissues which they have observed . Students receive the same grade forboth their clinic and seminar work. Pass/fail can only be exercised atthe beginning of the term . Selection by lottery.

AlexisAnderson

AlanMinuskin

LAWS9983 U .C .C . Reporter Digest (Fall : 3)Departmen t PermissionIngrid Hillinger

LAWS9986 Journal ofLaw and Social Justice (Fall : 3)Kent GreenfieldLAWS9987 In ternational Comparative Law Review (Fall : 3)TheDepartmentLAWS9989 Environmen tal Affairs Law Review (Fall : 3)TheDepartmentLAWS9993 Estate and Gift Tax (Fall : 4)Estate and Gift Tax considers the federal estate, gift and genera

tion skipping tax provisions as they apply to transfers during life andat death . There are no prerequisites for this course, although studentsinterested in practicing in the trusts and estates area are encouragedto also take Tax 1. It is required of any student wishing to take EstatePlanning . The course is taught using the Socratic and problem methodand class participation is expected and encouraged .

TheDepartmentLAWS9996 Evidence (Fall/Spring : 3, 4)Evidence is the study ofthe methods by which litigants prove facts

at trial. This course emphas izes the Federal Rules ofEvidence and thecommon law from which those rules were developed . After examiningthe concept of relevance, the bas ic requirement for the admissib ilityof evidence, the course covers more complex topics such as hearsay,character evidence, impeachment, expert and lay opinion, and authentication of exhib its .TheDepartmentLAWS9999 Law Review (Fall : 3)TheDepartment


Boston College ’s Carroll S chool of Management, GraduatePrograms are recognized for offering innovative programs uniquelysuited to today’s challenging management environment . The Schoolenrolls approximately 900 students in five highly regarded degree programs : the Master of Business Administration emphas izinghands—on , group learning and a global outlook; the Master of Sciencein Accounting (MS . in Accounting) providing students with theadvanced quantitative tools and understanding of the important roleof accounting in business ; the Master of Science in Finance (MS . inFinance) , a rigorous ten—course curriculum providing advanced financial skills ; the Ph.D . in Management with a concentration in Financeand the Ph.D . in Management with a concentration in OrganizationStudies , offering doctoral—level education for individuals interested inresearch and teaching . The Carroll School ofManagement, GraduatePrograms have developed many exciting options that enable studentsto individualize their management education . Among these are 20dualdegree programs , including the Master of Business Administration/Master of Science in Finance in Finance) ; the Master ofBus iness Adm inistration/Juris Doctor and the MasterofBusiness Adm inistration/Master of SocialWorkFull-Time M.B .A . Program CurriculumFor today’s complex business environment, companies and orga

nizations actively seek individuals who possess both highly developedmanagement skills and advanced training in a specific discipline . AnM.B.A. from Boston College offers you the skills and experience youneed for an impactful career. Our Full—TimeM.B .A. Program combinescarefully sequenced courses with a variety of experiential learning components. Summer and academic year internships provide opportunitiesto apply classroom learnings directly to professional practice . TheM.B .A.

prepares you to become a distinguished leader in business . Acquire thetools employers demand from ourworld—class faculty, and connect witha powerful network of leaders and innovators at Boston College .Full—Time M.B .A . Requirements and ScheduleIn the first year, students progress through the core curriculum

as a cohort, developing a broad foundation of business knowledge andcapabilities while forming meaningful connections with classmates .The second year of the program allows you to Strengthen your skills infunctional disciplines of your choice . Through the pursuit of electivecourses , you can ready yourself for success in your desired field .

The Carroll School is committed to instilling a strong sense ofcommunity service in its students . In an effort to align this commitment with the Program , all M.B .A. students must fulfill a requirementof20hours ofservice to Others through meaningful work as volunteers .Full—Time M.B .A . students should plan on academic sessions

from a.m . to p.m . , Monday through Friday during the firstyear of study.

Second year elective courses are taught in the late afternoonand evening, and full—time students take their electives with EveningProgram students whose participation adds a wider range ofknowledgeand experience to class discussions and projects . Most classes meet oncea week from p.m . to p.m . during the academic year, with alimited number meeting from p.m . to p.m .

For current course listings and schedules , visit


Evening M.B .A . Program CurriculumAs a working professional, the Part—Time M.B .A. Program at

Boston College offers you the flexib il i ty you need to earn your degreewhile advancing your career. And you benefit from the opportunity toapply what you learn in the Program directly to your work.

As a Part—Time M.B .A. student, you develop managerial, analytical, and practicalmanagement skills through the completion ofa strongset of core courses that emphas ize experiential learning. The programattracts a diverse mix of highly motivated individuals from the vibrantand diverse regional business community, help ing you grow your network as you develop and learn new skills .Evening M.B .A . Requirements and ScheduleStudents generally take two courses in the fall and spring semes

ters , but may take additional courses during the summer . Eveningstudents must complete 57 credits of course work as well as 20 hoursof community service . Most Evening program classes meet once a weekfrom p.m . to p .m . during the academic year, with a limitednumber meeting from p.m . to p .m . Summer courses meettwice a week from p.m . to p .m . Evening students typ icallycomplete their degrees in four years .For current course listings and schedules , visit www.bc.edu/

M.B .A . Curriculum

Full Time P rogram

MPRX7730Management PracticeGSOM7705 Professional Development Workshop IGSOM7706 Professional Development Workshop 11OPER77 16 Data Analytics 1: Model BuildingMKTG7720MarketingMGMT77 1 Managing People 85 OrganizationsACCT77 13AccountingISYS7720Data Analyt ics 11: Technology 85 ManagementMFIN7701 EconomicsMFIN7722 Financial ManagementISYS7730Data Analyt ics 111: Bus iness IntelligenceOPER7720Operations ManagementMGMT7730S trategic Management11 Electives

Part Time P rogram

OPER7704 EconomicsMGMT7709 Managing People and OrganizationsACCT770AccountingISYS7700 Information Technology for ManagementMFIN7704 Financial ManagementMKTG7700MarketingOPER7705 S tatis ticsOPER7700Operations ManagementMGMT77 10S trategic Management10Electives

Dual Degree ProgramsThe Carroll S chool of Management, Graduate Programs col

laborate with other outstanding graduate schools and programs atBoston College to offer over highly regarded dual degree programs .Students are generally able to complete the requirements of a dualdegree program in less time than it would take to pursue each program

Three electivesAny 6600or 8800- level Finance elective ORACCT8824Financial S tatement Analysis

Ph .D . in Management with a Concentration in FinanceThe Ph.D . program in Finance at Boston College is international

ly known for a rigorous curriculum that combines theory with appliedresearch and pedagogy. Finance faculty at Boston College are experts intheir disciplines and globally acclaimed for their scholarship , research,and mentorship . In our collegial environment, students typically collaborate with one another and with faculty to produce groundbreakingresearch . The academic program begins with systematic, rigorous training in quantitative methods , economics , and finance . In addition , students complete a maj or research project, serve as research and teachingass istants , and write a doctoral dissertation . Graduates of the programare leaders in the field of finance who have the knowledge and analytical skills they need to conduct research and teach at the highest level .

The Ph.D . Program contains five components :Course RequirementsResearch PaperComprehensive ExaminationD issertationResearch/Teaching RequirementsEach of these requirements is described below. Detailed standards

for the Ph.D . candidate are published and provided to all students .Course RequirementsStudents complete a program of study that leads to competency

in three areas : quantitative methods , economics , and finance . Ph.D .

candidates in finance must complete four doctoral courses in quantitative methods , two in microeconomics , four in finance, and one inaccounting . These requirements are typically satisfied in the first threeyears of the program (see

for details) . Insome cases , coursework completed prior to entering the program maybe substituted for required courses .Research PaperStudents are expected to engage in research early in the program .

All students work as research ass istants for fifteen hours per week forthe first two years of the program . By May 31 of their third year, students are required to submit a research paper. A more detailed description of the research paper, its standards and criteria used to evaluate itis available from, maintained, and updated by the Ph.D . Committee .Comp rehensive ExaminationSatisfactory performance on a written comprehensive examination

marks the student ’s transition from coursework to thes is research . The

exam ination is intended to allow the student to demonstrate substantialknowledge of financial economics . The examination is taken withintwo months of the completion of the first year of the program .

DissertationThe doctoral dissertation is expected to be a substantial, signif

icant, and original contribution to knowledge . It is prepared underthe guidance of a thesis committee of three or more faculty membersselected by the candidate in consultation with his or her thesis advisor .Early in the process , the candidate submits a thesis proposal. Theproposal is presented in a seminar to which the finance faculty anddoctoral students are invited . The purpose of the presentation is to give


the student an opportunity to hear the suggestions and comments ofmembers of the Boston College finance community while the researchplan is Still fluid . A thesis—defense seminar, open to the Boston Collegecommunity, is held when the research is completed .

Student Support and Research/Teaching Requirement

Doctoral students are offered financial support at a competitiverate . A student in good standing may receive this support for fouryears . Financial support beyond the fourth year is conditional on thestudent ’s performance and may vary in amount . In return for this support, the student acts as a research ass istant for the first two years of theprogram , then acts as a teaching ass istant in the following years of theprogram . This generous level of support is based on the fact that students are expected to devote their full energies to the program duringthe entire calendar year, not j ust the academic year.Ph .D . in Management with a Concentration inOrganization Studies

Designed to prepare students for academic careers , the Ph.D .

program in Organization Studies at Boston College is recognizedworldwide for its rigorous curriculum and exceptional faculty who areleaders in their fields . The program emphas izes a strong foundation inorganizational theory, research methods , and statistics . Students beginthe program with a set of complementary courses in micro and macro—organizational theory, qualitative and quantitative research methods ,statistics , and teaching skills . In the third year, students completea maj or empirical research proj ect and teach a course of their own .

Throughout the Ph.D . program, students pursue research on their ownand in collaboration with faculty. All students are encouraged to deliverpapers at national and international professional conferences , as wellas to submit articles for publication in top—tier research j ournals . Ourgraduates emerge as creative, independent scholars who can craft andpursue their own research agendas .Ph.D . inManagement with a Concentration inOrganiza tion Studies CurriculumCourse Requiremen ts

Ph.D . students who have previous education in management takea total of 19 courses during the program ; students without management education take two additional M.B .A. courses , for a total of 21courses . All students begin the organization studies program with a setof complementary courses in micro and macro—organizational theory,qualitative and quantitative research methods , statistics , and teachingskills . For course details , see Curriculum .

Comprehen sive ExaminationThe comprehensive examination is given at the end of the second

year. To pass the exam , students must demonstrate a substantial knowledge of theory and methods involved in the study of organizationalbehavior and theory.

Research P ro j ect and DissertationBy the end of the third year, students complete a research paper

demonstrating the ability to conduct innovative research in organizational studies . The culmination of the program is the dissertation : asubstantial, s ignificant, and original contribution to the body ofknowledge in organizational studies that is prepared under the guidance of adissertation committee of three faculty members .Assistan tship Requiremen t

Doctoral students at the Carroll School are expected to serveas research or teaching assistants throughout their studies . Typically,

15 7

a student works as a research assistant for 15 hours a week during thefirst two years of the program, then teaches one course per semester oracts as a research ass is tant in the third and fourth years . In exchange,the Carroll S chool provides financial support for doctoral students inthe form of a stipend and tuition remission .

Advan ced Standing and Equivalency for GraduateDegreesUndergraduate Course Work (Full TimeM B A.)

M.B .A . students who have no prior graduate management education, but have demonstrated mastery in a core subj ect area can receiveequivalency and thus be allowed to substitute an elective for a corecourse . Typically, if a student has an undergraduate maj or in a corecourse area or has taken at least two intermediate or advanced undergraduate courses in that area with grades of B or better, the student iseligible to receive equivalency.

Undergraduate Course Work (EveningM B .A.

M.B .A. students who have no prior graduate management education, but have demonstrated mastery in a Core subj ect area can receiveadvanced standing credit for up to two courses , thus reducing the totalnumber of courses the student is required to complete for the M.B .A.

degree by giving students credits toward their degree requirements .Typically, if a student has an undergraduate maj or in a core course areaor has taken at least two intermediate or advanced undergraduate courses in that area with grades ofB or better, the student is eligible to receiveadvanced standing credit . Students who have demonstrated masteryat the undergraduate level in more than two subj ects may be grantedequivalency and be allowed to substitute an elective for a Core course .Graduate and P rofessional Course Work (Full Time

M B A.)Students who have completed graduate management courses at

other institutions accredited by the Association to Advance CollegiateSchools of Business (AACSB) may receive equivalency and be allowedto substitute an elective for a core course . Students who have recognized professional certification CPA, CFA) may also receiveequivalency. Students must have a minimum grade of B in all completed course work .

Graduate and P rofessional Course Work (EveningM B A.)Students who have completed graduate management courses at

otherAACSB accredited institutions may receive advanced standing fora maximum of 12 semester credit hours . S tudents who have recognizedprofessional certification CPA, CFA) may also receive advancedstanding. Students who have completed graduate management coursesat non—AACSB accredited institutions will not be granted advancedstanding, but may be granted equivalency and be allowed to substitutean elective for a core course . Students must have a minimum grade ofB in all completed course work.

Advanced Standingfor Gradua teDegreesApplicants may receive up to 12 credits of advanced standing,

elective credit for masters or doctorates in any of the fields in whichthe Carroll School ofManagement, Graduate Program s offers a dualdegree, concentration, or certificate program ( including accounting,biology, finance, geology, law, economics , social work, nursing,

linguistics , sociology, and engineering) . Advanced standing for graduatedegrees is granted only to accepted students with masters or doctoratesfrom nationally accredited, established programs in the United S tates .Transfer PolicyStudents should be aware that to meet the different credit and

course requirements of the full—t ime and evening M.B .A. programs ,course work in one program might not comparably meet the needsof the other. Interested students should consult with the D irector ofM.B .A. Advising to determine their best course of action . Studentsin the evening program who wish to accelerate their course work maytake an increased course load in the evening, without needing to meetdifferent requirements .Students who wish to be considered for admission to another

program an Evening student seeking to apply to Full—Time) mustapply and be accepted to the program of interest . A student ’s originalapplication may be used for application .

Admission Information

Master ofBusinessAdministrationBoston College ’s M.B .A . program welcomes applications from

graduates of accredited colleges and universities . The AdmissionsCommittee considers applicants with academic backgrounds from virtually all areas of study, including liberal arts , bus iness administration,social sciences , physical sciences , engineering, and law.

Courses in bus iness administration or management are notrequired for admission to the M.B .A. program . However, students areexpected to be proficient in communication skills and mathematics . Inaddition , all applicants are required to take either the GMAT or GRE .

The Admissions Committee looks for evidence of sound scholarship and management potential. Work experience and academic excellence are significant criteria in their evaluation . With few exceptions ,students enter the program after at least two years of full—time workexperience . Leadership and community involvement are also importantfactors in admissions decis ions .

Additional information can be found atcsom /graduate/mba/admission .html .Master of Science in Accounting

The M.S. in Accounting Program welcomes applications fromgraduates of accredited colleges and universities . The AdmissionsCommittee considers applicants with academic backgrounds from virtually all areas of study, including liberal arts , bus iness administration,social sciences , physical sciences , engineering and law.

Courses in bus iness administration or management are notrequired for admission to the M.S. in Accounting Program . All appli

cants are required to take either the GMAT or GRE .

The Admissions Committee looks for evidence of superior intellectual abil i ty, excellent communication and interpersonal skills , andthe potential for a successful career in the accounting profession . Soundundergraduate scholarship , together with internship/work experienceand leadership and community involvement, are significant criteria intheir evaluation .Work or internship experience is not required to applyto the program ; however, it can strengthen a candidate ’s application .

Additional information can be found at


Master of Science in FinanceThe M.S. in Finance Program welcomes applications from

graduates of accredited colleges and universities who have a stronginterest in finance . Applicants with undergraduate or graduate degreesin other subj ect areas are encouraged to apply early so that they willhave the opportunity to fulfill prerequisites that may be required . The

Admiss ions Committee focuses on evidence of strong academic andprofessional success in all aspects of the application . An applicant ’squantitative abil ity is carefully considered due to the rigorous nature ofthe curriculum . The Committee also considers leadership and commu

nity involvement factors in the admiss ions process . All applicants arerequired to take either the GMAT orGRE . Additional information canbe found atM B .A. DualDegrees: Master of Science in Finance orMaster of Science in AccountingStudents should be admitted to both the M.B .A. and M.S. in

Finance orM.S. inAccounting programs to enter the Dual Degree program . The in Finance program is highly analytical, andan applicant ’s quantitative skills are weighed heavily in the admissiondecis ion . Students are expected to be proficient in English and mathematics . All applicants are required to take either the GMAT or GRE .

The in Accounting program is for individuals interested in careers in public accounting, financial analysis , or financialmanagement in a corporate or not-for—profit environment . S tudents areexpected to be proficient in English . All applicants are required to takeeither the GMAT or GRE .

Ph.D. in FinanceAdmiss ion to the Ph.D . program in Finance is open to applicants

who show evidence of strong intellectual abilities , a commitment toresearch and teaching, and previous preparation in an analytical field .

Students are required to have demonstrated competence and bas icknowledge of finance . A student entering the program without such abackground may be required to take additional courses . The GMAT or

GRE is required for admission .

Ph.D . in Organiza tion StudiesAdmiss ion to the Ph.D . program in Organization S tudies is open

to applicants who show evidence of strong intellectual capabilities , acommitment to research and teaching, and previous academic preparation in fields related to management . Students are required to havedemonstrated competence in the functional areas of management .Applicants who have not already received an M.B .A. or have not completed the equivalent of the M.B .A. core curriculum prior to enteringthe program may be required to take additional courses . The GMATor GRE is required for admission .

International StudentsAll applicants who completed their undergraduate course work

outside the United States must have the equivalent of an Americanbachelor ’s degree orAmerican master ’s degree (equivalency to be determined by the Graduate Dean of the School) . In addition, all studentswhose first language is not English are required to take the Test ofEnglish as a Foreign Language (TOEFL) or Pearson Test of English(PTE) . This requirement is waived for applicants who have completeda four—year course of study or have been enrolled for the past two yearsin a college or university in the United S tates , Canada, Great Britain ,Australia, or New Zealand . The minimum required score on the


TOEFL is 600paper-based, 250 computer-based, or 100on the IBT.

Theminimum required score on the PTE is 68 . An official score reportshould be sent to Boston College, The Carroll School ofManagement,Graduate Programs , Cushing Hall, Room 203, 140 CommonwealthAve. , Chestnut Hill, MA 02467—3808 , United States .

Accepted international applicants must provide financial certification for two years for theM.B .A. Program and one year for theM.S. inFinance orM.S. in Accounting Program .

Financial Assistan ceGraduateAssistantships and Schola rships

The Carroll S chool ofManagement offers a number of graduateass istantships and scholarships to Full—Time M.S. in Financeand dual degree in Finance students . Ass istantships andscholarships are merit-based awards and are made only at the time ofadmission . Awardees usually have two or more years of full—time workexperience, 660 or above on the GMAT, or above grade pointaverage and a Strong set of application materials . These awards rangein value and are typically awarded to exceptionally strong candidates .These institutional awards are determined by committee and adm inistered at the point of admission .

NOTE : Applicants must indicate interest in receiving merit-basedfunding on the application .

Graduate ass istantships involve research or administrative dutiesin exchange for a stipend . Ass is tantships are generally 6 hours per weekass ignments .

Ass istantships are available to both domestic and internationalapplicants , and can be offered in combination with academic scholarship awards . Scholarships are awarded on the bas is ofmerit and varyin amount .Merit-based awards are made to new students at the time of

admission . Students who receive a scholarship and/or ass istantshipduring the first year of the M.B .A . program and maintain a cumulativegrade point average of at least a are eligible for consideration forcontinuing support during the second year, subj ect to performanceevaluation by their supervisor .

TheM.S. in Accounting Program offers merit—based scholarshipsto selected admitted applicants . Awards are made only at the time ofadmission . Scholarships are available to both domestic and international applicants . All admitted applicants are automatically cons idered foran award and awardees typically show evidence ofsuperior performancein their application materials .

Ph.D . in Finance candidates , upon completion of any necessaryprerequisite courses , receive full tuition remission and an annual stipend for up to four years of full—t ime study. In return, each candidateworks as a research assistant the first two years and as either a researchass istant or teaching ass istant for the second two years .University—Administered FinancialAidIn addition to the ass istantships and scholarships offered through

the Carroll School ofManagement, Graduate Programs , the Office ofStudent Services offers a variety of programs to help students financethe potential for a successful career in the accounting profession . Soundundergraduate scholarship , together with internship/work experienceand leadership and community involvement are significant criteria intheir evaluation .Work or internship experience is not required to applyto the program ; however, it can strengthen a candidate ’s application .

ACCT8 8 14 Fin ancial Accoun ting P ractice 11 (Fall/Spring : 3)Prerequisite: ACCT88 13

This course extends the study of the relationship betweenaccounting theory and practice as it applies to the measurement andreporting of liab ilit ies and stockholders ’ equity, as well as inter—corporate investments . A thorough analys is of cash flow reporting is alsoincluded .

GilManzon

ACCT8 8 15 Financial Auditing (Fall : 3)Prerequisite: ACCT88 13

This course examines contemporary auditing theory and practice .The topics include the environment of the auditing profession, auditplanning and analytical review, internal control, audit evidence, andauditor communications . Proj ect ass ignments require students toperform various aspects of audit practice using simulated audit cases .Mike O

’

I-Iara

ACCT8 8 16 Federal Taxation (Fall : 3)Prerequisite: ACCT88 13

This course introduces the student to the various elements of taxation and emphas izes interpretation and application of the law. Studentsare challenged to consider tax implications ofvarious economic eventsand to think critically about the broad implications of tax policy. The

skills to prepare reasonably complex tax returns and to do bas ic taxresearch are also developed .

ACCT8 8 17 In ternal Cost Managemen t and Con tro l(Fall/Summer : 3)

This course examines the technical and strategic tools used inmanagerial planning and control systems , with an emphas is on decis ion usefulness and the impact of accounting information on theorganization . Attention is directed to improving existing limitationsof traditional accounting systems with respect to global competition .

Ethical dimensions ofmanagerial decision making are also discussed .

Dianne Feldman

ACCT8 824 Fin ancial Statemen t Analysis (Fall/Spring/Summer : 3)Prerequisite: ACCT7701 orACCT77 13 orACCT88 13

This course covers techniques and applications of financial statement analys is . It exposes students to the contemporary financial reporting environment and current reporting practices ofU .S. companies . Itanalyzes real—life cases to foster an understanding of the economic andstrategic information conveyed in financial reports .Elizabeth BagnaniMark Bradshaw

AmyHutton

ACCT8 825 Assurance and Consulting Services3)

Prerequisite: ACCT3309 orACCT88 15The primary obj ective of the course is to provide students with an

understanding of the nature, types , and implementation issues relatedto assurance services . The course examines three broad areas : assurance/consulting services , external auditing, and engagements to enhanceefficiency and effectiveness .Larry Davis

F red Husk

EmilRagones


ACCT8898 Directed Research in Accoun ting(Fall/Spring/Summer : 3)Prerequisite: Permission of department chairpersonStudent research in the field of accounting under the direction of

a faculty member. The obj ectives of the course are to help the studentdevelop an area of expertise in the field of accounting and to fosterthe development of independent research skills . A written proposal isrequired and a paper ofpublishable quality is expected .

ACCT8899 Directed Readings and Research (Fall : 3)Prerequisite: Permission of department chairpersonStudent research in the field of accounting under the direction of

a faculty member. A written proposal is required and a paper of publishable quali ty is expected .

Billy Soo

ACCT8826 Taxes and Managemen t Decisions(Fall/Spring/Summer : 3)Prerequisite: ACCT4405 (undergrad) , orACCT7701 orACCT77 13orACCT88 16 (graduate)

This course provides students with a framework for tax planning.

Specific applications of the framework integrate concepts from finance,economics , and accounting to help students develop a more completeunderstanding of the role of taxes in business strategy (e.g. tax planningfor mergers , acquisitions , and divestitures ; tax arb itrage strategies ; taxation of competing legal entities ; employee compensation ; and others) .GilManzon

ACCT8848 Business Systems Con sulting (Summer : 3)Prerequisite: ACCT7701 orACCT77 13 orACCT88 13

This course is designed to give students an immersion in theprocess , mindset and techniques employed by management consultantsand business practitioners committed to driving next- level businessperformance improvement across an enterprise . The course buildsupon four principal discussion threads , designated required readings ,student proj ect initiatives , and online investigation to provide a deepintroduction to business performance management .ScottMcDermott

ACCT889 1 Empirical Topics in Accoun ting 1 (Spring: 3)Prerequisite: Permission of department

The objective of this course is to provide students with a soundframework for understanding and appreciating empirical archivalresearch in financial accounting and reporting . In particular, the courseaims to facilitate understanding of the economic determinants andconsequences of the the information conveyed by financial statementsand related voluntary disclosures .Sugata RoychowdhuryACCT8897 Directed Readings in Accoun ting (Spring : 3)Prerequisite: Permission of department chairpersonIndividual or group study under the direction ofa faculty member

to investigate an area not covered by the regular curriculum .

Business Law

Stephanie M . Greene, Professor; Chairperson of the Department;B .A. , Princeton University; M.A. , J .D . , Boston CollegeFrank J . Parker, S.J . , Professor; B .S. , College of the Holy Cross ; J .D . ,

Fordham University Law SchoolChristine N . O

’

Brien , Professor; B .A . , J .D . , Boston CollegeDavid P . Twomey, Professor; B .S. , J .D . , Boston College;University ofMassachusetts , AmherstRichard E. Powers, Senior Lecturer; B .A. , M.A. , J .D . , Boston CollegeThomas Wesner, Lecturer; B .S. , Boston College ; J .D . , New EnglandSchool ofLaw; D .Ed. , Boston CollegeCon tacts

Department Secretary: Kathy Kyratzoglou, 6 17—552—04 10,

kathleen .kyratzoglou. [email protected]

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .BSLW8 801 Law Economics and Public Policy (Summer : 3)Can we be optimistic about our future as phrases such as new

normal” and “austerity measures” take hold of our national psyche !Is there reason for hope after the Great Recession has substantiallyaltered the global economic landscape ! This interdisciplinary courseemploys law, economics , and public policy as essential— and inseparable— frameworks for understanding many of the most critical andcurrent challenges facing our nation and world . Students will examinelegal cases and policy disputes while working together to think aboutsolutions to critical issues they will soon be called to address as leaders ,businesspersons , and citizens .Thomas Wesner

BSLW8 803 Topics : Law for CPAS (Spring/Summer : 3)The course focuses on the law of commercial transactions rel

evant to bus iness professionals , especially accountants . It covers thecommon law of contracts and comprehensively reviews the UniformCommercial Code, emphas izing the law of sales , commercial paper,and secured transactions . Agency and major forms of doing businesssuch as partnerships , corporations , and limited liab ility companies ,along with securities regulation are examined . The laws of propertybankruptcy, insurance, wills , trusts and estates , along with accountantsliab ili ty round out the course . Leading cases and major statutory lawspertaining to business regulation are discussed .

MatthewKameronBSLW8 805 Man aging the Legal and Ethical Environmen t ofBusiness (Spring: 2)

This course examines the legal and ethical challenges faced byindividuals in today’s global society, focusing on the interplay of legaland ethical obligations in the business environment, how those obligations overlap , and the application ofmoral principles in the absenceof legal requirements . The goal throughout will be to ass ist students indeveloping the decis ion—making skills necessary for their future rolesas responsible managers and leaders . Substantive areas examined willinclude ethical theory, corporate social responsib ility, whistleblowing,privacy and technology, employment diversity, health and safety in theworkplace, products liab il ity, and intellectual property rights .Richard Powers

P ierluigi Balduzzi, Professor; B .A. , Universita L . Bocconi, Milan ;Ph.D . , University ofCalifornia, Los AngelesThomas J . Chemmanur, Professor; B .S. , Kerala University, India;Ph.D . , New York UniversityCliffo rd G . Holderness , Professor; A.B . , J .D . , S tanford University;M.Sc. , London School ofEconomicsEdward J . Kane , Professor; B .S. , Georgetown University; Ph.D . ,

Massachusetts Institute ofTechnologyAlan Marcus , Professor, Mario]. Gabelli Endowed Chair; B .A . ,

Wesleyan Univers ity; Ph.D . , Massachusetts Institute ofTechnologyAlicia H . Munnell, Professor, Peter F . Drucker Chair inManagementStudies; B .A . ,Wellesley College ; M.A. , Boston University; Ph.D . ,

Harvard UniversityHelen Fram e P eters , Professor; A.B . , M.A. , Ph.D . , Univers ity ofPennsylvaniaJeffrey Pon tiff, Professor, james F . Cleary Chair in Finance; BA ,

University ofChicago ; M.S. , Ph.D . , Univers ity ofRochesterRonnie S adka, Professor, Chairperson of theDepartment; B .Sc. , M.Sc. ,

Tel—Aviv Univers ity; Ph.D . , Northwestern UniversityPhil ip E. Strahan , Professor; John L. Collins Chair in Finance ; B .A. ,

Amherst College; Ph.D . , University ofChicagoRobert Taggart, Professor; B .A. , Amherst College; M.S. , Ph.D . ,

Massachusetts Institute ofTechnologyHassan Tehranian , Professor, Grijfi

’

th FamilyMillennium Chair in

F inance, SeniorAssociateDean ofFaculty, ExecutiveDirector, CenterforAssetManagement; B .S. , I ranian Institute ofAdvanced Accounting;

Ph.D . , Univers ity ofAlabama


BSLW88 11 In ternational Business Law (Summer : 3)This course covers the maj or principles , concepts , organizations

and individuals involved in creating, interpreting, enforcing and forging policy in international business law today. International businesslaw involves a system of law beyond the laws of any country. Majorcases interpreting international law in the bus iness context are analyzed including the jurisprudence of the U .S. , European Union andthe World Trade Organization . International organizations , treaties ,arb itration, contracts , payment methods , sovereign immunity andcorruption are among a myriad of topics covered . Instruction includeslecture, discussion, cases , webs ites , films and news reports . This courseprovides an additional framework to enhance students ’ global businessperspective .Mark BlodgettBSLW88 56 LegalAspects ofReal Estate (Spring: 3)

This course will provide a general introduction into commercialand residential real estate practice . Prior experience in real estate is notrequired . Subj ects such as acquisition and disposition, restructuring,taxation, tax abatements , financing, marketing, mortgages , zoning, sustainability, disas ters and the like will be discussed . Leading real estatepractitioners will be invited to class to make presentations on their current construction proj ects . Attendance is mandatory unless absence isexcused in advance . There will be a term paper and final exam . Courseis restricted to graduate students .F rank]. Parker, S.

BSLW8898 Directed Research (Fall : 1)TheDepartmentFinance

Rui Albuquerque, Associate Professor; Ph.D . , M.S. , UniversityofRochester; Licenciatura in Economics , Universidade CatolicaPortuguesaEdith Hotchkiss , Associate Professor; B .A. , Dartmouth College ; Ph.D . ,

New York UniversityD arren Kisgen , Associate Professor; B .A. ,Washington University—St.

Louis ; Ph.D . , University ofWashingtonJonathan Reuter, Associate Professor; B .A. , Johns Hopkins University;Ph.D . , Massachusetts Institute ofTechnologyIan Appel, Assistant Professor; B .A. , Ph.D . , Univers ity ofPennsylvania;M.A. , Johns Hopkins Univers ity; BS , Duke Univers ityVyacheslav Fos, Assistant Professor; Ph.D . , Columbia University;M.A. , B .A. , Ben—Gurion UniversityOguzhan Karakas , Assistant Professor; B .S. , Middle East TechnicalUniversity; Princeton Univers ity; Ph.D . , London BusinessS choolLeonard Kostovetsky, Assistant Professor; B .A. , M.A. , Ph.D . ,

Princeton Univers ityNadya Malenko , Assistant Professor; M.A. , New Economic School,Moscow; M.S. , Lomonosov Moscow State University; Ph.D . ,

S tanford UniversityDmitriy Muravyev, Assistant Professor; B .S. , M.S. , LomonosovMoscow State University; M.A . , New Economic School, Moscow;Ph.D . , University of Illinois at Urbana—ChampaignJordan Nickerson , Assistant Professor; B .S. , M.Sc. , Ph.D . , The

University ofTexas at AustinMichael B arry, Associate Professor of the Practice; B .S. , University ofMassachusetts at Lowell; Ph.D . , Boston CollegeRichard McGowan , S.J Associate Professor of the Practice; B .S. ,

Widener Univers ity; M.A. , University ofDelaware ; M.Div. ,WestonSchool ofTheology; Th.M. ,Weston School ofTheology;Boston UniversityD rew Hession-Kunz, Senior Lecturer; B .S. , University ofMassachusetts , Amherst; M.S. , Boston CollegeRobert Jam es , Senior Lecturer; B .S. , Northeastern Univers ity; M.S. ,

Boston CollegeMichael Rush, Senior Lecturer; B .S. , University ofNotre Dame ;

Syracuse University; Harvard Business S choolElliott Smith, Senior Lecturer; M.S. , Boston CollegeCon tacts

Administrative Ass istant : Sandra Howe, 6 17—552—2005 ,[email protected]

S taffAss istant : Kate Averwater, 6 17—552—4647 ,

kathryn [email protected]

www.bc.edu/financeCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .MFIN7701 Economics (Fall : 3)TheDepartmentMFIN7704 Fin ancial Managemen t (Fall/ Spring/Summer : 3)Prerequisite: Introduction to Accounting

This course deals primarily with a firm ’

s investment and financingdecisions . Topics treated intensively include valuation and risk, capitalbudgeting, financial leverage, capital Structure and working capitalmanagement . Also discussed are financial statis tical analysis and tools


of planning and control . Some attention is given to financial institutions and their role in supplying funds to businesses and non—profitorganizations .TheDepartmentMFIN7722 Fin ancial Managemen t (Spring: 2)

This is a First Year M.B .A. Core course in finance . The coursewill deal with an organization ’s investment and financing decisionsand its interactions with the capital markets . Topics include valuationand risk assessment, capital budgeting, financial decisions and workingcapital management . Investors ’ valuation of securities is linked to boththe net present value rule for corporate decis ions , and possible sourcesofvalue creation .

TheDepartmentMFIN8 801 Investmen ts (Fall/Spring: 3)Prerequisites: MFIN7704/MFIN7722 or equivalentIn a competitive market, investors allocate funds among finan

cial securities in response to perceived values and subjective attitudestoward risk. This course addresses the issues that seem to determine therelative values of financial instruments and the techniques available toass ist the investor in making risk/ return trade—off.TheDepartmentMFIN8 803 Portfo l io Theory 3)Prerequisites: MFIN8801 and MFIN8852

This course provides a detailed introduction to quantitativeportfolio management techniques . After a review of bas ic investmenttheory and statistical methods , we will concentrate our class discussionon the following issues : mean—variance portfolio construction methodsin theory and in practice and the role for active quantitative portfoliomanagement .TheDepartmentMFIN8 807 Corporate Fin ance (Fall/Spring/Summer : 2)Prerequisites: MFIN7704/MFIN7722 or equivalent

This course studies the techniques offinancial analysis , includingfinancial statement analysis , cash budgeting, and pro forma analysis . Italso covers the firm ’

s investment and financing decisions , including theconcepts of present and net present value, capital budgeting analysis ,investment analysis under uncertainty, the cost of capital, capital structure theory and policy and the interrelation of the firm ’

s investmentand financing decisions .TheDepartmentMFIN8 808 Finan cial Policy (Fall/Spring/Summer : 3)Prerequisites: MFIN8801 and MFIN8807

This course applies financial theories , techniques , and modelsto the study of corporate financial decisions . Aspects of corporatestrategy, industry Structure, and the functioning of capital markets arealso addressed . Students are required to study an actual firm from theperspective of concepts and models developed in the course and presentthe study to the class .TheDepartmentMFIN8 820Man agemen t of Fin ancial Institution s(Fall/Spring/Summer : 3)Prerequisites: MFIN7704/MFIN7722 or equivalent

This course considers banks and other financial institutions asinformation and deal—making entities . This broad perspective is usedto explain how and why changing information and contracting technologies are altering the structure of the financial services industry and

MFIN8898 Directed Research 3)Prerequisites: Upper- level M.S. in Finance status , and consent of thefaculty member and the department chairperson . Maximum ofone

directed study allowed .

The student will develop a research topic in an area offinance . Heor she will prepare a paper on the research findings and will present thepaper before the faculty of the Finance Department . Course emphas isis on research methodology.

TheDepartmentMFIN8899 Directed Study (Fall/Spring/Summer : 3)Prerequisites: Upper- level M.S. in Finance status , and consent of thefaculty member and the department chairperson . Maximum ofone

directed study allowed .

The student will develop a research topic in an area offinance . Heor she will prepare a paper on the research findings and will present thepaper before the faculty of the Finance Department . Course emphas isis on research methodology.

TheDepartmentMFIN99 11 Doctoral Con tinuation (Fall/Spring: 1)TheDepartmentInformation System s

Mary Cronin , Professor; B .A. , Emmanuel College ; S immonsCollege ; M.A. , Ph.D . , Brown Univers ityRobert G . Fichman , Professor; Chairperson of the Department;

University ofMichigan ; Ph.D . , MassachusettsInstitute ofTechnologyJam es Gips , Professor, john R. and Pamela Egan Chair; S.B . ,

Massachusetts Institute ofTechnology; M.Sc. , Ph.D . , StanfordUniversityJohn Gallaugher, Associate Professor; B .A. , Boston College;Ph.D . , Syracuse UniversityGerald Kane, Associate Professor; M.Div. , Emory Univers ity;Georgia State University; Ph.D . , Emory Univers itySam Ransbotham , Associate Professor;Ph.D . , Georgia Institute ofTechnologyMarios Kokkodis, Assistant Professor; B .Eng. , National TechnicalUniversity ofAthens ; M.Sc. , University ofCalifornia, Riverside ;Ph.D . , New York UniversityZhuoxin (Allen) Li, Assistant Professor; B .Eng. , South ChinaUniversity ofTechnology; M.Sc. , Harbin Institute ofTechnology;M.Sc. , Ph.D . , University ofTexas , AustinBurcu Bulgurcu, Assistant Professor; B .Sc. , M.Sc. , Middle EastTechnical University; M.Sc. , Ph.D . , University ofBritish ColumbiaGeorge Wyner, Associate Professor of the Practice; A.B . , HarvardUniversity; Ph.D . , Massachusetts Institute ofTechnologyCon tacts

Department Secretary: Ben Horton, 6 17—552—2331,

www.bc.edu/is

Course Ofi‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .


ISYS7700 Info rmation Technology for Managemen t(Fall/Spring: 3)Information Technology (IT) systems permeate the S trategy,

structure, and operations ofmodern enterprises . IT has become a majorgenerator of business value, especially for organizations that have theright set of resources and capabilities to exploit it . It is essential thatmanagers become fluent with IT so that they can promote innovativestrategic initiatives that are increas ingly IT dependent . In this course,students will obtain a broad overview of IT fundam entals , key emerg

ing technologies , and IT managerial frameworks . Students will developtheir ab ility to identify new opportunities presented by IT.

john FoxISYS7720Data Analytics 11: Technology and Man agemen t (Fall : 2)This course is in tended for full—time M.B .A. studen ts .

Data has become an ever more powerful driver of business innovation and competitive advantage in modern enterprises . It is essentialthat managers develop a deep understanding of data— and the mosteffective methods to capture, S tructure and analyze it— in order tomake better decis ions and develop Strategic ins ights . In this course, students will learn about data from a technical and a managerial perspective . They will learn database fundamentals and how to gain insightinto data using SQL . The course will also address the role that dataanalytics and related information technologies play in enabling newstrategies , product offerings , and ways ofworking in modern enterprises . Through a series of business cases , students will learn to combinedata analyt ics concepts with IT managerial frameworks to analyze andaddress innovation opportunities and bus iness challenges .Robert EichmanISYS7730Data Analytics 111: Business In tell igence (Spring: 2)Modern information systems now generate massive volumes of

data. Organizations everywhere struggle to aggregate, analyze, andmonetize the growing deluge of data. Business Analytics capitalizes onthis data by combining statistical and quantitative analysis , explanatoryand predictive modeling, and fact-based management . Managers canexplore patterns , predict future trends and develop proactive, knowledge—driven decis ions that affect allparts ofmodern organizations . Thiscourse provides students with a pragmatic familiarity with the capabilities and limitations of emerging analytics techniques , an introductionto the R statistical computing software, an overview ofmethods andtools , and a core understanding required to be an intelligent manager,designer and consumer of analytics models .Sam Ransbotham

ISY5 8005 TechTrekWest—Graduate (Fall : 3)Prerequisite: Permission of instructorEn ro llmen t is l imited . Admission is competitive , and participationrequires the additional cost of travel . In terested studen ts shouldcon tact P rof. Gallaugher for appl ication details .Graduate TechTrekWest is a 3—credit field study to S il icon Valley

and Seattle scheduled roughly starting from January 2 with studentsreturning before the start of the spring semester . Preparatory coursework will occur during the fall prior to the field experience . Whilefocusing on the tech industry, TechTrek is designed to appeal to allmaj ors . Vis its will have a managerial focus , highlighting executive,marketing, finance, operations , and R85D functions .john Gallaugher

ISY5 8015 Managemen t ofTechnology and Innovation (Spring: 3)Cross listed with OPER8015Examines the strategic role of technology and innovation in the

survival and success offirms . Students will learn how to : define a technology Strategy, identify promising technical opportunities , evaluateand select among competing technologies , nurture the innovativecapabilities of the firm, and manage new product development andR85D . Case examples will focus primarily on high technology andservice industries .Robert EichmanISY5 8053 Digital Commerce (Spring: 2)Cross listed with OPER8053 and MKTG8053

This course provides a framework for students to analyze threeimportant and interrelated components of the wave of electroniccommerce . Analyzed first is the network and security infrastructurerequired for business to flourish on the web . The second part of thecourse will examine how Internet applications are changing businessprocesses and the strategic issues that these changes pose for corporatemanagers . The third part of the course focuses on a more detailed lookat key industry sectors and challenges students to develop a model forthe evolution of electronic commerce within each industry.

Mary Cronin

ISY5 8497 Readings and Research (Fall/Spring: 3)Prerequisite: Permission of the Department ChairpersonExtensive reading under the direction of a faculty member.

TheDepartmentISY5 8498 Independen t S tudy (Fall/Spring: 3)Prerequisite: Permission of the Department ChairpersonInvestigation of a topic under the direction of a faculty member .

TheDepartmentISY5 8499 Advan ced Independen t Research (Fall/Spring: 3)Prerequisite: Permission of the Department ChairpersonInvestigation of a topic under the direction of a faculty member .

S tudent develops a paper with publication potential.TheDepartmentManagement and Organization

DonaldWhite , Distinguished Professor Emeritus; B .S. , Boston College ;A.M. , Ph.D . , Harvard UniversityWilli am R. Torbert, Professor Emeritus; B .A. , Ph.D . , Yale Univers ityJean Bartunek, Professor, RobertA. and Evelyn Ferris Chair; B .A. ,

Maryville University; M.A. , Ph.D . , University of Illinois at ChicagoAn drew Boyn ton , Professor, Dean; B .S. , Boston College ; M.B .A,

Ph.D . , Univers ity ofNorth Carolina—Chapel HillMaryAnn Glynn ,joseph F . Cotter Professor, ResearchDirector,W7inston Centerfor Leadership and Ethics; B .A . , Fordham University;M.A. , Rider University; Long Island University; Ph.D . ,

Columbia UniversityJudith Gordon , Professor; Chairperson of the Department ; A.B . ,

Brandeis University; M.Ed. , Boston University; Ph.D . , MassachusettsInstitute ofTechnologyRichard Nielsen , Professor; B .S. , M.A. , University of Pennsylvania;Ph.D . , Syracuse UniversityMichael P ratt, O’

Connor Family Professor, Ph.D . Program Director,Fellowfor theW7inston Centerfor Leadership and Ethics; BA ,

University ofDayton ; M.A. , Ph.D . , University ofMichigan

MGMT7709 Man aging P eople and Organization s (Fall/Spring : 3)This course focuses on the analysis and diagnosis oforganizational

problems . It attempts to enable students to apply these concepts to realorganizational and managerial problems . It also provides opportunities


Judith Clair, Associate Professor; BA , Univers ity ofCalifornia; Ph.D . ,

University of Southern CaliforniaSpencer Harrison , Associate Professor; BA , University ofUtah ;

Brigham Young University; Ph.D . , Arizona State UniversityMetin Sengul, Associate Professor; B .S. , M.S. , Istanbul TechnicalUniversity; M.S. , Texas A85M Univers ity; M.S. , Ph.D . , INSEAD

Mohan Subraman iam , Associate Professor; B .Tech. , M.S. , UniversityBaroda, India; Indian Institute ofManagement;Boston UniversityMary Tripsas, Associate Professor; B .S. , University of Ill inois , Urbana;

Harvard Business S chool; Ph.D . , MIT Sloan School ofManagementTieying Yu, Associate Professor; B .S. , Nankai University; M.S. , FudanUniversity; Ph.D . , Texas A85M UniversitySimona Giorgi, Assistant Professor; B .S. , UniversitaBocconi; Ph.D . ,

Kellogg School ofManagement, Northwestern UniversitySuntae Kim , Assistant Professor; Seoul National University;M.S. in Bus iness Administration ; Ph.D . in Business Administration,University ofMichiganSean Martin , Assistant Professor; BA , University ofCalifornia, SantaBarbara; California Polytechnic S tate University—San LuisObispo ; Ph.D . , Cornell UniversityRichard Spinello , ClinicalAssociate Professor, Director, Carroll SchoolEthics Program; A.B . , Boston College ; M.A. , Ph.D . , FordhamUniversityJuan Mon tes , Assistant Professor of the Practice; J .D . Univers idad deChile; Ph.D . , University ofNavarraCon tacts

Department Administrative Ass istant, Michael Smith,6 17—552—0450,

Department Chair : Judith R. Gordon, 6 17—552—0454 ,

[email protected]

www.bc.

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .MGMT7701 In troduction to Strategic Managemen t (Fall : 2)

The course is designed to provide you with a general understanding ofhow firms formulate and implement strategies to create competitive advantage . Relying exclusively on the case method, it will exposeyou to some bas ic strategy concepts , which will lay the foundation forthe strategic management core course that you will take later on . The

cases chosen for this course will place you in diversity of managerials ituations— large multinational firms and small startups , manufactur

ing and service industries , growing and mature organizations , U .S. andnon—U .S. settings . D is cuss ion of these cases will enable you to learndifferent analyt ic techniques , and illustrate ( 1) the essence of strategy,(2) how to understand the external competitive environment, (3) waysto consider beyond the current business landscape, and (4) the role oftop management in strategy implementation .

Metin Sengul

for participation in ongoing work teams while learning about teameffectiveness . Finally, students can examine their own behavior andbeliefs about organizations to compare, contrast, and integrate themwith the theories and observations of others .PhilFragasso

CandacejonesMGMT77 10 Strategic Managemen t (Fall/Spring : 3)

The strategic management course deals with the overall generalmanagement of an organization . It stresses the role of the manager asstrategist and coordinator whose function is to integrate the conflictinginternal forces that arise from among the various organizational unitswhile simultaneously adapting to the external pressures that originatefrom a changing environment . Drawing on the knowledge and skillsdeveloped in the core curriculum , this course serves as the integratingexperience for the M.B .A. program .

TheDepartmentMGMT77 1] Man aging Business in Society (Fall/ Spring: 3)Prerequisites: Management Practice 1, II , and II I , and M.B .A. Core

This course deals with the complexities of managing corporatesustainability and responsib ility (new CSR) in today’s dynamic andever—more difficult world . Emphases include the integration of issuesrelated to business in society, ethics , responsib ility, accountabil ity,transparency, governance, and ecological sustainabil i ty into corporatestrategies and practices . We use a strategic management lens to learnthe potential sources of strategic and competitive advantage that canderive from CSR, and explore some of the problems associated withpoor responsib ility practices .Sandra Waddock

MGMT77 12Man aging People and Organizations (Fall : 2)Among the major facets oforganizational management, its human

dynamics have consistently proven to be the most challenging to understand, predict, and control . This course introduces the accumulatedknowledge about individual, group , and system—wide behavior in organ izations , as well as contemporary approaches for both diagnosing andintervening in situations at each of these systems levels . S tudents willbe exposed to theories , concepts , and important literature in the field,with frequent opportunities to integrate and apply this knowledge .Robert RadinMGMT7730 Strategic Analysis (Fall : 3)

This course introduces you to a set of analytical frameworks thatenable you to explain performance differences among firms and thatprovide a Structure for strategic decis ions to enhance firms ’ future competitive positions . Building on the foundation laid by the Introductionto S trategic Management course that you took earlier, we will coverstrategy both at the business level ( introducing tools of industryanalys is and competitive positioning) and at the corporate level (examining how decisions regarding corporate scope— horizontal, vertical,and global— create or destroy value in multibusiness firms) . We willalso study S trategy implementation, focusing on the organizationalstructure, systems and processes that are put in place to manage thecorporation . Throughout the course, our viewpoint will be that of thetop management team who has respons ib il ity for the long—term healthof the entire organization .

Metin Sengul


MGMT8 101 Man aging Global Competition in the Twenty-firstCen tury (Summer : 3)

This course introduces students to some of the unique characteristics of crafting and implementing strategy when confronting globalcompetition . The course will help students identify what is differentabout globalization in the twenty-first century, evaluate what strategic options organizations have in order to successfully compete, anddevelop frameworks to understand how to solve specific managerialproblems associated with modern day global Strategy. The course willput special emphas is on the unique issues these companies face whencompeting in emerging markets and also expose students to how hostgovernments influence a multinational company’s actions in international markets .Mohan Subramaniam

MGMT8 103 Leadership (Fall : 3)Prerequisites: MGMT 7709 , MGMT 77 12, or consent of instructorExplores the managerial process from the perspective of executives

and managers at various levels and in diverse organizational settings .Draws on current behavior theory and research ; examines the complex web of internal and external forces and contingencies acting onthe manager in context . Uses a variety of teaching/learning methods ,including the case method, s ituational exercises , and diagnostic instruments , to illuminate managerial effectiveness in general as well as thestudent ’s particular style .MaryAnn Glynn

MGMT8 104 Nonprofi t Managemen t (Fall : 3)This course provides an opportunity to explore essential man

agement issues in a nonprofit context alongside topics that aresomewhat unique to the nonprofit sector, including distinctivefunding methods , governance, and staffing structures . Topical areasinclude Social Entrepreneurship , Venture Philanthropy, Leadership ,Strategic Planning, Performance Measurement, Cause Marketing, andMicrofinance. In addition to case and article discussion, the coursefeatures local, national, and international nonprofit leaders as guestspeakers . The course aims to provide future nonprofit managers , volunteers, board members , donors , or supporters with a more nuancedunderstanding of critical issues and important trends in the nonprofitsector .Nate PelsmaMGMT8 106 Strategic P lanning and Implemen tation (Spring: 3)Prerequisite: MGMT77 10or by permission of instructorWe will explore how to develop a bus iness Strategy and implement

it through readings , ass ignments , class discussion, and a case proj ect .This will include examining emerging strategies built with higherpurpose, ethical values , and insp ired leadership . Students will analyzereal business situations , including a start—up business , an established,successful company, and a turnaround situation . The leaders of oneof those businesses will participate in the proj ect team report outs andshare their own learnings .Nancy Lowd

MGMT8 107 Industry and Competitive Analysis (Spring: 3)Metin Sengul

MGMT8 108 Corporate Strategy (Fall : 3)The Strategic Management course focuses on the creation of

long—term competitive advantage in companies with a single primaryline of business . Corporate S trategy extends those principles to explore

MGMT8877 Research in the Community (Fall : 1)The purposes of this seminar are to introduce first year students to

the variety of research occurring in the Management and OrganizationDepartment and to involve them in the scholarly activities of thedepartment . Members of the Management and Organization facultywill provide overviews of their research, students will attend researchpresentations that comprise the MO Research Series , and students willcomplete a reflection paper about their own research identity.

MichaelPrattMGMT8897 Independen t S tudy (Fall/Spring: 3)Prerequisite: Permission of a faculty memberExtensive reading in a selected area under the direction ofa faculty

member. Student presents written critiques of the readings , as well ascomparisons between readings .TheDepartmentMGMT8898 Pre—Dissertation P roj ect (Fall/ Spring: 3)Prerequisite: Permission of a faculty memberInvestigation of a topic under the direction of a faculty member .

S tudent develops a paper with publication potential.MichaelPrattMGMT8899 Dissertation P roj ect (Fall/Spring: 3)Prerequisite: Permission of a faculty memberInvestigation of a topic under the direction of a faculty member .

S tudent develops a paper with publication potential.MichaelPrattMGMT99 11 Doctoral Con tinuation (Fall/Spring: 1)MichaelPrattMarketing

Katherine N . Lemon , Professor andAccenture Professorship; B .A. ,

Colorado College ; Wichita State University; Ph.D . ,

University ofCalifornia, BerkeleyKathleen Seiders, Professor; B .A. , Hunter College ; M.B .A. BabsonCollege ; Ph.D . , Texas A85MMin Zhao , Professor; B .A. , M.A. , University ofChina; Ph.D . ,

University ofNorth Carolina at Chapel HillS . Adam Brasel, Associate Professor; Chairperson of the Department ;B .S. , University of Ill inois Urbana—Champaign ; Ph.D . ,

Stanford UniversityHen rik Hagtvedt, Associate Professor; B .S. , Univers ity ofOslo ;

Ph.D . , University ofGeorgiaGergana Y . Nenkov, Associate Professor; B .A. , American Univers ity inBulgaria; Ph.D . , University of PittsburghLinda C . Salisbury, Associate Professor; B .S. , State University ofNewYork at Albany; M.S. , Rensselaer Polytechnic Institute ;Ph.D . , Univers ity ofMichiganGerald E. Smith, Associate Professor; B .A . , Brandeis University;

Harvard Univers ity; Boston UniversityAlexander Bleier, Assistant Professor; BA , Univers ity ofPaderborn ,Germany; M.S. , Goethe University, Germany; Ph.D . , University ofCologne, GermanySokienteW. Dagogo

—Jack, Assistant Professor; A.B . , Harvard, M.S. ,

Ph.D . , Univers ity ofWashingtonHristinaNikolova, Coughlin SesquicentennialAssistant Professor; B .S. ,

Ramapo College, New Jersey; Ph.D . , University of Pittsburgh


Nailya Ordabayeva, Assistant Professor; B .S. , Bilkent Univers ity,Turkey; M.S. , Ph.D . , INSEAD , FranceBradfo rd T. Hudson , Associate Professor of the Practice; BA ,

University ofPennsylvania; Cornell University; Ph.D . ,

Boston UniversityAudrey Azoulay, Assistant Professor of the Practice; B .A. , M.A. ,

Sorbonne ; Ph.D . , HEC ParisBridget Akinc, Senior Lecturer; B .A. , Princeton University;MIT Sloan SchoolJon Kerbs , Senior Lecturer; B .S. ,West Point; IndianaUniversityCon tacts

Department StaffAss istant : Marilyn Tompkins , 6 17—552—0420,

marilyn [email protected]

Department Fax Number : 6 17—552—6677www.bc.edu/marketing

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .MKTG7700Marketing Operation s Man agemen t (Fall/Spring: 3)

This course focuses on the managerial skills , tools , and conceptsrequired to produce a mutually satisfying exchange between consumersand providers of goods , services , and ideas . The material is presentedin a three-part sequence . Part one deals with understanding the marketplace. Part two deals with the individual parts of the marketingprogram such as pricing, promotion , product decis ions , and distribution . Part three of the course deals with overall s trategy formulationand control of the marketing function . Students in this course willcome to understand the critical links between marketing and the otherfunctional areas ofmanagement .TheDepartmentMKTG7720Marketing (Fall : 2)

This course focuses on the managerial skills , tools , and conceptsrequired to produce a mutually satisfying exchange between consumersand providers of goods , services , and ideas . The material is presentedin a three-part sequence . Part one deals with understanding the marketplace. Part two deals with the individual parts of the marketingprogram such as pricing, promotion , product decis ions , and distribution . Part three of the course deals with overall s trategy formulationand control of the marketing function . Students in this course willcome to understand the critical links between marketing and the otherfunctional areas ofmanagement .Gerald SmithMKTG8001 Marketing Research (Fall/Spring: 2)Prerequisite: MKTG7700orMKTG7720

The current bus iness environment rewards companies thatrespond to consumer demand faster than their competitors , and marketing research is a key route for companies to learn about their targetmarkets . This course seeks to make you both a smarter producer andconsumer of marketing research . Topics covered include formulating proj ect-based research questions , the maj or styles of marketingresearch, and fundamental research design such as measurement theory

and sampling. SPSS and data analysis are covered from a managerialperspective, and you will learn how to conduct and interpret commonforms of data analysis seen in marketing research reports .PaulBerger

Adam Brasel

MKTG8003 P roduct P lanning and S trategy (Spring: 3)Prerequisite: MKTG7700orMKTG7720

Designed for students interested in careers in product/brand management, planning, marketing research, or sales management . Exposesstudents to the product development process and the key elementsin effective market planning through lectures , cases , guest speakers ,and a term project . Students work in teams and are ass igned to livecompanies— new ventures or established firms— that require ass istancein preparing marketing plans for their service, consumer product, orindustrial product .Robert RistagnoMKTG8004 Con sumer Behavior (Fall : 3)Prerequisite: MKTG7700orMKTG7720

This course integrates marketing theory with insights from otherfields of study, including social psychology, cognitive psychology,evolutionary psychology, and behavioral neuroscience . It analyzesconsumer processes such as perception , learning, attitude formation ,and decision making. These variables are broadly relevant to marketingchallenges , given that the success of products and brands depends ontheir appeal to consumers . D iscussion topics range from art and aesthetics to cris is behavior to new product development .HenrikHagtvedt

MKTG8008 In tegrated Marketing Communication s (Fall : 3)Prerequisite: MKTG7700orMKTG7720

This course concerns the communication function in marketing .

It is designed to introduce students to integrated marketing commu

n ications (IMC) . It aims at relating the elements of the marketing mix(4P

’

s) to the various aspects of the communications that take placebetween the firm and its customers . The course builds on a base ofstrategic marketing planning and consumer behavior and then proceeds to examine the role of the promotional mix advertis ing,direct marketing, sales promotion, Internet and interactive marketing,publicity and public relations) in developing integrated marketingcommunications programs and help ing organizations meet strategicmarketing obj ectives .Gergana Nenkov

MKTG8010 Business to Business Marketing (Summer : 3)Prerequisite: MKTG7700orMKTG7720

This course provides an in—depth understanding of the uniqueaspects of marketing in a business—to-business environment . Its focuscenters on the importance of l inking customer needs to the development of high value products and services throughout the value chainin a global, electronic environment . The course examines the scopeand challenges of business—to—business markets , including buildingand managing customer relationships and services , buying behavior,distribution channels , marketing research, managing R85D and techn ical product development, managing the sales process and sales forcesupport, new—product launch, positioning and pricing .

j on Kerbs

john Teopaco

MKTG801 1 Customer Relation ship Man agemen t (Fall : 3)Prerequisites: MKTG7700orMKTG7720 and MKTG8001 or strongstatistical coursework with permiss ion of instructorCro ss l i sted with ISY5 801 1 and OPER8011

A fundamental shift has occurred in marketing from managingand marketing products to understanding and managing customers .This necessitates an understanding of the customer managementprocess and the ability to develop and grow profitable customer relationships . In this course, students will learn the critical tools needed forsuccessful customer management . It teaches Strategic and analytic skillsrelating to customer selection and acquis ition, customer management,customer retention, and customer lifetime value . As firms seek to maketheir marketing investments financially accountable, it also providesstudents with an understanding of the link between marketing andfinance .Kay Lemon

MKTG8014 P ricing Policy and Strategy (Fall/Spring: 3)Prerequisites: MKTG7700orMKTG7720, and ACCT7701 orACCT7703

This course explores pricing strategy and shows how pricing canbe managed to achieve profitab ili ty. The course is practical and handson . It examines current pricing practices used by many companies , andshows how they lead to distortions and problems . It suggests strategicprinciples that lead to more profitable pricing decis ions , includingmethods for financial analysis that focus on pricing profitab ili ty. Othertopics include value-based pricing, managing price competition, segmenting markets based on price sens itivity, segmentation pricing strategies, buyer psychology of pricing, and research methods for assessingprice sens itivity.

TheDepartmentMKTG8015 S trategic B rand Man agemen t (Fall/Spring: 2)Prerequisite: MKTG7700orMKTG7720

This course teaches students fundamental and leading—edgeconcepts in brand management . S tudents learn to develop and articulate brand strategy, how to give Strategic brand direction , and howto measure strategic brand progress . They learn how to manage keyrelationships and functions that surround the brand, e.g. , advertis ing,promotion , public relations , l icensing, and product and package designagencies . A capable brand manager has exceptional strategic, quantitative, interpersonal, and presentation skills and must be comfortablewith decis ion making and leadership . The course will focus on thedevelopment and application of these skills in brand management viain—class learning, case discussion, and proj ect work.

john FisherMKTG8017 Special Topics : Digital Marketing (Fall : 3)Prerequisite: MKTG7700orMKTG7720

Today’s most successful companies interest and engage customerslike never before by orchestrating a symphony of innovative digitalmarketing instruments in conjunction with their traditional tactics .The transformation of the marketplace has forced businesses to adaptquickly and frequently to a changing environment . In this course you

’ lllearn how the best companies leverage new tools and strategies l ikecrowd—sourcing, paid/owned/earned media, social channels , e—mail,and search to build world—class brands , delight their consumers , andleave the competition asking: what just happened !TheDepartment


MKTG8053 Digital Commerce (Spring: 2)Cross listed with OPER8053 and ISY5 8053

This course provides a framework for students to analyze threeimportant and interrelated components of the wave of electroniccommerce . Analyzed first is the network and security infrastructurerequired for business to flourish on the web . The second part of thecourse will examine how Internet applications are changing businessprocesses and the strategic issues that these changes pose for corporatemanagers . The third part of the course focuses on a more detailed lookat key industry sectors and challenges students to develop a model forthe evolution of electronic commerce within each industry.

Mary Cronin

MKTG8499 Directed Readings (Fall/Spring/Summer : 3)Extensive reading under the direction of a faculty member.

TheDepartmentMKTG8620Marketing Info Analytics (Spring: 3)Prerequisite: Must have successfully completed MKTG7700Firms rely increas ingly on vast amounts ofdata to inform market

ing decis ions . Coming from many sources , the data offer a myriad ofopportunities for analysis , insight, experimentation, intervention andinnovation . In this course, students will develop key skill sets at theintersection ofMarketing and IT that will equip them for positionssuch as marketing analyst, database marketer, market analytics specialist, ecommerce Strategist, social media specialist or media planner .S tudents will engage in hands—on statistical analysis of real companyand customer data, and use the insights to develop marketing strategiesand to measure the success ofmarketing strategies .Alexander Bleier

OperationsManagement

Larry P . Ritzman, Galligan ProfessorEmeritus; B .S. ,

University ofAkron ; Michigan State UniversitySamuel B . Graves, Professor, Chairperson of theDepartment; B .S. , U .S.

Air Force Academy; M.S. , George Washington UniversityJeffrey L. Ringuest, Professor; B .S. , Roger Williams College ; M.S. ,

Ph.D . , Clemson UniversityM . Hossein Safizadeh, Professor; I ran Institute of Banking;

Ph.D . , Oklahoma State UniversityJiri Chod, Associate Professor; B .S. , M.S. , Prague School ofEconomics ;Ph.D . , S imon School ofBusiness , University ofRochesterJoy M . Field , Associate Professor; M.S. , Ph.D . , UniversityofMinnesotaMeiXue, Associate Professor; B .A. , B .E. , Tianj in University;A.M. , University ofPennsylvania; Ph.D . , TheWharton School,University ofPennsylvaniaIsil Alev, Assistant Professor; B .S. , Middle East Technical University;M.S. , Ph.D . , Georgia Institute ofTechnologyTingliang Huang, Assistant Professor; B .S. , University of Science85 Technology ofChina; M.S. , University ofMinnesota; Ph.D . ,

Northwestern UniversityDeishin Lee , Assistant Professor; B .S. , M.S. , Massachusetts Institute ofTechnology; Ph.D . , S tanford Univers ityYehuaWei, Assistant Professor; B .S. , University ofWaterloo ; Ph.D . ,

Massachusetts Institute ofTechnology


Linda Boardman Liu, Assistant Professor of the Practice; Ass istantChairperson ; B .Sc. , Merrimack College ; S immons College;

Boston UniversityStephanie Jernigan , Assistant Professor of the Practice; B .A. , CarletonCollege ; The Johns Hopkins University; Ph.D . , GeorgiaInstitute ofTechnologyJohn Neale , Assistant Professor of the Practice; B .S. , StanfordUniversity; Ph.D . , University ofMichiganDelvon P arker, Assistant Professor of the Practice; B .S. , M.S. , Ph.D . ,

Michigan S tate UniversityP ieter Vanderwerf, Assistant Professor of the Practice; B .A. , DartmouthCollege ; Ph.D . , Massachusetts Institute ofTechnologyCon tacts

Department Secretary: Joyce O ’

Connor, 6 17—552—0460,

[email protected]

www.bc.edu/osm

Course Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .OPER7700Operation s Managemen t 3)Prerequisite: Must have successfully completed OPER7705Operations , like accounting, finance and marketing, is one of

the primary functions of every organization . Operations managerstransform human, phys ical and technical resources into goods andservices . Hence, it is vital that every organization manage this resourceconvers ion effectively and efficiently. How effectively this is accom

plished depends upon the linkages between operating decis ions and topmanagement (Strategic) decis ions . The focus of the course is decisionmaking at the operating level of the firm, converting broad policydirectives into specific actions within the organization . Strong emphas iswill be placed on the development and use of quantitative models toass ist in decis ion making .

WVilliam Driscoll

OPER7705 Statistics 3)This course focuses on the analytical tools of statis tics that are

applicable to management practice . The course begins with descriptivestatistics and probability and progresses to inferential statistics relativeto central tendency and dispersion . In addition to bas ic concepts ofestimation and hypothesis testing, the course includes coverage of topics such as analysis ofvariance and regress ion .

TheDepartmentOPER7706 Analytics for Managers (Fall/ Summer : 3)Prerequisite: Must have successfully completed OPER7705

This course focuses on the use ofquantitative methods to supportmanagerial decis ions . Fundamental to this type of decision analysis isa model, which is a representation of reali ty. A child enj oys a modelcar or a model train . An engineer uses a model of an airplane wing in awind tunnel . An architect uses a set ofblueprints as a model to illustratewhat is to be built . The National Weather Service uses computer models to predict the track of a hurricane . In this course we will see howmathematical models and modern spreadsheet software can be used tosupport managerial decision analysis . We will pay special attention tothe assumptions and limitations of using mathematical models as part

The William F . Connell S chool of Nursing offers a Master ofScience degree program preparing individuals for advancednursing practice as nurse practitioners , nurse anesthetists and clin icalnurse specialists , and a Doctor of Philosophy degree programpreparing highly qualified individuals for research and leadership rolesin nursing, health care, research, and academic settings .

DOCTOR OF PHILOSOPHY DEGREE PROGRAM WITHAMAJOR IN NURSING

The Ph.D . Program in Nursing emphas izes knowledge development and research to advance nursing science and improve the healthof individuals , families , and communities . The graduate of the Ph.D .

program is prepared to1 . Constructively critique and synthesize nursing and interdisciplinary knowledge within a substantive area of inquiry relevant tonursing practice .

2. Design, conduct and disseminate innovative, rigorous , andethically sound research that draws upon multiple methods toadvance nursing science .

3. Assume leadership and collaborate with Other disciplines toaddress contemporary health care concerns affecting health andwell-being.

4 . Use scholarly inquiry to generate and disseminate knowledgethat facil itates humanization, advances the discipline, informspractice and reshapes policy.

5 . Articulate the perspective of nursing in interdisciplinary dialoguefor the common good of a diverse and global society.

The Ph.D . program includes two phases : coursework and dissertation . After finishing the required coursework, the student completes acomprehensive examination . The purpose of the Ph.D . ComprehensiveExamination is to demonstrate mastery of the program objectivesthrough written and oral responses to questions related to knowledgedevelopment, research methods , substantive knowledge, ethical j udgment, and nursing/health care issues and health policy. After successfulcompletion of the Ph.D . Comprehensive Examination, the studentmoves to the dissertation phase, in which she/he develops and conducts original dissertation research . The Ph.D . program and defenseof the final dissertation must be completed within eight years of initialenrollment . Policies and procedures are consistent with those of theUniversity.

Consistent with the recommendations of leading professional organizations , full—time doctoral study is highly recommended .

Fellowships , scholarships , and other financial resources are availableto full—time Ph.D . students through the Connell S chool of Nursing,Boston College, professional nursing organizations and governmentalagencies HRSA, NIH , NINR) . The full—time plan ofstudy allowsstudents to complete required coursework in two years ; some studentsmay take longer to complete required coursework ormay need to takeadditional coursework. Most full—time students complete the entirePh.D . program in four—five years . Part—time students usually takelonger to complete the degree . Nonetheless , the entire Ph.D . program ,

including dissertation research and defense, must be completed withineight years .Low student—to-faculty ratios and research mentorship facil itate

student success and program completion in a reasonable amountof time . Multiple resources for scholarly development are available


within the Connell S chool ofNurs ing, the University, our consortiumUniversity partners , and through research collaborations with researchand clinical academic centers of the Greater Boston area. The Ph.D .

program offers a variety of learning opportunities through course work,CSON forums , interdisciplinary colloquia, and collaborations throughthe Harvard Catalyst, independent study, and research practica. Anindividualized plan of study is developed according to the student ’seducational background, research interests , and stage of developmentin scholarly activities .

A combined option is available for well—qualifiedindividuals with B .S.N. degrees who wish to obtain preparation as

advanced practice nurses nurse practitioners) and also completethe Ph.D . degree in nursing research and knowledge development .Students who are interested in the option should contactthe Associate Dean for Graduate Programs .Career OpportunitiesGraduates of the Ph.D . program often seek positions in academic

settings or in health care, industry, government, or other settings whereresearch is conducted . Some Ph.D . graduates continue on to completepost—doctoral fellowships at research centers located at universities ,government or health care agencies .Program of Study

A minimum of forty—six (46) credits beyond the M.S. degree arerequired to complete the Ph.D . degree . Additional credits and coursework may be needed, depending upon the student ’s background,previous graduate train ing and area of research interest . Substantivecontent expertise is acquired by taking cognates and elective courses inthe area of interest . The research component of the program includesqualitative and quantitative research methods , statistics , research seminars, research practica and experiences , and dissertation developmentand advisement .

The Ph.D . program of study includesNURS9701 Epistemology: Historical and ContemporaryInfluences on Knowledge Development in Nursing 3 creditsNURS97 12 Integrative Review for Nursing Science — 3 creditsPHIL5593 Philosophy of Science— 3 creditsNURS97 16 Health Policy 85 Social Justice— 3 creditsCognates in Substantive Area of Study— 6 creditsIntermediate and Advanced Statistics— 6 creditsNURS9808 Research Design 85 Methods I— 3 creditsNURS9809 Research Design 85 Methods I I— 3 creditsNURS98 10Responsible Conduct ofResearch— 0—1 creditNURS98 12 Research Seminar : Developing the Purpose, Aimsand Questions— 2 creditsNURS98 13 Research Seminar : Refining the Research Plan— 2

creditsNURS975 1 Advanced Qualitative Research Methods— 3 creditsAdvanced Research Methods Elective— 3 creditsNURS9901 Doctoral Comprehensive Examination— 1 creditNURS9902 D issertation Advisement— 3 creditsNURS9903 D issertation Advisement— 3 creditsNURS99 11 Doctoral Continuation— 1 credit per semester untilprogramTotal: 2 46 credits

Admission RequirementsBachelor ’s orMaster ’s degree from a nationally accredited nursing programMaster’s degree in nursing or related fieldOfficial transcripts from all colleges and universities attendedCurrent R.N. l icenseCurrent curriculum vitaeWritten statement of career goals that includes research interestsThree letters of reference, preferably from doctorally preparedacademic and service personnel, at least two ofwhom should beprofessional nursesThree—credit introductory or higher graduate level statisticscourseWriting sampleOfficial report of the Graduate Record Examination scores (preferably within las t five years)Application form with application feeQualified applicants will be invited for interview with faculty.

Pre—application inquiries are welcomed . Information sess ionsare offered several times per year . Applications are reviewed after allcredentials are received and a personal interview is scheduled . The

deadline for receipt of all credentials is January 15 . Please visit www.

bc.edu/nursing for additional information, information session datesand application materials .Financial Aid

There are three maj or sources of funding for full—t ime students inthe doctoral program in nursing at Boston College .0 University Fellowships are awarded to eligible full—time studentseach year on a competitive bas is . Full tuition and a stipend areprovided for up to three years as long as the student maintainsgood academic standing and demonstrates progress toward thePh.D .

Students are encouraged to apply for a competitive individualNational Research Service Award to ass ist with tuition and toprovide a Stipend .

Research Ass istant positions may be available through facultyresearch grants .Teaching Ass istant pos itions are available within the ConnellSchool ofNursing.

Additional grants and scholarship opportunities are available onan individual bas is .

MASTER OF SCIENCE DEGREE PROGRAM WITH AMAJOR INNURSING

The Master of Science degree program in nursing preparesadvanced practice nurses as nurse practitioners , nurse anesthetists , orclinical nurse specialists . Master’s degree programs (and post—master’sadditional special certificate programs) are offered in the followingareas of clinical specialization0 Adult Gerontology Clinical Nurse Specialist

Adult Gerontology Primary Care Nurse PractitionerFamily Nurse PractitionerPediatric Primary Care Nurse PractitionerPsychiatric—Mental Health Nurse PractitionerWomen ’s Health Nurse PractitionerNurse Anesthetist

Students who complete the M.S. degree or post—master ’s additional specialty certificate requirements are eligible to apply to take thenational certification examination relevant to their clinical specialty. Inaddition to the above degree programs , elective courses are offered inthe areas of Forensic Nursing and Palliative Care Nursing.

The focus of the Master ’s Program is on human responses to actual or potential health problems . The approach to clients is multi-facetedand includes the development of advanced competencies in clinicalj udgment . The graduate of the Master ’s Program provides theory andevidence-based direct care to individuals , families , and communities .Additional roles of the advanced practice nurse include indirect servicessuch as staff development, consultation, health care management, andparticipation in research to improve the quality of patient outcomes .Graduates of the Master’s degree program are prepared to :1. Implement a philosophy ofnursing congruent with Judeo-Christianvalues that support the intrinsic worth of each human being.

2. Synthesize theory, research, and values within a conceptual framework to guide advanced practice nursing in a specialized area.

3. Integrate knowledge from science and the humanities to generatediagnostic, therapeutic, and ethical nursing and health care .

4 . Develop organizational and systems leadership skills to promotecritical decision making in support ofhigh quali ty patient care .

5 . Apply methods , instruments , and performance measures andstandards for quality improvement within an organization .

6 . Use evidence-based research findings to inform clinical practice,promote change and disseminate new knowledge .

7 . Utilize technology to deliver, enhance, communicate, integrate,and coordinate care .Intervene at the system level through policy development andadvocacy Strategies to influence health and health care .

9 . Collaborate, consult and coordinate continuity of care withclients and other health professionals regarding prevention andstrategies that improve the health of individuals , families , andpopulations in a diverse and global society.

With the exception of Nurse Anesthesia, most of the specialtyprograms can be completed on either a full—t ime or a part—time basis .The Nurse Anesthesia Program only allows for full—time study. All

master’s degree programs must be completed within five (5) years fromthe time of initial enrollment .Cooperating Health Agencies

TheM.S. Program utilizes numerous and diverse practice settingsin the city of Boston , the greater metropolitan area and eastern NewEngland . S ites are selected to offer rich experiences for developingadvanced competencies in the nursing specialty. Community agenciesinclude the Boston VNA, mental health centers , general health centers , community health centers , college health clin ics , public healthdepartments , vis iting nurse associations , health maintenance organizations , nurse practitioners in private practice, and home care agencies .Additional settings include hospice, homeless shelters , schools , prisonsand Boston Veterans Administration (VA) health services . Selectedmajor teaching hospitals used include : Massachusetts General Hospital,Beth Israel-Deaconess Medical Center,McLean Hospital, Brigham andWomen ’s Hospital, Boston Medical Center, and Boston Children ’sHospital.


Career OptionsGraduates of the Connell School of Nursing’s M.S. program

function in traditional and non—traditional advanced practice nurs ingroles as Nurse Practitioners , Nurse Anesthetists and/or Clinical NurseSpecialis ts , as well as assuming leadership roles in health care and government service . Many continue on to pursue doctoral education inPh.D . or D .N.P . programs .Areas ofClinical SpecializationAdult Gerontology P rimary CareNurse P ractitioner orClinicalNurse Specialist

As an advanced practice nurse, a graduate of this program is ableto manage the health care of adolescents , adults , and older adults ,providing interventions to promote optimal health across a wide rangeof settings . Graduates serve as advanced practice nurses in a variety ofhealth care settings including hospitals , clin ics , health maintenanceorganizations , hospices , home care, and community-based medicalpractices , and can pursue national certification (through organizations such as the American Nurses Credentialing Center) either as anAdult—Gerontology Primary Care Nurse Practitioner or Clinical NurseSpecialis t (CNS) . CNS applications will be accepted for matriculationbeginning in the 2016—2017 academic year. The Master ’s Programsin Nursing received full re—accreditation from the Commission on

Collegiate Nursing Education (CCNE) in 2008 for 10 years (2008

FamilyNurse P ractitionerA graduate of this program is able to deliver primary care to indi

viduals, families , and communities across a broad range of racial/ethnic,socioeconomic, geographic, and age/development strata. Graduates canserve as Family Nurse Practitioners (FNPs) in a variety of health caresettings , including ambulatory settings , wellness centers , home healthagencies , occupational health sites , senior centers , homeless shelters ,and migrant camps . Graduates can pursue national certification(through organizations such as the American Nurses CredentialingCenter) as a Family Nurse Practitioner .Pediatric P rimary CareNurse P ractitioner

A graduate of this specialty program is able to provide a widerange of primary and secondary health services for children frominfancy through adolescence . Graduates can serve as a PediatricNurse Practitioner in a variety of health care agencies and communitysettings . Graduates can pursue national certification (through theAmerican Nurses Credentialing Center or the National CertificationBoard of Pediatric Nurse Associates and Practitioners) as a PediatricPrimary Care Nurse Practitioner .Psychiatric—MentalHealthNurse P ractitioner

A graduate of the Family Psychiatric Mental Health NursePractitioner Program is able to conduct psychotherapy with individualsacross the life span, groups , and fam il ies . Graduates can also function ascase managers for persons with psychiatric disorders , provide psychiatric consultation to primary care providers , serve as Psychiatric—MentalHealth Specialists in a variety of settings , including out—patient, partialhospitalization, day treatment, and community-based interventionprograms . Graduates are eligible to seek national certification (throughorganizations such as the American Nurses Credentialing Center) as a


Family Psychiatric—Mental Health Nurse Practitioner or PsychiatricMental Health Nurse Practitioner, and can apply for prescriptiveauthority in many states ( including Massachusetts) .Women

’

s HealthNurse P ractitionerAs a Women ’s Health Nurse Practitioner, a graduate from this

specialty program is able to provide direct care to meet women ’sunique concerns and health needs across the life span . Graduates canalso serve as a Women ’s Health Nurse Practitioner inside or outsideof formal health care agencies and institutions . Graduates can pursuenational certification as a Women ’s Health Nurse Practitioner offeredby national program s such as the National Certification Corporation .

NurseAnesthetistThe Nurse Anesthesia Program is a collaborative effort between

the William F . Connell School of Nursing and Anesthesia AssociatesofMassachusetts . The curriculum design takes advantage of the corecourses common to allMaster’s Degree nursing specialties . In addition,students learn the advanced physiologic and pharmacologic principlesspecific to nurse anesthesia practice . The Nurse Anesthesia programof study includes six credits of electives , 21 credits of core courses ,and 35 credits of specialty and theory clinical practicum . Clinicalpractica take place at the varied facilities where Anesthesia Associatesof Massachusetts provide services , and give students broad hands—onexperience . The 27—month full—time curriculum is accredited by theCouncil on Accreditation ofNurse Anesthesia Educational Programs ;graduates are eligible to sit for the National Certification Examinationof the Council on Certification . The Nurse Anesthesia Program wasre—accredited in 2015 by the Council onAccreditation (COA) for NurseAnesthesia Programs .Elective Coursework in Sub—SpecialtyAreas

Elective courses are offered in the sub—specialty areas of ForensicNursing and Palliative Care Nurs ing. Pall iative care courses addresscore content in pain management, death and dying, and the commoncauses of morbidity and mortality including cancer, heart disease,stroke, neurological disorders , HIV/AIDS, and chronic resp iratoryconditions . Students who plan to seek certification as advanced practice hospice/palliative care nurses (through organizations such as

the National Board for Certification of Hospice and Palliative CareNurses) must document clinical experience in the advanced practicerole in hospice and palliative care settings .Master’s Program EntryOptionsTraditional Option (for Students with B . S. Degree

A number of M.S. programs are available for registered nurseswho have a baccalaureate degree in nursing from a nationally accreditednursing program . These include the traditional M.S. Program in allspecialty areas , the the dual degree plans , andthe program .

The traditional master’s program is comprised of 45 credits (formost clin ical specialties other than Nurse Anesthesia) and can usuallybe completed in 1 —2 years of full—t ime study, depending on theavailab ility of clinical placements in the specialty. Part—time study isalso allowed in most specialty programs Other than Nurse Anesthesia.Most programs can be completed in two to four years of part—t ime

Application Deadlines and Admission RequirementsThe application deadline for the D irect Master ’s Entry Option

is November 15 for September enrollment the following year. Theapplication deadline for the Nurse Anesthesia Program is June 30 forJanuary enrollment . The application deadlines to submit for the traditional Master’s Program are as follows : March 15 for fall enrollment,and September 30 for spring enrollment . International S tudents (students who are not U .S. citizens or permanent residents) must provideadditional information . Vis it www.bc.edu/nursing for more information . Applications for the Master ’s Program in the Connell School ofNursing can be accessed from www.bc.edu/nursing . Required application materials include :0 Master’s Program application

Application feeOfficial transcripts from all nationally accredited post—secondaryinstitutionsUndergraduate scholastic average ofB or betterUndergraduate statistics course (not required for AdditionalSpecialty Students)Goal statementTwo or three letters of reference (varies by program and route ofentry)Graduate Record Examination (GRE) within five years (forD irect Master ’s Entry and CRNA students only)Copy of current R.N. l icense (not required for D irect Mas ter’sEntry Program applicants)Nurse anesthesia applicants must have at least one year of criticalcare experience and ACLS and PALS certification .

Applicants to the D irect Mas ter’s Entry Program should plan tocomplete all prerequisites prior to June . At least 3 science prerequisites should be completed at the time of application .

Interviews may be required for some programs .Verification ofhealth status and immunizations are requiredprior to enrollment .International students must take the Test ofEnglish as a ForeignLanguage (TOEFL) . (Refer to the website for more information . )Students must be licensed as R.N.s in Massachusetts prior tomaster ’s level clin ical courses .Students in dual degree programs must also apply to the otherprogram M.A. in Pastoral Ministry) .

Admission Requirementsfor Special Student(Non—Degree)0 Special S tudent application and application feeBaccalaureate degree from a nationally accredited program witha major in nursingAn undergraduate scholas tic average ofB or better

Program of Study

Master of Science with a Maj or in NursingElectives : 3 to 6 credits (depending on specialty)NURS74 15 Conceptual Basis for Advanced Practice Nursing— 3

creditsNURS74 16 Ethical Issues in Advanced Practice Nursing— 3

creditsNURS74 17 Role ofAdvanced Practice Nurses— 3 credits


NURS7420Advanced Pharmacology Across the Life Span— 3

creditsNURS7426 Advanced PsychopharmacologyAcross the LifeSpan (required for PMH Specialty)— 3 creditsNURS7430Advanced Health Assessment Across the LifeSpan— 3 creditsNURS7520Research Methods for Advanced PracticeNursing— 3 creditsNURS7672Advanced Pathophys iologyAcross the Life Span— 3

creditsNURSXXX two Specialty Practice courses— 12 creditsNURSXXX two Specialty Theory courses— 6 creditsTotal: 45 credits (NurseAnesthesia Total: 70credits)Elective course options within the Connell School of Nursing

include : NURS7524 Master ’s Research Practicum; NURS7525Integrative Review of Nursing Research; graduate level independentstudy, palliative care or forensics courses . Other relevant graduate levelelective courses are available in other schools or departments at BostonCollege . Independent Study is recommended for students who have a particular interest that is not addressed in required courses in the curriculum.

Other electives are available through the consortium.

General Information

AccreditationThe Master of Science degree program is nationally accredited

by the Commiss ion on Collegiate Nursing Education (CCNE) . Foradditional information, vis it the CCNE webs ite at www.aacn .nche.

edu . The Nurse Anesthesia program is accredited by the Council ofAccreditation ofNurse Anesthesia Educational Programs .Nursing Licensure and CertificationStudents in the D irect Master’s Entry (MSE) Program are eligible

to take the licensure exam for registered nurses (NCLEX—RN©) in thesummer after their first full—t ime year of study, the pre—l icensure year .The NCLEX-RN© first—time pass—rate for MSE Program studentscons is tently far exceeds state and national averages year after year .The overall first—time pass rate for graduates of the Boston CollegeMSE Program for the past 8 years (2008—2015) was S tate andnational averages ranged from for the same time period .

NCLEX pass rates for nurs ing programs in Massachusetts are available by year and by school at :physicalGraduates of the master’s program are eligible to apply to take

the certification examination in their clinical specialty from the appropriate national certification organization . Most graduates from AdultGerontology, Family NP, and Psychiatric—Mental Health NP programs sit for certification examinations through the American NursesCredentialing Center (ANCC) . Information is available at :

Women ’s Health NPgraduates are certified through the Nurses Certification Corporation(NCC) Pediatric Primary Care NPgraduates usually take the certification examination offered throughANCC or through the Pediatric Nursing Certification Board (PNCB)http :/ index . First—time passage ratesfor Connell School of Nursing Graduates on the Nurse Practitionerand Nurse Anesthesia CRNA certification examinations are cons is tently excellent and exceed national averages . The average 2013—2014 firsttime pass rates on certification examinations were : Adult-Gerontology

Primary Care NP Family NP Nurse AnesthesiaCRNA Pediatric Primary Care NP PsychiatricMental Health and Women ’s Health NP Datafrom 2015 are not yet available .FinancialAid

Applicants and students should refer to the Connell School ofNursing web page for FinancialAid resources at www.bc.edu/nursing .

Refer to the Financial Aid section of this Catalog for additional information regarding other financial aid information .

HousingThe Boston College Off-Campus Hous ing Office offers ass is tance

to graduate students in procuring living arrangements .Transportation

Precepted clin ical practica are held in a wide variety of hospitals ,clinics , and health—related agencies and are a vital part of the graduatenursing program . Most of the clin ical facilities are located in the greaterMetropolitan Boston area, although some are located in the suburbs ,eastern Massachusetts , southern New Hampshire and Rhode Island .

Students are respons ible for providing their own transportation to andfrom the clinical facilities .Graduate Academ ic Policies in the Connell School ofNursingAcademic IntegrityStudents are expected to have high standards of integrity in

both the academic and clinical settings . CSON adheres to the BostonCollege policies surrounding academic integrity. This policy may beaccessed online at gcatalog/policy .

shtml.

Expected ethical behavior in clinical s ituations is based on theAmerican Nurses ’ Association Code ofEthics for Nurses (ANA, 2001,

S tudents are expected to protect patients ’ confidentiali ty at alltimes , and to be honest in any documentation regarding the patient ’scondition and their own assessments and interventions . S tudents areexpected to maintain high professional standards , including beingphysically, intellectually, emotionally, and academically prepared whencaring for patients . Unprofessional conduct is cons idered serious andmay result in dismissal from the school .

The following scale is used in graduate courses in the William F .

Connell S chool ofNursingA 94—100

A 90—93B+ 87-89

B 84—86

B 80—83C 74—79F Below 74In each course in which she or he registers for graduate credit,

the student will receive one of the following grades at the end of thesemester : A, A B+ , B , B C, or F . The high passing grade ofA is

awarded for course work that is distinguished . The ordinary passinggrade of B is awarded for course work that is clearly satisfactory at thegraduate level . The minimum acceptable passing grade for a graduatecourse is a B Graduate students will undergo academic review ifthey have earned a grade less than B (80) in a course . Academic credit

1 78

is granted for courses in which a student receives a grade ofA, A B+ ,

B , B orC . No credit is granted for a course in which a student receivesa grade of F .

All required work in any course must be completed by the dateset by the course faculty member . A student who has not completedthe research or written work for a course, may, with adequate reasonand at the discretion of the faculty member, receive an “ I ” (incomplete) . All of the course requirements for an incomplete course must becompleted, and the “ I ” grade resolved, within the deadlines set forthby the university (March 1 for fall courses ; August 1 for spring courses ;October 1 for summer courses) After these deadlines , the “ I ” grade willpermanently convert to an “F grade . Any exceptions must be approvedby the associate dean for graduate programs .

All courses must be successfully completed and all incompletecourse grades must be resolved in order for students to be eligibleto sit for master ’s or doctoral comprehensive examinations . S tudentsmust successfully complete any prerequisite course (and all of therequirements within that course) before being allowed to enroll in asubsequent course for which the incomplete course was a prerequisite .Students may not enroll in a graduate course while they have an “ I ”

( incomplete) in a prerequisite course .GraduateAcademic Standing and P rogression P oliciesGraduate students are expected to maintain good academic stand

ing at all times and progress through their program of study. Thosewho are not in good academic standing or are not progressing are subject to review by the Academic Standards and Progression Committee .The graduate academic standards and progression policy is summarizedbelow:

All graduate students in the Connell School of Nursing areexpected to maintain a GPA of in order to remain in good academic standing. The minimum acceptable passing grade for graduatecourses is a B Students will undergo academic review if they havea GPA of less than or earn a grade less than a B (80) in a course .Academic review may result in a student being dismissed from theprogram or placed on probation with specific recommendations andrequirements that must be met in order to continue in the program .

These recommendations may include, but are not limited to : (a) completing an individualized remediation plan developed in collaborationwith the course faculty and the student ’s advisor in order to achievemas tery of the course objectives ; (b) repeating courses in which a gradeof less than B (80) was earned ; and/or (c) reducing course loads untilthe GPA is Graduate students are not allowed to repeat a coursemore than once .Unsafe clinical practice and/or unprofessional conduct are

grounds for failure in a clinical course and may result in immediateremoval from the clinical s ite . Students who demonstrate unsafe orunprofess ional conduct in a clinical practice site will undergo academicreview and may be dismissed from the program . S tudents who fail toprogress in their program of study and/or who exceed the time limitsfor the program will also undergo review by the Graduate AcademicStandards and Progression Committee .

The Graduate Academic S tandards and Progression Committeemeets at the end of the Fall and Spring semesters and as needed; theCommittee is comprised of faculty who teach in the Master’s or Ph.D .

programs , the Teacher ofRecord for the course(s) in which a deficientgrade was achieved, and the student ’s academic advisor. The GraduateAssociate Dean will convene and conduct the meeting. Students may


not attend the meeting but may submit a brief written statement thatthe Graduate Associate Dean will read or distribute to the Committeemembers .

S tudents will be notified as soon as possible that they are subj ectto academic review and will be given the opportunity to submit a briefstatement to the Graduate Associate Dean regarding their academicperformance and plans to improve . The Graduate Associate Dean willread or distribute the student ’s statement to the Committee members .The Committee will consider the student ’s statement, input from theTOR and the academic advisor, and review any pertinent materialsincluding letters ofwarning, remediation offered to the student, use oftutoring or advisement sess ions at the Connors Learning Center, andany other relevant information .

Academic review may result in recommendations that courseworkbe repeated, that the student be placed on academic probation, or thatthe student be dismissed from the program . The Graduate AssociateDean will notify the student of the outcome ofacademic review as soonas possible . If the student is dissatisfied with the decis ion, he/she maysubmit a written appeal to the Dean . The appeal must be submittedas soon as possible but no later than thirty (30) days after the studenthas received notification of the outcome from the Graduate AssociateDean . A formal appeal to the Dean consists of a written explanationof the appeal which should include the reasons the student believes theCommittee ’s decis ion was not satisfactory. Within thirty (30) days ofreceipt of the student ’s appeal, the Dean will render a decis ion . The

decision of the Dean is final, and will be communicated in writing tothe student and to the Graduate Associate Dean .

Graduate students who are on probation or not in good academicstanding are not eligible for teaching assistantships , research assistantships , fellowships and/or any type of merit—based tuition remissionaward . Renewal of Ph.D . fellowships is contingent upon fellowsremaining in good academic standing, passing comprehensive exams ,demonstrating scholarly productivity and making significant progresstoward the degree every year.P rocedurefor Gradua te Student Grievances

This grievance procedure provides a process for constructivelyresolving serious academic, supervisory or administrative grievancesthat graduate students may have with faculty, preceptors , staff oradministrators . Its purpose is to resolve in a fair manner any grievancesaris ing from grading, other evaluation or superviso ry practices , andappeals that students may want to in itiate if they are dissatisfied withdecis ions made by the committees that direct their degree program or

the Academic Standards Committee of the Connell S chool . To thatend, all concerned should display a cooperative manner . Resolutionsshould be attempted between the parties involved and mediated rather than directed . Outcomes should be sought at the lowest possibleadministrative level . Confidentiality of the student (s) and facultymembers (s) involved should be maintained at all times . In the eventthat the student ’s Chairperson , advisor, preceptor, Dean or AssociateDean is a party to the grievance, that person should recuse him/herselffrom considering the matter, and the appropriate administrator at thenext highest administrative level will replace that person .

If a student believes that he or she has been evaluated unfairly orhas another serious grievance, the student should discuss the matterwith the faculty member or preceptor and course teacher of recordinvolved as soon as possible after the evaluation has been received orthe grievance arises . This discuss ion should provide an opportunity for


further dialogue and clarification between faculty and student abouthow the matterwas determined, what criteria were used, and any related issues . If such a discuss ion results in a mutually acceptable resolution , the matter will be considered closed . If either party wishes to havea written statement of the outcome, the parties will put the resolutionin writing, s ign it, and each retain a copy. This written statement mustbe completed no later than two weeks after the mutually acceptableresolution has been reached .

If, however, a mutually acceptable dispos ition cannot beachieved, the student may present the matter in writing to the CSONChairperson . The student ’s written statement to the Chair must besubmitted no later than two weeks from the date of the final meetingwith the faculty member or preceptor and clearly specify the nature ofthe complaint and the remedy requested .

The Chairperson will review the matter by meeting individuallywith each individual involved and reviewing any written materialsrelated to the grievance . The Chairperson will meet again with theindividuals involved, either separately or j ointly or both, in an attemptto resolve the matter. The Chairperson will provide a written responsewithin two weeks of this meeting. If a settlement is reached, it is to beput in writing and signed by the Chairperson and each of the parties ,with each to retain a copy. If no resolution is reached, the Chairpersonwill prepare a written summary of events relevant to the grievance andprovide a copy of it to the student and the faculty member or otherindividuals involved . In the event that the grievance concerns treatment or evaluation in a practicum , the student should follow this sameprocedure, discussing the matter first with his or her preceptor and/or clinical instructor . If this discussion does not lead to resolution, thematter should be brought to the CSON Chairperson who will followthe guidelines described above .FormalAppeals P rocedureIf a graduate student is dissatisfied by the outcome of the discus

sions and process at the Chairperson level, the student may initiate aformal appeal . The student must initiate the appeal as early as possible,but not later than thirty (30) days after receiving the Chairperson ’s resolution . A formal appeal consists of a written explanation of the grievance sent to the Associate Dean of Graduate Program, which shouldinclude the reasons the student believes the faculty member ’s or preceptor

’

s evaluation was arb itrary, unethical, or based on extrins ic error,and the reasons why previous discussions were not satisfactory. The

Associate Dean may request that the faculty member, the Chairpersonand any other individual involved provide the Associate Dean with awritten evaluation of the merit of the appeal and a summary of theattempts to resolve the grievance .

The Associate Dean will then convene an ad hoc committeecomposed of three members of the elected Grievance Committee . Thead hoc committee will conduct an independent review of the grievance, which will include discuss ing the grievance with the student, theChairperson and other individuals involved .Within thirty (30) days ofreceiving the formal appeal, the ad hoc committee will provide a statement of the committee ’s resolution of the matter to the student, theChairperson involved in the earlier level of the process , the person (s)against whom the grievance was brought, and the Associate Dean .

If the student is dissatisfied with the conclusions of the ad hoccommittee, the student may submit a written appeal to the Dean . The

appeal must be submitted as soon as possible but no later than thirty(30) days after the student has received the conclusions of the ad hoc

Carol Marchetti, Ph.D . , RN , PMHNP—BC

Family Psychiatric—Mental Health NP ProgramOffice : Maloney 373ATelephone : 6 17—552—2328

Kelly S tamp , Ph.D . , ANP-C, RN , FAHAD irect Masters Entry (MSE) Pre—l icensure YearOffice : Maloney 35 1Telephone : 6 17—552—2119

Mary E. Duffy, Professor Emerita; Villanova University; M.S. ,

Rutgers University; Ph.D . , New York UniversityLaurel A. Eisenhauer, Professor Emerita; B .S. , Boston College ;

University ofPennsylvania; Ph.D . , Boston CollegeMarj ory Gordon , ProfessorEmerita; B .S. , M.S. , Hunter College of theCity University ofNew York; Ph.D . , Boston CollegeCarol R. Hartman, Professor Emerita; B .S. , M.S. , University ofCalifornia, Los Angeles ; Boston UniversityJoellen Hawkins , ProfessorEmerita; Northwestern University;M.S. , Ph.D . , Boston CollegeBarbara Hazard, ProfessorEmerita; B .S. , M.S. , University ofRhodeIsland ; Ph.D . , University ofConnecticutJune Andrews Horowitz, Professor Emerita; B .S. , Boston College;M.S. , Rutgers State University ofNew Jersey; Ph.D . , New YorkUniversityMiriam Gayle Wardle, ProfessorEmerita; B .S. , Univers ity ofPittsburgh ; M.S. , Boston University; Ph.D . , North Carolina S tateUniversityLoretta P . Higgin s , Associate ProfessorEmerita; B .S. , M.S. , Ed.D . ,

Boston CollegeMargaret A. Murphy, Associate Professor Emerita; B .S. , S t . JosephCollege ; M.A. , New York University; Ph.D . , Boston CollegeJean A. O

’

Neil, Associate Professor Emerita; B .S. , M.S. , BostonCollege ; Ed.D . , Boston UniversityAnn Wolbert Burgess , Professor; B .S. , Boston University; M.S. ,

University ofMaryland; Boston Univers itySean P . Clarke , Professor andAssociateDeanfor UndergraduatePrograms; B .Sc. , University ofOttawa; B .A . , Carleton University;

Ph.D . , McGillUniversitySusan Gennaro , Professor and Dean; B .A. , Le Moyne College ; M.S. ,

Pace University; Ph.D . , Univers ity ofAlabama at BirminghamM . Katherine Hutchin son , Professor andAssociateDeanfor GraduatePrograms; Michigan State University; Ph.D . ,

University ofDelawareDorothy A. Jones , Professor; Long Island Univers ity;Indiana University; Ed .D . , Boston UniversityS r. Callista Roy, Professor and Nurse Theorist; B .A. , Mount SaintMary’s College ; M.A. , M.S. , Ph.D . , University ofCalifornia, LosAngelesJudith A. Vessey, Leila Holden CarrollEndowed Professor inNursing;

Goshen College ; Johns Hopkins University;Ph.D . , Univers ity ofPennsylvaniaBarbara E. Wolfe, Professor andAssociateDeanforResearch;Syracuse Univers ity; Yale University; Ph.D . , Boston CollegeJane Erin Ashley, Associate Professor; B .S. , California State University,Chico ; M.S. , Ph.D . , Boston College


Marie Boltz, Associate Professor; LaSalle University;University ofPennsylvania; Ph.D . , New York UniversityJane Flanagan , Associate Professor; University ofMassachusettsLowell; M.S. , Northeastern University; Ph.D . , Boston CollegePamela J . Grace, Associate Professor; West Vi rginiaUniversity; Ph.D . , University ofTennessee, KnoxvilleSusan Kelly-Weeder, Associate Professor; B .S. , S immons College ;M.S. , Ph.D . , University ofMassachusetts LowellEllen K. Mahoney, Associate Professor; GeorgetownUniversity; University of Pennsylvania; Ph.D . , University ofCalifornia, San FranciscoCatherine Y . Read, Associate Professor and Director, Keys to InclusiveLeadership inNursing (KILN) Program; University of Illino isat Chicago ; Salem State College ; Ph.D . , University ofMassachusetts LowellJudith A. Shindul—Rothschild , Associate Professor; B .S. , BostonCollege ; Yale University; Ph.D . , Boston CollegeKe lly D . Stamp , Associate Professor; Southeast Missouri StateUniversity; M.S. , Ph.D . , University of South FloridaMelissa A. Sutherland , Associate Professor; B .S. , Cornell University;

B inghamton Univers ity; Ph.D . , University ofVi rgin iaPatricia A. Tablo ski, Associate Professor; Purdue University;

Seton Hall University; Ph.D . , Univers ity ofRochesterDanny Willis , Associate Professor and Department Chair;University ofMiss iss ippi Medical Center; Louis ianaState University Health Sciences CenterRobin Wood , Associate Professor; University ofMichigan ;M.S. , Ed .D . , Boston UniversityLichuan Ye, Associate Professor; M.S. , S ichuan University,West China School ofMedicine ; Ph.D . , University ofPennsylvaniaViola G . Benaven te, Assistant Professor; Incarnate WordCollege ; University ofTexas , San Antonio ; Ph.D . , UniversityofPennsylvaniaStewart M . Bond, Assistant Professor; University ofVi rginia;

University ofNorth Carolina, Chapel Hill;Vanderb ilt University; Ph.D . , University ofNorth Carolina, ChapelHillJoyce Katherine Edmonds , Assistant Professor; Florida S tateUniversity; Oregon Health Science Univers ity; Ph.D . ,

Emory Univers ityHolly Fon tenot, Assistant Professor; Georgia Baptis t College ofNursing, Mercer University; M.S. , Ph.D . , Boston CollegeAllyssa L. Harris , Assistant Professor; B .S. , M.S. , Ph.D . , BostonCollegeCarina Katigbak , Assistant Professor; Ryerson Univers ity;M.S. , Ph.D . , New York UniversityKyung Hee Lee , Assistant Professor; Yonsei

University; Ph.D . , University ofMichiganTam H . Nguyen , Assistant Professor; University ofMaryland ;

Ph.D . , Johns Hopkins Univers ityStacey Hoffman Barone, ClinicalAssociate Professor; DukeUniversity; M.S. , Boston University; Ph.D . , Boston CollegeSusan A. DeSanto—Madeya, ClinicalAssociate Professor; EastStroudsburg Univers ity; Ph.D . ,Widener University

Susan Emery, ClinicalAssociate Professor and Director ofNurseAnesthesia Program; Salem State University; M.S. , ColumbiaUniversity; Ph.D . , Boston CollegeWilliam Fehder, ClinicalAssociate Professor; B .S. , Hunter College ;

Ph.D . , University ofPennsylvaniaM . Colleen Simonell i, ClinicalAssociate Professor and DepartmentAssistant Chair; B .S. , Marquette University; M.S. , Boston College;Ph.D . , University ofMassachusetts LowellDonna L. Cullin an , ClinicalAssistant Professor; Saint AnselmCollege ; M.S. , Boston CollegeNan ci Haze-P eters , ClinicalAssistant Professor; B .S. ,WesternConnecticut State University; M.S. , Northeastern UniversityLuan ne Nugen t, ClinicalAssistant Professor; University ofMassachusetts Amherst ; Boston University; RegisCollegeAmy Smith, ClinicalAssistant Professor and Director, ClinicalLearningand Simulation Centers; B .S. , Saint Anselm College; YaleUniversity; MGH Institute ofHealth ProfessionsSherri B . St . P ierre, ClinicalAssistant Professor; B .S. , S immonsCollege ; M.S. , University ofMassachusetts LowellDenise B . Testa, ClinicalAssistant Professor andAssistant Director ofNurseAnesthesia Program; B .S. , Boston University; RushUniversityLauraWhite, ClinicalAssistant Professor; B .S. , Boston College, M.S. ,

Columbia University, Ph.D . , Boston CollegeElisabeth M . Bailey, ClinicalInstructor; A.B . , Brown University;M.S. , Boston CollegeRosemary Frances Byrne, ClinicalInstructor; B .S. , M.S. , BostonCollegeMaureen Connolly, ClinicalInstructor; A.D . , Laboure’ College ; BA ,

Worcester College ; M.S. , S immons CollegeDorean Behney Hurley, ClinicalInstructor; University ofP ittsburgh ; Drexel Univers ityKathleen Man sfield , ClinicalInstructor; NortheasternUniversity; S immons CollegeBeth McNutt—Clarke, ClinicalInstructor; B .Sc. , McGill

University; Concordia UniversityMelissa Perez, ClinicalInstructor; Villanova University; M.S. ,

Boston CollegeRichard Edward Ross, S.J ClinicalInstructor; University ofMichigan ; M.Div. , Boston CollegeJacqueline Sly, Clinical Instructor; Boston College,Regis CollegeJean Weyman , Assistant Dean Continuing Education Programs;

Indiana University; Ph.D . , Boston CollegeCon tactsUndergraduate Program Office, Maloney Hall, 6 17—552—4925www.bc.edu/cson

NursingCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .NURS74 15 Conceptual Basis forAdvan ced P ractice Nursing(Fall/Spring: 3)

The focus of this course is the development of knowledge as

the bas is for advanced practice nursing . Philosophical, conceptual,

and theoretical perspectives of leaders and scholars from nurs ing andrelated fields are surveyed and critiqued . Opportunities are provided toexplore and evaluate key issues such as levels of theory development,the domain of clinical j udgement, and language and information technology. Emphasis is on knowledge-based quali ty improvements withinvarious systems and environments that affect health care . Theories andmodels related to organizational change and health policy are applied .

TheDepartmentNURS74 16 Ethical Issues in Advan ced P ractice Nursing(Fall/Spring: 3)Prerequisite: NURS74 15

The focus of this course is to explore the boundaries ofAdvancedPractice Nurses ’ (APNs) ethical respons ib il it ies to individuals , groups ,and society in an intra and interdisciplinary, collaborative health careenvironment . The philosophical and theoretical foundations of ethicalpractice are critically examined for their ab ility to enhance decis ionmaking that best serves the interests of current and future patientsand meets societal needs . An emphas is is placed on developing theskills needed to address challenges and obstacles to ethical practice inadvanced practice roles and settings . Strategies to influence health policy related to various specialty populations are explored .

Pamela Grace

NURS74 17 Role ofAdvan ced P ractice Nurses (Fall/Spring: 3)Prerequisites: NURS74 15 and NURS74 16

D imensions of advanced practice nursing including its historicaldevelopment; role theory and implementation ; legal and regulatory factors , and role implementation across practice settings will be explored .

A focus on organization behavior and systems leadership , excellence incare delivery, practice evidence and care outcomes , relationship-basedpractice, quali ty improvement models and patient safety initiatives willbe Stressed and linked to APN role . National in itiatives including theIOM Report as well as financial, political, social, and economic factorsthat influence care will be studied along with strategies to influencehealth care delivery systems and innovative practice models .TheDepartmentNURS7420Advan ced PharmacologyAcro ss the Life Span(Spring : 3)Prerequisite: Graduate standing or permiss ion of instructor

This course is intended to provide the student with an understanding of pharmacology and drug therapy as it relates to advancedpractice (general and/or in a clin ical specialty) . The interrelationshipsof nursing and drug therapy will be explored through study of pharmacodynam ics, dynamics of patient response to medical and nursingtherapeutic regimens , and patient teaching as well as the psychosocial,economic, cultural, ethical, and legal factors affecting drug therapy,patient responses , and nursing practice . The role ofthe nurse practicingin an expanded role in decis ion making related to drug therapy is alsoincluded .

TheDepartmentNURS7426 Advan ced Psychopharmacology Acro ss the Life Span(Spring : 3)Prerequisite: Graduate standing or permiss ion of instructor

This course builds upon the standards of practice from APNAISPN, AACN, NONPF and APA. The legal, ethical, and therapeuticrole of the advanced practice nurse in prescrib ing psychotropic medications for individuals with psychiatric disorders is examined across the


l ife span . The evidence-based prescription of psychopharmacologicalagents according to practice guidelines will be a focus in each class . Thecourse will review neurobiology, the action of central nervous systemmedications , and the implications for ethno—psychopharmacology.

S tandardized tools to evaluate treatment efficacy and diagnostic criteriawill be identified . Collaborative practice models , indications for referraland monitoring to enhance treatment adherence, are reviewedjudith Shindal—RothschildNURS7430Advan ced Health Assessmen t Acro ss the Life Span(Spring/Summer : 3)Prerequisites: NURS7672 orNURS6408 and NURS7420This course is taken the semester prior to practicum en try.

Building on undergraduate course work and previous clin icalexperience, this course util izes life span development and health riskappraisal frameworks as the bas is for health assessment . S tudents masterhealth assessment skills for individuals within family, environmental,and cultural contexts . The course provides advanced practice nursingstudents with planned classroom and clin ical laboratory experiencesto refine health assessment skills and interviewing techniques . Healthpromotion, health maintenance, and epidemiological principles areemphas ized in relationship to various practice populations .TheDepartmentNURS7437 Advan ced P ractice P sychiatric Nursing Acro ss the LifeSpan I (Fall : 6)Prerequisites: NURS7430, NURS7420, NURS7672Corequisite: NURS7438In this combined didactic and clinical course, students learn to

conduct mental health evaluations , to formulate psychiatric and nursing diagnoses , and to plan and implement short—term/ initial treatment,case management, referral plans , and client services for adults , children ,and fam ilies . Clinical placements (20 hours/week) are individualizedto match students ’ interests in a variety of psychiatric—mental health(PMH) settings including mental health outpatient services andforensic practice settings . Faculty and agency preceptors ass ist studentsto develop essential evaluation and diagnostic skills and to provideindividualized, culturally sensitive nursing care and clinical services todiverse client populations .TheDepartmentNURS7438 Advan ced P ractice Theories of P sychotherapy (Fall : 3)

This course is designed to explore maj or approaches to individualpsychotherapy, such as Psychodynamic, Humanistic, Interpersonal,Behavioral, Cognitive, D ialectical Behavorial, Brief, and Multicultural.Commonalit ies and differences among the processes and techniquesare discussed . Selected theorists and their approaches to psychotherapywill be examined as examples ofmajor schools of thought concerningthe nature of the psychotherapeutic relationship . Applications acrossthe life span and among diverse populations are critically examined .

TheDepartmentNURS7447 Family t Np Post Ms Clinic Theory and P racticumI (Fall : 3)TheDepartmentNURS7449 Family t Np Post Ms Clinical Theory andP racticum 11 (Fall : 3)TheDepartment


NURS7450Women and Children ’ s Health Advan ced P racticeTheory (Fall : 3)

This course focuses on theoretical knowledge for the indirect anddirect roles of the advanced practice nurse in health care ofwomen andchildren . Content will address use, analysis , and synthesis of theoriesand research with attention to the impact of culture, ethnici ty, race,socioeconomic status , and family structures . Psychosocial influenceson women ’s health, parenting, and child development are explored .

Students will interpret the roles of the advanced practice nurse inMCH as these affect and are affected by health care and health caredelivery systems at the national level .TheDepartmentNURS7453Women ’ s Health Advan ced P ractice Nursing I (Fall : 6)Prerequisites: NURS7430, NURS7420, NURS7672 orNURS6408

This course is the first of two courses in the Advanced Practicein Women ’s Health series . The role of the advanced practice nursewith women across the life span is explored with a focus on wellnesspromotion and management of common alterations in the sexuality—reproductive pattern, with special concern for cultural, ethnic, andsocioeconomic diversity. Theories and research from nursing and otherdisciplines are synthes ized and evaluated through seminars , clinicalconferences , clin ical experiences (20 hours/week) , and course ass ignments .TheDepartmentNURS7457 P ediatric P rimary Care/Advanced P ractice Nursing I(Fall : 6)Prerequisites: NURS7430, NURS7672 orNURS6408 andNURS7420

This clinical course is the first of two advanced practice specialtynursing courses for preparing pediatric nurse practitioners . This coursefocuses on health promotion and maintenance and prevention of illness and disab il ity, as well as assessment, diagnosis , and managementof common pediatric problems/illnesses . Anatomical, physiological,psychological, cognitive, socioeconomic, and cultural factors affecting achild ’s growth and development are analyzed . Parenting practices , family life styles , ethical issues , and environmentalmilieu are also explored .

Students engage in precepted clinical practice (20 hours/week) wherethey apply their cognitive, affective, and psychomotor skills and areguided by critical thinking and clinical decis ion making.

TheDepartmentNURS7462 P rimary Care ofAdults and Older Adults Theory I(Fall : 3)Prerequisites: NURS74 15 , NURS74 17 (or concurrently)FirstAG health course focus ing on primary care ofadult and older

adults , exploring advanced practice in context of nurs ing knowledgeand concepts from other disciplines . Includes integration of conceptsin health promotion , prevention, identification of risk factors thatpotentially threaten health of adults . Variables include health status ,age, development, gender, ethnici ty, socio—economics and culturalcharacteristics associated with health behaviors across group settingsare studied as they impact health and related behaviors . Emphasis onrelated concepts . D iscussions integrate role ofAPN as leader in healthcare reform and articulation of nursing contributions to interdisciplinary adult and older health care outcomes .TheDepartment

NURS7 520Research Methods forAdvan ced P ractice Nursing(Fall/Summer : 3)Offered BienniallyOpen to upper-division RN. and B S. nursing studen ts, andnon-matriculated nursing studen ts .

The focus of this course is the formal process of acquiring andevaluating evidence that supports nursing practice . Quantitative andqualitative methods of inquiry are examined . Quality considerationsof various research designs are explored . Levels of evidence are identified in relation to existing research outcomes . Evaluation of existing

research outcomes as evidence to support clin ical practice, demonstratequality improvement (Q1) and advance nursing knowledge is a maj oremphas is of the course .TheDepartmentNURS7 524 Master’ s Research P racticum 3)Prerequisite: NURS7520; can be taken concurrently.

By Arrangemen tThis course applies knowledge of the research process through

the development and implementation of a clinical research proposal, aquality assurance proposal, a research utilization proposal, or throughparticipation with faculty in ongoing research .

TheDepartmentNURS7 525 In tegrative Review ofNursing Research (Fall/Spring : 3)Prerequisite: NURS7520; can be taken concurrentlyBy Arrangemen t

The focus of the course is on the use of a systematic and analytic process in the critical analysis and synthesis of empirical nurs ingresearch on a topic related to the student ’s specialty area. Students workindependently to develop a publishable integrative review manuscriptunder guidance of faculty.

TheDepartmentNURS7 537 Advan ced P ractice P sychiatric Nursing Acro ss LifeSpan 11 (Spring: 6)Prerequisites: NURS7430, NURS7420, NURS7672, NURS7437 ,

NURS7438Corequisite: Must be concurrently enrolled in NURS7538In this second Family PMHNP course, students build on the

theoretical frameworks of NURS7437 to continue to examine majorDSM—5 diagnoses that occur in childhood, adolescence and throughout adulthood . Students apply models of individual, family andgroup psychotherapy from NURS7438 Advanced Practice Theoriesof Psychotherapy and NURS7538 Advanced Theories of Familyand Group Psychotherapies , and pharmacologic approaches fromNURS7420 Advanced Pharmacology and NURS7426 AdvancedPsychopharmacology. Crisis management, prevention/health promotion, continuous quality improvement and allocation of servicesincluding case management, collaboration , consultation and referralare analyzed . In the clin ical practicum (minimum 250hours) studentssynthesize their diagnostic and clin ical reasoning abilities and advancetheir treatment skills as members of the multidisciplinary team .

TheDepartmentNURS7 538 Advan ced Theories of Family and GroupP sychotherapy (Spring: 3)

This course is des igned to explore the maj or psychotherapeuticapproached for families and groups . Emphasis is on the application


of theories and models of family and group psychotherapy across thelife span , among diverse populations , and in traditional and non—traditional settings .TheDepartmentNURS7 553Women ’ s Health Advan ced P ractice Nursing 11(Spring : 6)Prerequisites: NURS7420, NURS7430, (NURS7672 orNURS6408)and NURS7450

This course builds on Women and Children ’s Health AdvancedPractice Theory and Women ’s Health Advanced Practice Nursing 1.

It concentrates on the role of the nurse in advanced practice withwomen across the life span, focusing on the development and evaluation of management strategies to promote optimal functioning inwomen seeking obstetrical and gynecological care as well as the indirectrole functions in advanced practice as Clinical Nurse Specialists/NursePractitioners . Theories and research from nurs ing and other disciplinesare applied and integrated through seminars , clinical conferences , clinical experiences (20hours/week) , and course ass ignments .TheDepartmentNURS7 557 P ediatric P rimary Care/Advanced P ractice Nursing 11(Spring : 6)Prerequisites: NURS7420, NURS7430, (NURS7672 orNURS6408)NURS7450, NURS7457

This course builds on NURS7457 . The focus is on managementof children with more complex or chronic health problems . Theoriesand research from nursing and other disciplines are synthesized, withspecial consideration of the influences of culture and SES on wellnessand health care . Students continue in precepted clinical practice (20hours/week) to develop advanced skills in differential diagnosis andgain increased comfort in managing psychosocial problems . In consultation with preceptors , students make referrals , develop treatment andteaching plans with clients , document accurately, and further developconfidence and competence in the role ofpediatric nurse practitioner .TheDepartmentNURS7 562 P rimary Care ofAdults and Older Adults Theory 11(Spring : 3)Prerequisite: NURS7462Corequisites: NURS74 15 ; NURS74 17Second course focused on primary care of adult/older adult .

Analysis/synthesis of nursing and knowledge to guide evidenced-basedinterventions/outcomes . Intervention strategies : complementary healing modalities , actions responsive to changing health—care deliverysystems are explored in relation to outcome indicators that distinguishthe APN role addressing commonly occurring nurs ing problems .Innovative practice models des igned to highlight APN leadership andpractice will be explored . Evaluation of current knowledge to addressnurse sensitive indicators is also explored . Interdisciplinary collaborations will be discussed, especially relating to development ofAPNled care models promoting health and life transitions of adults/olderadults . Measures used to evaluate effectiveness of the APN outcomesare identified .

TheDepartment

NURS7 563 P rimary Care Adult and Older Adult/AdvancedP ractice Nursing 11 (Spring: 6)Prerequisites: NURS7420, NURS7430, (NURS7672 orNURS6408) ,NURS7463Corequisite: Must be concurrently enrolled in NURS7562

This second course in the adult—gerontology health practicumseries builds upon the knowledge gained in NURS7463. The coursecontinues to apply the clinical reasoning process used to assess , diagnose, and treat common primary care problems and chronic illnessesof the adult—gerontology population considering life span, frailty, andsocio—cultural influences . Through critically apprais ing current strategies used to promote the optimal level of being and functioning ofadults and older adults , students will be encouraged to develop plansthat address gaps in care .TheDepartmentNURS7 570Community and Family Health Advan ced Theory 11(Spring: 3)Prerequisites: NURS7430, NURS7672, and NURS7420or permiss ion of instructor requiredCorequisites: NURS74 15 , NURS74 16, NURS74 17 , NURS7520

This course is the second of a series in the theory and advancedpractice of community and family health nursing . It focuses on theories , concepts , and research findings in the development and evaluationof nursing interventions and strategies that promote health in aggre

gates and communities . Health legislation and multiple socioeconomicand environmental factors are analyzed to determine their influence onplanning for family health and community well being.

TheDepartmentNURS7 573Advan ced P ractice in Community and Fam ily HealthNursing 11 (Spring : 6)Prerequisites: NURS7420, NURS7430, (NURS7672 orNURS6408)

This combined didactic and practicum course continues to integrate the assessment, diagnosis , and management of selected primaryhealth care problems for individuals and families . Building on NURS7473 course content, this course emphas izes management of complexhealth problems . S tudents practice 20hours per week to integrate theory, practice, and research as Family Nurse Practitioners .TheDepartmentNURS7 590Physiologic Variables for Nurse An esthesia 111 (Fall : 3)Prerequisites: NURS7490, NURS7494 , NURS74 15Corequisite: NURS759 1

This course builds upon the clin ical physiology of the neurological, endocrine, and renal systems . The focus ofdiscuss ion will be on theanatomy and physiology of the nervous system, including nerve actionpotential, neuromuscular transmission , the autonomic nervous system ,

neurotransmitters , and cerebral blood flow. Also , normal physiologyof the endocrine and renal system will be studied, including the morecommonly seen alterations in these systems . Emphasis will be placedon the anesthetic implications of caring for patients with high riskconditions .Susan Emery

Denise TestaNURS7 59 1 Nurse An esthesia I (Fall : 5)Prerequisites: NURS7490—NURS7494 , NURS74 15Corequisite: NURS7590

This course provides the opportunity for students to integratetheory into practice within the clinical setting. The focus is on the

18 6

development of diagnostic, therapeutic, and ethical j udgments for thepatient undergoing surgery and anesthesia. During the first semesterof clinical anesthesia practice the emphasis is on the development andimplementation of a patient specific plan of anesthesia care for healthypatients undergoing minimally invas ive surgical procedures . Synthes isof theoretical knowledge with clinical practice is enhanced by weeklyseminars , case presentations , care plan exemplars , and high fidelitysimulation .

Susan Emery

Denise TestaNURS7 592Advan ced P rinciples for Nurse An esthesia P ractice(Spring : 3)Prerequisites: NURS7492, NURS7590, NURS759 1Corequisite: NURS7593

This course focuses on selected problems associated with the provision of anesthesia for specialty and emergency surgeries . It exploresanesthesia cons iderations related to the diverse needs of persons acrossthe life span . Special attention is given to the anesthes ia needs of thematernity, pediatric, and the aging patient . Content also addresses thespecialty areas of acute and chronic pain management and outpatientsurgery. Attention is given to patient comfort and safety issues implicitin surgical interventions and anesthesia delivery.

Susan Emery

Denise TestaNURS7 593 Nurse Anesthesia 11 (Spring : 5 )Prerequisites: NURS7590, NURS759 1Corequisite: NURS7592

This course provides the opportunity for students to integratetheory into clin ical practice for patients with significant comorbiditiesundergoing more complex procedures . Anesthetic requirements as dictated by patient assessment, including the surgical procedure, are studied in greater depth . Seminar and simulation experiences are sequencedto complement the theoretical content presented in NURS7592,

Advanced Principles ofNurse Anesthesia Practice .Susan Emery

Denise TestaNURS7 595 Nurse Anesthesia 111 (Summer : 5 )Prerequisites: NURS7592, NURS7593

This course focuses on the delivery of anesthesia care withinadvanced nursing practice in a broad range of clinical s ituations forpatients with multiple, complex health problems . Through the refinement of assessment and management skills , critical thinking is furtherdeveloped . With supervision, students assume more overall responsibility for anesthetic management . Through seminar participationstudents explore the anesthetic management ofdiverse populations andspecialty situtions . Likewise, s imulation is focused on the managementof complex and specialty situations . Concurrent with this semester,students begin a student—directed review ofdidactic content in advancepreparation for the National Certification Exam .

Susan Emery

Denise TestaNURS7640Palliative Care 1: Serious Illness, Dis P rog, and Life(Summer : 3)

This course will provide an intens ive historical, sociopolitical andcultural perspective of the personal, professional, societal, cultural,spiritual, and ethical/legal issues related to serious illness and the endof l ife . The philosophy, principles , and models of palliative care are


analyzed as well as the role of the advanced practice nurse and othersin a caring society. Students develop an understanding of the processesof illness , coping, facing death, and quali ty of life at various stages ofthe life cycle .TheDepartmentNURS764 1 Pall iative Care 11: Pain and Suffering in the SeriouslyIll (Fall : 3)Prerequisite: NURS7640or by permission of instructor

This course will provide an intens ive focus on improving thequality of l ife, care, and dying of individuals and families experiencinglife—threatening illness through nursing assessment and interventionsto relieve pain and suffering. Established pall iative care standards willbe util ized to evaluate the outcomes of such care . Management ofpainand barriers to effective pain relief are discussed in depth . Patient carestrategies to improve quali ty of l ife, relieve pain , and alleviate sufferingare discussed within the context of advanced practice nursing.

TheDepartmentNURS7643 Pall iative Care 111: Pall iative Care and Advan cedP ractice Nursing (Spring: 3)Prerequisite: NURS7640, permission of instructor/enrollment in theConnell S chool ofNursingCorequisite: NURS7647

This course will provide advanced content relating to assessmentand alleviation of complex symptoms relating to care of patients andfamilies experiencing serious , l ife—threatening illness . S tudents will analyze the impact of such illness on patient, family, community, and thehealth care system . Resource availab ility and barriers to care are analyzed within the context ofvarious settings . The leadership role of theadvanced practice nurse in pall iative care is delineated with emphas ison policy development, protocols , standards of practice, fiscal issues ,and the role of the nurse leader in the interdisciplinary team .

TheDepartmentNURS7672Advan ced P athophysiology Across the Life Span(Fall/Spring: 3)Prerequisite: Baccalaureate degree in nursing, enrollment in graduateprogram in Connell School ofNurs ing or permiss ion of the instructor .

This course focuses on the processes that underlie diseases anddysfunctions that affect individuals across the life span . The emphas isis on central concepts of pathophysiology, including alterations incellular communication , genetic mechanisms , homeostas is , cell growthregulation, metabolism , immunity, and inflammation . These conceptsare then applied in a systematic survey ofdiseases within body systems .Current research, clinical examples , and application to advanced nursing practice are incorporated throughout the course .TheDepartmentNURS769 1 Nurse An es thesia IV (Fall : 1)Prerequisites: NURS7592, NURS7593, NURS7595

This course provides the opportunity for students to assume moreresponsib ili ty for anesthetic management for routine anesthetics whilealso gain ing appropriately supervised experience with complex andspecialty cases . The student—directed review begun during the previoussemester continues and students take responsib ili ty for writing, implementing and debriefing scenarios during the simulation experience .Susan Emery

Denise Testa


NURS7693 Nurse Anesthesia V (Spring : 1)Prerequisite: NURS769 1

This course provides the opportunity for students to complete the competencies required to sit for the National CertificationExamination . Critical thinking in complex situations is emphas ized asstudents take more responsib ili ty for anesthetic management . S tudentscontinue with both group and independent study one day per week atthe college .Susan Emery

Denise TestaNURS9701 Epistemology: Historical and Con temporary Influenceson Knowledge Developmen t in Nursing (Fall : 3)Prerequisite: Enrollment in Nursing Ph.D . program or permission ofthe Teacher ofRecord (TOR) .

This course examines the historical and contemporary influenceson knowledge development in nursing. The focus is on multiple waysofknowing and developing knowledge . The role of theory, constructs ,and concepts in guiding research questions and methods are emphas ized . Experience is provided in concept analys is and theory derivation .

Multi—disciplinary perspectives and the way in which they informnursing research are explored .

Sr. Callista RoyNURS97 12 In tegrative Review for Nursing Science (Spring: 3)Prerequisites: Enrollment in Nursing Ph.D . program or permission ofthe Teacher ofRecord (TOR) ; NURS9701; NURS9808 ; NURS98 10

This course will engage students in the in—depth review, critique,evaluation and synthesis of a body of literature . S tudents will usestandardized approaches to systematically search, locate, and evalu

ate evidence in a focused area. Students will generate an integrativereview that synthesizes the findings and identifies directions for futureresearch .

TheDepartmentNURS97 16 Health Policy 85 Social Justice (Spring: 3)Prerequisite: Doctoral standing (2nd year) or permission of instructor .

This course investigates the status of knowledge developmentin nursing and other disciplines related to research in itiatives , healthpolicy formulation , and sociopolitical activity for ethical health careenvironments . It critiques the usefulness of moral and political philosophy for capturing the scope of professional (nursing and other)responsib il it ies for furthering individual and social health . The courseprepares scholars to understand the interrelationships among healthpolicy, social, political and economic determinants of health, and tocontribute, via philosophical inquiry and empirical research findings ,to health policy. It provides the foundation for leadership in interdisciplinary collaborative endeavors to address health policy at the regional,national and global levels .TheDepartmentNURS97 5 1 Advan ced Qualitative Research Methods (Spring : 3)Prerequisites: Enrollment in Nursing Ph.D . program or permission ofTeacher ofRecord (TOR) ; NURS9701; NURS97 12; NURS9808 ;NURS9809 ; NURS98 10Permission ofTOR is required for non—nursing students

Various qualitative approaches to research typically used innursing and health science will be examined . Topics will includeresearch paradigms , postpositivism , critical, constructivism , participatory, qualitative rigor, ethics , problem identification, research purpose

In keeping with the four—century—old Jesuit tradition of educatingstudents in the service ofhumanity, Boston College established a Schoolof SocialWork (SSW) in March 1936 . The SSW offers the Master ofSocialWork and the Doctor of Philosophy in SocialWork

degrees . In addition to providing foundation courses forall students , the Master of Social Work program of studyaffords each the opportunity to concentrate in a social work practiceintervention method and a field—of—practice concentration . The twointervention methods are Clinical Social Work and the Macro SocialWork Practice on the master’s level . Four advanced Field of-PracticeConcentrations are offered : Children, Youth, and Fam ilies ; GlobalPractice ; Health and Mental Health ; and Older Adults and Families .A fifth option offers an individualized Field—of—Practice Concentrationthat may be designed to meet a student ’s learning obj ectives . TheSchool also offers a research—oriented Doctoral program that preparesscholars committed to pursuing knowledge that will advance the fieldof social welfare and social work practice .

PROFESS IONAL PROGRAM : MASTER OF SOCIAL

WORKThe M.S.W. Program offers students a choice of intervention

methods . S tudents select either Clinical SocialWork Practice orMacroSocialWork Practice .Clinical Social Work is the process ofworking with individuals ,

fam il ies , and groups to help them deal with intrapersonal, interpersonal, and environmental problems . The process util izes a b io—psychosocialassessment and intervention model to increase an individual’s well-being. Each person, family, or group has a unique story to share, onethat is shaped by cherished beliefs , values , and traditions , one that isconnected to the larger stories of communities and nations . The complex process ofhelping others is, fundamentally, one of empowerment .In practicing clinical social work the aim is to S trengthen, support, andaccompany clients in their healthy efforts to repair their past and builda future that honors their uniqueness and brings into reali ty their personal dreams . Our challenging, dynamic, and contemporary programof professional formation transforms compass ion into therapeuticempathy. We integrate social work’s enduring values , theories , andskills with bold and innovative ways of help ing others . This fusion ofold and new creates an environment where students learn that interventions , guided by evidence-based practice, become powerfully therapeutic when imbedded in a relationship of respect and authentic concern .

Macro Social Work Practice prepares students to develop andfoster social innovation by understanding the process of innovation, and through skill development related to assessment, strategicplanning, organizational development, financial management, andadministration . S tudents are prepared to develop innovative solutionsto solve today’s complex problems , lead organizations that foster thesesolutions , and mobilize strategic partners , political resources , and community resources to initiate and sustain social change .

The M.S.W. Program is accredited by the Council on SocialWork Education and is designed for completion in either two full—timeacademic years of concurrent class and field work, or in a Three—Yearor Four—Year Program . All degree requirements must be fulfilled withina period offive years .


The M.S.W. curriculum is divided into four overlappingcomponents : Foundation , Intervention Method, Field—of—PracticeConcentration, and Electives . This configuration allows students toestablish a solid foundation in social work practice, choose eitherClinical orMacro SocialWork Practice as their intervention method,and then choose a Field—of-Practice Concentration to gain advancedpolicy and practice skills in a particular area. The Field—of—PracticeConcentration choices are : Children , Youth, and Families ; GlobalPractice ; Health and Mental Health ; Older Adults and Families ; andan Individualized option .

Foundation CoursesSeven foundation courses provide the bas is for the advanced curric

ulum . In compliance with Council of SocialWork Education (CSWE)Accreditation Standards , the foundation curriculum includes contenton core competencies : professional identity, ethics , critical thinking,diversity, social justice, research, human behavior, policy, contextualpractice, engagement, assessment, intervention, and evaluation .

The following courses comprise the Foundation curriculumSCWK7701 The SocialWelfare SystemSCWK7721 Human Behavior and the SocialEnvironmentSCWK7723 D ivers ity and Cross-Cultural IssuesSCWK7747 Research Methods in SocialWork PracticeSCWK7762 Bas ic Skills in Clinical SocialWorkSCWK8800Bas ic Skills in Macro PracticeSCWK9921 Field Education I

Intervention Methods CoursesStudents select one of two intervention methods to focus their

acquis ition of practice skills : Clinical Social Work or Macro SocialWork. Required Clin ical courses include an advanced human behaviorcourse, SCWK7722 Psychosocial Pathology, and two methods coursesthat focus on clinical assessment, practice theory, and evidenced-basedpractice interventions for a variety of problem areas and populationsutilizing various treatment modalities— individual, family, and group .

The required Clin ical courses are as follows :SCWK7722 Psychosocial PathologySCWK8855 Clinical Practice with Children and FamiliesAssessment and Evidenced—Based PracticeSCWK8856 Clinical Practice with Adults : Assessment andEvidenced—Based PracticeSCWK9932 Field Education II— Clinical Social WorkRequired Macro courses include an advanced human behavior

course, SCWK8833 Leadership and Social Transformation , and twomethods courses that focus on organizational and leadership analysis ,marketing, resource development and financial management, and thedevelopment of social innovation skills necessary to implement andsustain change .

The required Macro courses are as followsSCWK8833 Leadership and Social TransformationSCWK8886 FinancialManagement and Resource DevelopmentSCWK8889 Social InnovationSCWK9942 Field Education II— Macro SocialWork

Field—of—Practice ConcentrationsStudents entering their final full—t ime year will choose a Field

of—Practice Concentration . Each Field—of—Practice Concentration consists of an advanced practice course and one advanced policy course .

All concentrations require SCWK884 1 Program Evaluation and eitherSCWK9933—9934 Field Education II I—IV— Clinical Social Work orSCWK9943—9944 Field Education II I—IV— Macro SocialWork.

Children, Youth, and FamiliesThe Children, Youth, and Families Concentration prepares stu

dents for professional practice with children, adolescents , and familiesseen across multiple settings . Clinical students will be proficient inpractice with child and adolescent mental health intervention, including individual, group , and family modalities . Macro students willdevelop competence in leadership and administration, including personnel management, grant writing, and financial management withinthe context of community-based nonprofit organizations and publicsystems . Required courses includeClinical SocialWork

SCWK8872Advanced Clinical Practice with Children, Youthand FamiliesSCWK8805 Policy Issues in Family and Children ’s Services

Macro SocialWorkSCWK8885 Management ofOrganizations Serving Children,Youth and FamiliesSCWK8805 Policy Issues in Family and Children ’s Services

Global P racticeThe Global Practice Concentration prepares students to become

effective international social workers . S tudents learn how to collaborate with local partners around issues of humanitarian aid, socialdevelopment, and capacity—building. Guiding principles are humanrights , global justice, and diversity. Final year field placements will bemanaged in partnership with international organizations . Requiredcourses include :Clinical SocialWork and Macro SocialWork

SCWK7797 Frameworks and Tools ofGlobal PracticeSCWK8806 Global Policy Issues and Implications

The Health Concentration prepares students for clin ical ormacropractice in health care settings by providing specialized knowledge andskills in assessment, interventions , and health and mental health policy.

Clinical Social Work students , with knowledge of diagnosticassessment and evidenced-based interventions , will focus on treatmentwith individuals , couples , families , and small groups that are aimedat dealing with the impact of illness on the client system in culturallydiverse environments within medical/health care settings .Macro Social Work students , with knowledge of financial

management, leadership , and social innovation, will focus on skillsin planning, designing, and funding for innovating and sustainingcurrent programs within medical/health care settings . Required coursesincludeClinical SocialWork

SCWK8873 Psychosocial D imensions ofHealth and MedicalCare PracticeSCWK88 17 Health and Mental Health Policy

Macro SocialWorkSCWK8897 Planning for Health and Mental Health ServicesSCWK88 17 Health and Mental Health Policy


MentalHealth

The Mental Health Concentration prepares students for clinicalor macro practice in mental health settings by providing specializedknowledge and skills in assessment, interventions , and health and mental health policy.

Clinical Social Work students , with knowledge of diagnosticassessment and evidenced-based interventions , will focus on familysystems work in culturally diverse environments within mental healthsettings , and select from a broad range of elective courses in variouspractice modalities .Macro SocialWork students , with knowledge of financial man

agement, leadership , and social innovation, will focus on skills inplanning, designing, and funding for innovating and sustaining currentprograms within mental health settings . Required courses includeClinical SocialWork

SCWK8865 Family TherapySCWK88 17 Health and Mental Health Policy

Macro SocialWorkSCWK8897 Planning for Health and Mental Health ServicesSCWK88 17 Health and Mental Health Policy

OlderAdults and FamiliesThe Older Adults and Families Concentration prepares social

work students for an integrated macro and clin ical practice approachto working with older adults , their fam ilies , and the social policiesand programs that affect their l ives . Coursework for the concentrationencompasses the entire range ofhealth and mental health services fromthose provided to older adults as they “age in place” in their homes andcommunities through policy and advocacy functions of the local, state,and national aging network. Required courses include :Clinical SocialWork and Macro SocialWork

SCWK8823 Practice in Health and Mental Health Settings withOlder AdultsSCWK8802 Policy for an Aging Society: Issues and Options

ElectivesStudents take five electives to round out their knowledge and

skill—building with courses that offer advanced training in a particulararea or provide new knowledge and skills in an area of interest to thestudent . The required Field—of-Practice advanced policy and advancedpractice courses may be taken as electives by students from otherFields—of-Practice on a space—available bas is . Elective courses are offeredpending sufficient enrollment . The following courses may be offered asElective options :

SCWK7724 Neurobiology of S tress Reduction and ResilienceSCWK7725 Families Impacted By Military ServiceSCWK7726 Neuroscience ofHuman Relationships andDevelopmentSCWK7727 Substance Abuse : Alcohol and Other DrugsSCWK7728 Global Perspectives on Gender InequalitiesSCWK7729 Public Health SocialWorkSCWK7733Working with Lesb ian, Gay, B isexual, Transgenderand Questioning Youth, Families and AdultsSCWK7777 Services to Migrants : A Border PerspectiveSCWK7790Global Citizenship : Interdisciplinary SeminarSCWK7794 Immigrant and Refugee Issues in the United StatesSCWK8808 Legal Aspects of SocialWork

SCWK8822 Impact ofTraumatic Victimization on Child andAdolescent DevelopmentSCWK8824 Practice in Home and Community Settings withOlder AdultsSCWK8830SocialWork and SpiritualitySCWK8827 Contemporary Psychodynamic TheoriesSCWK8831 Dying, Grief and BereavementSCWK8835 Veterans ’ Health and Mental HealthSCWK8836 Psychodynamic Theories of IndividualDevelopmentSCWK885 1 Policy Analysis Research for Social ReformSCWK8858 Clinical Practice in S choolsSCWK8859 Integrating Play in Therapeutic Settings (formerlycalled Play Therapy)SCWK8860Couples TherapySCWK8862 Cognitive-Behavioral TherapySCWK8864 Group TherapySCWK8867 Internal Family Systems TherapySCWK8868 D ialectical Behavioral TherapySCWK8874 Adult Psychological TraumaSCWK8876 Solution—Focused TherapySCWK8877 Narrative TherapySCWK8880SocialWork Practice in Child WelfareSCWK888 1 School SocialWork: Program Development andEducational PoliciesSCWK8883 Creating and Sustain ing Social EnterprisesSCWK8884 S trategic Planning for Public and NonprofitOrganizationsSCWK8888 Community Organizing and Political Strategies

Dual Degree Program sThe School of SocialWork has instituted three dual degree pro

grams with other graduate departments ofBoston College, and one dualdegree program with the undergraduate College ofArts and Sciencesand the Lynch School of Education . A description of the programs isavailable from the respective admission offices . Candidates must applyto, and be accepted by, each of the relevant schools independently.

Established in 1980, the Program , in cooperationwith the Carroll S chool ofManagement Graduate Programs , involvesthree full—time years— one each in the foundation years ofboth schools ,and the third incorporating joint class and field education .

The four—year Program , inaugurated in 1988 withBoston College Law School, requires a foundation year in each schoolfollowed by two years of j oint class and field instruction with selectedemphas is on such areas as family law and services ; child welfare andadvocacy; and socio-legal aspects and interventions relating to poverty,homelessness , immigration, etc .

The three—year (Theology and Ministry) , in conjunction with the Boston College ’s School ofTheology and Ministry,was begun in 1989 . Three options for completing theinclude a foundation year in each curriculum with a third year ofj ointly administered class and field instruction ; a program of summercourses taken in STM and a two—year academic program in the SSW;

or an integrated program of study with courses taken in STM and theSSW during three years of study. Areas offocus include clinical work inhospitals and prisons , organizational services/administration, and parishsocial ministry.


In cooperation with the Morrissey College ofArts and Sciencesand the Lynch School ofEducation, the School ofSocialWork has instituted an Accelerated Program that enables Psychology,Sociology, and Applied Psychology and Human Development majorsto complete the Social Work foundation courses during their juniorand senior years . Students receive the BA. at the end offour years , thenapply for admission to the School ofSocialWork for a final year ofstudyin the M.S.W. Program . For sophomore prerequisites and applicationinformation, undergraduates should call the S chool of Social WorkAss istant Dean ofAdmissions at 6 17—552—4024 .

The School also offers an upper—division introductory course thatis not applicable to the M.S.W. degree : SCWK6600 Introduction toSocial Work is cross- listed with the departments of Psychology andSociology in the Morrissey College ofArts and Sciences .

DOCTOR OF PHILOSOPHY DEGREE PROGRAMThe School offers a research—oriented Ph.D . program that pre

pares scholars committed to pursue knowledge that will advance thefield of social welfare and social work practice . Students master a substantive area of scholarship and gain methodological expertise to excelas researchers and teachers in leading academic and social welfare settings throughout the world . Grounded in core values ofhuman dignityand social j ustice, the program nurtures independence and originalityof thought in crafting innovative research and policy agendas for constructive social change .

The School of SocialWork doctoral program offers two programsof study: a Ph.D . in Social Work and a Ph.D . in Social Welfare . ThePh.D . in Social Work is designed for students with an M.S.W. or

equivalent degree . The Ph.D . in SocialWelfare is des igned for studentsenrolled in the International Doctoral Program with partner JesuitUniversities in Latin America.Program of Study— SocialWork

Research training is at the core of the program . Students acquireexpertise in applied social and behavioral science research methodolo

gies that are especially appropriate for investigating critical policy andpractice questions . This set of courses emphas izes analytic skills neededto understand, appraise, and advance knowledge in social work. The

learning process involves more than classroom instruction . S tudents areexpected to work closely with faculty mentors in their roles as scholarsand researchers . Besides required courses , students can select from anarray ofelective academic courses , independent studies , research internships , and teaching practicums .

A minimum of 5 1 credit hours are required to complete thedegree : 45 credits for academic courses and six credits for the dissertation . Among the 27 elective credits , six elective credits are specified tobe advanced social or behavioral science theory courses and 21 creditsare open electives . Students must also pass a written comprehensiveexamination and produce a manuscript that is fitting for publicationin a peer—reviewed scientific j ournal . Before beginning research on thedissertation, the student must complete all required courses and successfully defend their publishable paper .Required courses include the followingSCWK995 1 Survey ofResearch Methods in Social andBehavioral ScienceSCWK9952Tools for Scholarship in Social and BehavioralScienceSCWK9959 Doctoral Publishable Writing Proj ect

June Gary Hopps, Professor Emerita; A.B . , Spelman College ;Atlanta University; Ph.D . , Brandeis UniversityDemetrius S . Iatridis , Professor Emeritus; A.B . ,Washington, JeffersonCollege ; University ofP ittsburgh ; Ph.D . , Bryn MawrRichard A. Mackey, Professor Emeritus; A.B . , Merrimack College ;

Catholic University ofAmericaElaine Pinderhughes, Professor Emerita; A.B . , Howard Univers ity;

Columbia UniversityAlbert F . Hanwell, Associate Professor Emeritus; B .S. , BostonCollegeBetty Blythe, Professor; B .A . , Seattle University; Ph.D . ,

University ofWashingtonAlberto Godenzi, Professor; M.A. , Ph.D . , University ofZurich ;

Open UniversityJam es Lubben , LouiseMcMahonAhearn Professor; B .A. ,WartburgCollege ; University ofConnecticut ;University ofCalifornia, BerkeleyKevin J . Mahoney, Professor; B .A. , St . Louis University;University ofConnecticut; Ph.D . , University ofWisconsin, MadisonRuth G . McRoy, Donahue and DiFelice Endowed Professor; BA ,

University ofKansas ; University ofKansas ; Ph.D . ,

University ofTexas , AustinShan ta Pandey, Professor; B . Sc . D iploma in Botany, TribhuvanUniversity, Nepal; Delhi School of SocialWork; Ph.D . ,

Case Western Reserve UniversityMarcie P i tt—Catsouphes, Professor and Ph.D . Program Director; B .A. ,

Tufts University; Boston College ; Ph.D . , Boston UniversityDavid Takuechi, AssociateDeanforResearch é

“Dorothy Book Scholarand Professor; B .A. , M.A. , Ph.D . , University ofHawaiiThanh Van Tran , Professor; BA , University ofTexas ; M.A. , JacksonState University; Ph.D . , University ofTexasGautam N . Yadama, Dean and Professor; B .S. ,Wilkes Univers ity;

Ph.D . , Case Western Reserve Univers ityPaul Kline, Professor ofClinicalPractice; B .S. , S t . BonaventureUniversity; Ph.D . , Boston CollegeStephanie Cosner Berzin , Associate Professor; B .A. , Cornell University;

Columbia University; Ph.D . , University ofCalifornia,BerkeleyJessica Black, Associate Professor; BA , University ofCalifornia,Berkeley; M.A . , Ph.D . , Stanford UniversityThomas M . Crea, Associate Professor; A.B . , University ofGeorgia; Ph.D . , University ofNorth Carolina at Chapel HillMargaret Lombe , Associate Professor; B .A. , Daystar University;

Ph.D . ,Washington UniversityKathleen McInnis-Dittrich, Associate Professor; B .A. , MarquetteUniversity; Tulane University; Ph.D . , University ofWisconsin, MadisonThomas O’

Hare, Associate Professor; B .A. , Manhattan College;Ph.D . , Rutgers University

Ce Shen , Associate Professor; B .A. , Nanj ing Theological Seminary;M.A. , Ph.D . , Boston CollegeRonald An crum, Associate Professor ofMacro Practice; B .M. ,

University ofConnecticut; M.S. , University ofMassachusettsMcCormack Institute for Public PolicyTiziana Dearing, Associate Professor ofMacro Practice; BA , UniversityofMichigan ; Harvard Univers ity


Westy Egmon t, Associate Professor ofMacro Practice; B .A. , BarringtonCollege ; M.Div. , Gordon—Conwell Theological Seminary; D .Min . ,

Andover Newton Theological SchoolKerry Mitchell, Associate Professor ofClinicalPractice; B .A. ,

Providence College; S immons College ; Ph.D . , BostonCollegeSusan Lee Tohu, Associate Professor ofClinicalPractice; B .A. , TuftsUniversity; Boston UniversityThomas Walsh, AssociateDean andM S.W Program Director,Associate Professor ofClinicalPractice; B .A. , Boston College ;S immons College ; Ph.D . , Boston CollegeRobinWarsh, Associate Professor ofClinicalPractice; B .S. , AmericanUniversity; University ofConnecticutRocio Calvo , Assistant Professor; BA , University of Salamanca; M.A. ,

Deusto University; Ph.D . , Boston CollegeScott D . Easton , Assistant Professor; A .B . , Harvard University;

Ph.D . , University of IowaSummer Sherburne Hawkin s, Assistant Professor; B .A. , VassarCollege ; M.S. , Drexel Univers ity; Ph.D . , University ofLondonChristina J . Matz—Costa, Assistant Professor; BA , University ofMassachusetts ; Ph.D . , Boston CollegeErika Sabbath, Assistant Professor; B .A. ,Washington Univers ity;MSc. , ScD . , Harvard School ofPublic HealthJessica Shaw, Assistant Professor; B .S. , University of Illinois at UrbanaChampaign ; M.A. , Ph.D Michigan S tateSam an tha Teixeira, Assistant Professor; BA , University ofNewHampshire ; Ph.D . University ofP ittsburghCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .Curriculum review is ong oing with course requirements subj ect

to change . Any revisions affecting curriculum will be posted on the web .

Elective offerings in any given semester require a course enrollment of at least 10 students .SCWK7701 The SocialWelfare System (Spring: 3)P rerequisite for all other Policy courses . Required of allM.S.W.

studen ts .The course explores current social welfare issues in the context

of history and underlying political rationale and societal values . Thecourse is designed to provide students with an understanding of therelationship between contemporary social welfare policy and socialwork practice . The course focuses on the historical, political, economicand other social conditions that influence policy development in theUnited S tates . Models of social welfare are presented and critiqued .

Policy issues and programs that impact specific populations areexplored with an emphas is on social and economic j ustice . The coursecontent will be framed through the lens ofdistributive equity and socialj ustice . Understanding how policy influences practice and how socialworkers can influence social welfare policy are examined .

TheDepartmentSCVVK77 19 Independen t S tudy : In ternational Policy(Fall/Summer/Spring : 3)Prerequisite: SCWK7701

An opportunity to pursue in more depth a comparative policyanalysis that examines the social, political, ideological, and economic

context ofsocialwelfare policies and programs , or examines alternativesin evaluating, formulating, and implementing socialwelfare polices andprograms .TheDepartmentSCWK7721 Human Behavior and the Social Environmen t (Fall : 3)Cross listed with PSYC7721

A foundation course emphas izing a systemic perspective in humandevelopment and social functioning . Concepts from biology and thebehavioral sciences provide the bas is for understanding the developmental tasks of individuals , their fam il ies , and groups in the contextof complex, environmental forces which support or inhib it growth andeffective functioning . Attention is given to the variations that occur relative to ethnicity, race, social class , gender, and other differences whichmediate the interface of these human systems with their environment .TheDepartmentSCWK7722 P sychosocial Pathology (Spring/Summer: 3)Prerequisite: SCWK7721Required of Clinical SocialWork studen ts ; elective for others .

An examination of the etiology and identification of adult mentaldisorders utilizing the D iagnostic and Statistical Manual of MentalD isorders . Focus is on psychological, genetic, and biochemical theoriesof mental illness ; biopsychosocial stressors in symptom formation,assessment and treatment ; cultural determinants in psychopathology;differential diagnosis ; and drug therapies .TheDepartmentSCWK7723 Diversity and Cross—Cultural I ssues (Fall : 3)Cross listed with AADS7493Required of allM.S.W. studen ts .

The course provides a critical perspective on current issues andproblems in American racism, sexism , heterosexism, ablism , andageism . These issues and problems are studied in the context of thedynamics of social process , historical, and anthropological perspectives ,and theories of prejudice and social change . Social work ’s responsibility to contribute to solutions is emphas ized . D ifferent models forexamining the issues of race, sex, sexual orientation, age, and abili tyare presented .

TheDepartmentSCWK7724 Neurobiology of Stress and Resil ience in the LifeCourse (Summer : 3)Prerequisite: SCWK7721Elective

This course examines the ways in which stress poses risk to healthybiological, psychological, and social development . Using life courseperspective and ecological systems theory (micro through macro) , thecourse also highlights the characteristics , relationships , and contextsthat increase resilience at each life stage ( in utero through end of life) .Circumstances relevant to social work ( including but not limited toprenatal Stress , trauma, bullying, violence, poverty, and homelessness) are examined through the dual lenses of stress and resilience .Neuroscientific, genetic and related biological research is emphas izedin the course ; however, no background in biological sciences is requiredas a prerequisite .TheDepartment

SCWK7725 Families Impacted by Military Service (Summer : 3)Prerequisite: SCWK7721Elective

This course explores how families are impacted by military service (FIMS) emphas izing the effects ofmilitary culture within whichmilitary families function . Stressors such as deployment, and the protective factors associated with military communities will be discussed .

Attachment theory will be explored as it pertains to the loss and separation involved in long—term and sometimes repetitive deployment cycles .Substance use, anxiety, avoidance behaviors , and risk—taking behaviorswill be discussed in terms of their impact on family life and familysystem functioning. Resil iency theory will be highlighted in terms ofpreventing or ameliorating post—deployment difficulties in fam il iesimpacted by military service .TheDepartmentSCWK7726 Neuro science ofHuman Relation ships andDevelopmen t (Fall : 3)Prerequisite: SCWK7721ElectiveFollowing human development from conception to end of life,

the course provides students with an introduction to key neurobio

logical aspects (such as brain development and genetics) of the lifecourse . Special attention is paid to examining the association betweenneurobiology and the nested layers and relationships in which development unfolds , including family, school, community and wider society/policy. Concepts important to social work ( including but not limitedto attachment, trauma, stress , social relationships , emotions , health andmental health) are addressed within various stages of development . Nobackground in the biological sciences is required .

TheDepartmentSCWK7727 Substance Abuse : Alcohol and Other Drugs(Spring/Summer: 3)Prerequisite: SCWK7721Elective

A course providing an overview of alcohol/drug use, abuse, andaddiction . Issues covered include high risk populations , poly—drugabuse, and families with alcohol—related problems . Several models andtheories are examined and integrated with relevant treatment techniques and settings .TheDepartmentSCWK7728 Global P erspectives on Gender Inequali ties(Summer : 3)Prerequisite: SCWK7721Elective

A course designed to investigate cross—cultural perspectives ofgender inequalit ies and how these inequalities affect women

’s physicalhealth, mental health, economic status , fam ilies , and general well—being. Beginning with a framework for studying gender and ethnicitythat will enable comparative analysis ofwomen ’s issues among differentcultures , the course focuses on basic concepts and theories that helpour understanding of gender and culture . In addition , students willlearn how to access cross—national data and statistics on women ’s social,physical, and psychological well-being .

TheDepartment


SCWK7729 Public Health SocialWork (Fall : 3)Prerequisite: SCWK7721Elective

Public health social work (PHSW) emphas izes health promotionand prevention as well as targeting populations through populat ion-based Strategies . The course integrates research on health topics ,populations , and settings to learn about the field of PHSW andapplication of skills to real—world problems . A life course perspectiveis used to discuss health behaviors and outcomes through all stages ofdevelopment and across a range of settings . The aim of the course isto provide students a unique perspective on social work from the fieldof public health by focusing on health promotion, prevention, andreducing disparities at the population—level .TheDepartmentSCWK7733Working with LGBTQYouth, Famil ies, and Adults(Summer : 3)Prerequisite: SCWK7721Elective

This course blends macro and clinical practice in order to serviceLGBTQ people most effectively. Students will learn about policies ,laws and societal narratives that impact LGBTQ people in both posit ive and negative ways . The course focuses on the integration ofmacroand clinical issues and best practices that respects all people regardlessofgender identity and sexual orientation . Particular attention will focuson developmental models ofgender identity and sexual orientation .

TheDepartmentSCWK7734 Leadership and Social Justice Semin ar (Spring: 3)Cross listed with LAW5 8 804TheDepartmentSCWK7747 Research Methods in SocialWork P ractice(Fall/Summer : 3)P rerequisite for all advanced research courses . Required of allM.S.W. studen ts .

An introduction to research methods and statistical analysis ofsocial work data. The course covers basic methods of social researchincluding principles of research investigation , research design and problem formulation, survey methods , sampling, measurements , and theuse of a statistical software package for descriptive and bas ic inferentialstatis tics for data analysis and hypothes is testing.

TheDepartmentSCWK7762 Basic Skills in Clinical SocialWork (Fall : 3)Corequisite: SCWK9921Required of allM.S.W. studen ts .

An overview of interventions emphas izing the multiple roles ofa clin ical social worker . Emphasis is placed on bas ic skills of intervention with individuals , fam il ies , and groups us ing the Assessment,Relationship , and Treatment (ART) model . Special attention is givento interviewing skills , data gathering, and psychosocial formulations .Various clin ical practice models will be reviewed, including thestrengths perspective, brief treatment, supportive treatment, and cognit ive behavioral treatment . Students will learn how to conduct and writea psychosocial assessment .TheDepartment


SCVVK7777 Services to Migran ts : A Border P erspective (Spring: 3)Prerequisite: SCWK7701Elective

The right to migrate and protective stance of sovereign nationscreates an inevitable conflict . Along the U .S. border with Mexico therehas arisen a variety of responses by government, religious and community organizations that seek to address various aspects of migration .

This field based study of policy and services will seek understandingof the conflicts , explore the wants and needs ofmigrants , pursue thesocial policies that impact migration north from Central America andassess the range of human services and their outcomes in the NogalesAS corridor .TheDepartmentSCWK7790Global Citizen ship : In terdiscipl inary Seminar (Fall : 3)Prerequisite: Students who want to take this course and the field tripit entails will be interviewed . Requirement for STM students : oneyear of theological studies .Cro ss l i sted with TMST807 8 and LAWS7078Offered PeriodicallyElective

Today’s world is a maelstrom of cultures , languages , races , issues ,perspectives , hopes , and challenges . In this course, we will look at someburning issues of our time : e.g. , poverty, ecology, migration, refugees .This exploration will be achieved in an interdisciplinary manner bycombining the cross—perspectives of social work, law, and theology.

Special attention will be given to “agent — the person called to faceworld issues through the existential notion of mission, values , andpurpose/vocation . Consideration will be given to the situation ofHaiti,where the whole class will travel over the winter break for a field trip .


Mary Holper

Margaret LombeSCWK7794 Immigran t and Refugee Issues in the United States(Fall/Spring: 3)Prerequisite: SCWK7721Elective

An overview of the prominent theories , major issues , and controversies in immigration policy is presented . While immigration hasbecome a crucial concern of the American social welfare system as wellas an issue ofglobal urgency, immigration controls the fate ofgrowingnumbers of asylum seekers . The course will discuss the special needsand problems faced by immigrant and refugee clients and communities ; adaptation and coping with a new culture ; the refugee experience ;the impact of relocation on individuals , fam ilies , and communities ; anda range ofworld view perspectives including acculturation and assimilation , biculturalism, marginality, and traditional ethnic identities .TheDepartmentSCWK7797 Frameworks and Tools for Global P ractice(Summer : 3)Prerequisites: SCWK7762 and SCWK8800Required for, and restricted to , Global P ractice Field—of-P racticeConcen tration

An advanced course that prepares students for effective practicein a global context and covers three broad areas : a framework for therights-based perspective ; rights-based programming with referenceto vulnerable groups ; and building sustainable systems . Students willbe exposed to rights-based approaches to social work practice mainly

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and implementing social welfare policies and programs through anin—depth analysis ofspecific socialwelfare issues and their consequencesupon human and social behavior and national priorities .TheDepartmentSCWK8822 The Impact ofTraumatic Victimization on Child andAdolescen t Developmen t (Spring/Summer/Fall : 3)Prerequisite: SCWK 7762Elective

A course that examines how Stress , especially of a violent nature,can impact child and adolescent development . Exploration of selectedtheories and evidence-based practice will assist students in identifyingskills necessary for effective clin ical practice with children , adolescents ,fam il ies , and communities coping with the consequences of traumaticexposure to violence . S tudents will be encouraged to reflect on theimpact of exposure to the injured child and consider how their react ions may identify potential sources of lost empathy or uncover otherpersonal vulnerab il ities that might interfere with effective practice .TheDepartmentSCWK8823 P ractice in Health and Men tal Health Settings withOlder Adults (Fall : 3)Prerequisites: SCWK7762 and SCWK8800Corequisite: SCWK9934 or SCWK9944 or by permissionRequired for Older Adults and Famil ies Field—of—P racticeConcen tration ; elective for others .

An advanced course des igned to develop micro and macro practiceskills in working with older adults and their families in health and mental health settings . The course explores the biopsychosocial knowledgebase required to develop effective interventions with specific foci on thephys ical and mental health considerations facing older adults and theirfamilies . Substance abuse issues and the special challenges of reaching aclient population often invisible to service providers are discussed . The

role of sp irituality in older adults ’ l ives and the challenges of death,dying, and bereavement facing the older adults are also covered .

TheDepartmentSCWK8824 P ractice in Home and Community S ettings with OlderAdults (Spring: 3)Prerequisites: SCWK7762 and SCWK8800Elective

An advanced course that explores the roles of micro and macro- level social workers with older adults in home and communitysettings . Beginning with a consideration of aging in place, the courseaddresses the person—in—environment challenges facing older adultsl iving outside of institutional settings . Attention is given to protectingvulnerable adults from abuse and neglect, grandparents rais ing grandchildren , and older adults with disab il ities . The course concludes witha discussion of the legal issues of competency, guardianship , and endof—l ife decis ion making while considering issues of diversity, includingrace, ethnic group , sexual orientation, and gender, that affect theappropriateness of services .TheDepartmentSCWK8827 Con temporary P sychodyn amic Theories (Summer : 3)Prerequisite: SCWK7721ElectiveBeginning with a brief background on the historical precedents

of psychodynamic theory, the course focuses specifically on thedevelopments and critiques of the last 20 years as well as specific


populations originally overlooked, misunderstood, or stigmatized byearly psychodynamic theory, including current psychodynamic expans ions and critiques of class ic theories , relational theory, intersubjectivi ty, and feminist theory. The utility of each theory in the completionof biopsychosocial assessments will be demonstrated . Special attentionwill be paid to the current psychodynamic theory as it pertains tooppressed populations in terms of race, ethnici ty, social class , gender,sexual orientation, and religion .

TheDepartmentSCWK8 830 SocialWork and Spirituality (Spring: 3)Prerequisite: SCWK 7721

This course explores spirituality as a core dimension of humandevelopment and as a necessary area of concern for social workersincluding non—religious expressions of spirituality as well as sp iritualityshaped by religious traditions .We will explore how spirituality contributes to optimal human development and, in particular, the power ofspirituality to advance psychosocial competence, coping, and well—being. Although all students will explore common questions and topicsstudents have freedom to responsibly shape their learning experience toadvance their specific professional obj ectives .TheDepartmentSCWK8 831 Dying, Grief, and Bereavemen t (Fall/Spring: 3)Prerequisite: SCWK7721ElectiveBeginning with an overview of the social phenomena ofdeath and

how social attitudes and practices influence the environmental contextin which death takes place in contemporary society, the course exploresthe influence of cultural diversity in the way death is experienced bydiverse groups . The tasks ofmourning following a person ’s death andthe bereavement process present complex socio—emotional challengesfor family and friends throughout the life span . Issues in self—reflectionand self—care are presented to offer practitioners ways to grow personally and professionally through the process of their clients

’ losses .TheDepartmentSCWK8 833 Leadership and Social Tran sfo rmation (Spring: 3)Prerequisite: SCWK7721Required ofMacro SocialWork studen ts ; elective for others .

An overview of general principles of management, this courseprovides students with a broad understanding of theories of organizational functioning combined with a focus on leadership for changein organizations . The role of leader—manager is explored in three theoretical perspectives of organizations : the Structure of human serviceorganizations and requisite management skills ; the human resourceperspective and promoting the recruitment and development ofpeopleas a vital component of organizational functioning; and organizationalchange with emphas is on advocating for and sustaining change withinhuman service organizations .TheDepartmentSCWK8 835 Veteran s ’ Health and Men tal Health (Spring: 3)Prerequisite: SCWK7721ElectiveSocial workers who understand issues that are unique to the

military can comfortably engage with them and more effectivelyinteract and treat this population . The health of veterans will bediscussed in terms of the phys ical wounds of war such as traumaticbrain inj uries (TBIs) and other service—connected inj uries to the body.

The invisible wounds ofwar will also be discussed in terms of the mental health needs that may surface from the experience ofhaving gone towar. Post—traumatic stress will be explored in depth as both a normalreaction to the situation of going to war and as a complication withthe readjustment to civil ian life that requires sustained attention tonon—threatening information in such places as family, work, and school .The challenges veterans face in the areas of unemployment, substanceuse, the criminal justice system , and family violence will all be discussedas well as changing macro- level policies around these issues .TheDepartmentSCWK8836 P sychodynamic Theories of Individual Developmen t(Spring: 3)Prerequisite: SCWK7721Elective

An advanced course that provides an overview of the psychodynamic theories that best explicate individual psychological developmentover the life cycle from a biopsychosocial perspective, with attentiongiven to sources of development of individual Strength and resilience .These theories include drive theory, ego psychology, obj ect relations ,self psychology, and intersubj ectivity theory. Students will begin tolearn to critique and compare theories for their applications to, andusefulness for, social work practice as they reflect particular sets ofvalues and intersect with ethnicity, social class , gender, sexual orientation ,religion, age, disab ility, and other forms of divers ity.

TheDepartmentSCWK8839 HESE Independen t S tudy (Fall/Spring/Summer : 3)Prerequisite: SCWK7721Elective

An opportunity to pursue an in—depth study of some aspect ofhuman behavior theory or knowledge . The study must be des ignedso that it contributes to the student ’s understanding of the individual,group , organizational, institutional, or cultural context within whichhuman behavior is expressed and by which it is s ignificantly influenced . The area of investigation must be of clear significance to thecontemporary practice ofsocialwork. Any student who has successfullycompleted the foundation course in Human Behavior and the SocialEnvironment is eligible to pursue independent study.

TheDepartmentSCWK884 1 P rogram Evaluation (Fall/Spring: 3)Prerequisite: SCWK7747Corequisite: SCWK9934 or SCWK9944 or by permissionRequired of allM.S.W. studen ts .

An advanced course designed to provide students with the skillsto carry out evaluations ofprograms and services . Major topics coveredinclude types of evaluations , evaluation design and theory, measurement, sampling, data collection techniques , ethics and politics inevaluation, data analysis , and util ization of findings . Special attentionis also given to social and economic justice, value, and ethical issues thatarise in evaluation research .

TheDepartmentSCWK8849 Independen t S tudy in Research (Fall/Spring : 3)Prerequisite: SCWK7747Elective

An opportunity for students to engage in specifically focused workin one of two areas : the formulation, design , and implementation of anempirical study of the type not possible to operationalize within other

course practicum opportunities available ; or the in—depth study in aparticular research methods area about which no graduate level coursesexist within the University.

TheDepartmentSCVVK8 8 50Group Independen t S tudy in Research (Fall/Spring: 3)Prerequisite: SCWK7747Elective

An opportunity for students to engage in specifically focusedwork in either of the following areas : ( 1) the formulation, design,and implementation of an empirical study of the type not possible tooperationalize within other course practicum opportunities available ; or (2) the in—depth study in a particular research methods areaabout which no graduate level courses exist within the School or theUniversity. Independent study proposals must be submitted to theAssociate Dean for review by Research Faculty at least one monthprior to the beginning of the semester in which the student wishes topursue the work.

TheDepartmentSCWK8 8 5 1 Policy Analysis Research for Social Refo rm(Summer : 3)Prerequisite: SCWK7701Elective

A seminar preparing students for practice—oriented policy analys isresearch roles . It offers advanced research content of particular use toadministrators , planners , advocates , and others interested in participating in policy analysis and development efforts , particularly those relatedto vulnerable populations . It provides knowledge of and opportunityto apply the following: ( 1) the logic of inquiry into social policy issues ;(2) policy analys is research methods population projections ,input—output analysis , cost—effectiveness analysis) ; and (3) writing skillsand quantitative reasoning necessary to use data and policy researchmethods creatively in making effective policy arguments .TheDepartmentSCWK8 8 5 5 Clinical P ractice with Children and FamiliesAssessmen t, In terven tion , and Evidence-Based P ractice(Spring/Summer: 3)Prerequisite: SCWK7762Corequisite: SCWK9932Required ofClinical SocialWork studen ts .

An advanced clinical course intended to prepare students foreffective practice with children , adolescents , and fam ilies . Buildingon foundation content, the course provides a comprehensive reviewof child and family development, reviews major theories and researchliterature concerning the evaluation and treatment of children and families, and examines how clinical social workers may effectively utilizeevidence-based treatments to help youth and their families achieve theirgoals . Students will learn practice techniques ofvarious evidence-basedinterventions .TheDepartmentSCWK8 8 56 Clinical P ractice with Adults : Assessmen t,In terven tion , and Evidence-Based P ractice (Spring/Summer : 3)Prerequisite: SCWK7762Corequisite: SCWK9932Required ofClinical SocialWork studen ts .

An advanced course focus ing on effective interventions withcommon adult psychosocial disorders . Intervention methods , drawn


from current practice evaluation literature, encompass a contemporaryeclectic model incorporating cognitive-behavioral, psychodynamic andother relational thinking, practice wisdom, and empirical evidence indetermining the most suitable intervention . Special attention is givento recognition of individual and demographic factors influencingclients , as well as their expectations and input concerning the selectiveinvention . Class discussion draws on students ’ reading and field experience. Through the use of case studies , the course addresses S trategiesfor practice evaluation .

TheDepartmentSCWK88 58 Clinical P ractice in Schools (Spring: 3)Prerequisite: SCWK7762Elective

An advanced clinical course that provides a comprehens iveoverview of the skills necessary to prepare students for effective communication with teachers and school personnel as well as with diversefamilies on issues related to assessment, building family partnerships ,family-based treatment, and multicultural issues . The course reviewsassessment and use of state—of—the—art diagnostic testing instruments .Given the relationship between school social work and special education, students will be exposed to the diverse populations served inschools and learn how to engage in practice with children with a varietyof issues , including learning, physical, behavioral, developmental, neurological, and emotional disab ilities .TheDepartmentSCWK88 59 In tegrating P lay in Therapeutic S ettings(Spring/Summer : 3)Prerequisite: SCWK7762Elective

An advanced clinical course preparing students for effectivepractice with children, adolescents , and their families through the useof play therapy. Content includes a comprehensive overview of theories informing the practice of play therapy and specific play therapytechniques for effective assessment and intervention consistent withthe theoretical perspectives presented . Effective individual, filial, andsmall group play therapy interventions focus on empirically—validatedmethods related to attachment problems , generalized anxiety, PTSD ,

and depression . Incorporated throughout discussion of theory, practicemethods , and evaluation is thoughtful attention to the influence ofculture, ethnici ty, age, gender, and family structure in provision of

competent services .TheDepartmentSCWK8860Couples Therapy (Summer : 3)Prerequisite: SCWK7762Elective

An advanced course examining and analyzing theories , research,and interventions with couples . The use of cognitive, behavioral,emotion—focused, brief treatment, and skills—training approaches arecritically evaluated . Research on their empirical bases is examined .

Emphases include working with couples from diverse cultural backgrounds , practice with same—sex couples , and special issues such as

l iving with chronic illness , poverty and economic stress , facing divorce,infidelity, interpersonal violence, and sexual dysfunctions . The coursewill describe how to adapt couple-based assessments and interventionsto various settings , such as acute medical, psychiatric, and child-focusedsettings .TheDepartment


SCWK8 862 Cognitive—Behavioral Therapy (Spring/Fall : 3)Prerequisite: SCWK7762Elective

An advanced practice course that integrates CBT theory, practicalassessment tools , and treatment applications with work with childrenand adults . Lab skills classes will provide students with the opportunityto practice specific techniques . With an emphasis on the extens ive literature supporting CBT as an evidence-based model, the course focuseson the CBT assessment and treatment of specific disorders , includinganxiety, pain , depression, bipolar disorder, ADHD , substance abusedisorders , and personali ty disorders . The relevance of CognitiveBehavioral practice with populations at risk confronting issues of age,race/ethnici ty, gender, class , religion , sexual orientation, and disab il itywill be addressed .

TheDepartmentSCWK8 864 Group Therapy (Fall/Summer : 3)Prerequisite: SCWK7721Elective

This course cons iders many applications of social work grouptreatment . Through a thoughtful review ofselected group therapy literature, analysis ofprocess recordings ofgroup therapy sessions , lectures ,class discussion, and/or role—play exercises , students will develop anappreciation of the unique ways in which group treatment can promoteindividual psychosocial competence . Students will develop skills in thepractice of social work treatment .TheDepartmentSCWK8 865 Fam ily Therapy (Fall : 3)Prerequisite: SCWK7762Corequisite: SCWK9933 or by permissionRequired ofClinical SocialWork studen ts in the Men tal HealthField—of-P ractice Concen tration ; elective for others .

An advanced course designed to integrate family therapy theoriesofpractice and intervention techniques . Throughout the course criticalissues relative to power, gender, and race will be interwoven with outcome effectiveness , research, and evaluation . Emphasis will be placedon the adaptation of the family process to the stressors of chronic illness , aging, addictions , and interpersonal violence . The strengths andproblems ofminority fam il ies , families l iving in poverty, blended fam ilies , adoptive families , and families ofsame sex parents will be reviewed .

TheDepartmentSCWK8 867 In ternal Fam ily Systems Therapy: A Con temporaryApproach forWorking with Individuals, Couples , Fam il ies andGroups (Spring/Fall: 3)Prerequisite: SCWK7762Elective

This advanced clinical course focuses on the Internal FamilySystems Model (IFS) into a comprehens ive approach that includesguidelines for working with individuals , couples , fam ilies and groups .The IFS Model is a new synthesis of two already existing paradigmssystems thinking and the multiplici ty ofminds . One major and uniquecontribution of IFS is the concept that it is the connection of the Self tothe Parts that brings healing. The IFS Model offers a non—pathologizing approach to identifying and unburdening the faulty beliefs peoplecarry from childhood trauma and troubling patterns of interaction andreplacing them with Self- led resources .TheDepartment

SCWK88 80 SocialWork P ractice in Child Welfare(Fall/Summer : 3)Prerequisites: SCWK7762 and SCWK8800Elective

An advanced course designed to provide practice knowledgeand skills for micro and macro interventions . Throughout the coursethe issues of poverty, divers ity, and services for children of color areconsidered . Stressing the importance of providing services to childrenand fam ilies so that the family unit is preserved, issues related to familypreservation, foster care, family reunification, adoption , legal issues ,and emerging trends will be explored . The central focus will be ondeveloping a solid foundation in child welfare policy and practice as ameans to promoting a more responsive service delivery system .

TheDepartmentSCWK88 8 1 School SocialWork: P rogram Developmen t andEducational Policies (Summer : 3)Prerequisite: SCWK8800Elective

An advanced course that provides a comprehensive overview of

the history, theory, practice, and policy ofsocialwork in an educationalsetting . Beginning with a historical perspective, this course is rooted inschool social work principles that emphas ize collaborative work withfam il ies , and school and community personnel, professional standards ,and diverse practice roles . This course provides a comprehensiveoverview of education policy and the legal rights of students and theirfamilies . Special issues in school social work practice related to health,child abuse, school safety and violence, trauma, substance abuse, andhigh risk behavior are addressed .

TheDepartmentSCWK88 83 Creating and Sustaining Social En terprises (Fall : 3)Prerequisite: Must have successfully completed SCWK7701Elective

This course has the dual goals of understanding the conceptualcharacteristics of “social enterprise” and the more practical obj ective ofknowing how to create, implement, and sustain a program based onsocial enterprise principles . These goals are achieved through exam ining how social enterprise fits with important values , learning key models and considerations , and by creating a complete business plan foran actual social enterprise in itiative . Students work in teams gatheringessential information, formulating strategy, developing analytic tools ,and creating financial documents that provide a road map for a newrevenue oriented program or service .TheDepartmentSCWK88 84 Strategic P lanning for Public and Nonprofi tOrganization s (Fall : 3)Prerequisite: SCWK8800ElectiveFocusing on the strategic trends and issues which impact the

public and nonprofit sectors , this course explores the role of strategicplanning as a fundamental tool of public and nonprofit institutionsto build high performance organizations , maximize organizationalstrengths , and enhance community problem—solving . Students willacquire practical skills through case study analysis and the developmentof a strategic plan .

TheDepartment


SCWK8 88 5 Managemen t ofOrganization s S erving Children ,

Youth, and Fam il ies (Fall : 3)Prerequisite: SCWK8800Corequisite: SCWK9943 or by permissionRequired ofMacro SocialWork studen ts in the Children , Youthand Fam il ies Field—of-P ractice Concen tration ; elective for others .

An advanced practice course for macro students that emphasizespersonnel management skills that promote employee well-being andorganizational effectiveness , financial management skills includingbudgeting and cost analysis , and strategic fund—rais ing with a focus onrevenue sources that support child and family services . Multiple theoretical approaches to leadership are examined, as well as organizationalchange, the supervisory process and the use ofpower and authority, andeffective application of the diversity model for the inclusive workplace .TheDepartmentSCWK8 886 Fin ancial Managemen t and Resource Developmen t(Spring : 3)Prerequisite: SCWK8800Corequisite: SCWK9942 or by permissionRequired ofMacro SocialWork studen ts .

This required macro practice course prepares students to developand manage appropriate resources for creating, supporting, and sustaining effective human service organizations . Managers must understandan organization ’s financials to exercise fiduciary responsib ility. In orderto meet the mission, agencies also depend on effective and efficientdirect care staff, supervisors and managers . If there is no money, there isno mission ; and if there is not sufficient and motivated staff to performtheir functions , human service organizations cannot be successful . Thiscourse concentrates on these two core aspects of human services management: understanding organizational finances and human resourcesmanagement and development .TheDepartmentSCVVK8 88 8 Community Organizing and Political Strategies(Summer : 3)Prerequisite: SCWK8800Elective

An examination of community organization and political strategies for mobilizing support for human services and other interventions that enhance social well-being, especially that of vulnerablepopulations . The course emphas izes skill development in strategies ofcommunity organization and policy change, including neighborhoodorganizing, committee staffing, lobbying, agenda setting, use ofmedia,and points of intervention in bureaucratic rule making .

TheDepartmentSCWK8 889 Social Innovation (Spring: 3)Prerequisite: SCWK8800Corequisite: SCWK9942 or by permissionRequired ofMacro SocialWork studen ts .

Designed to prepare students with the skills to develop transformational responses to social problems through learning concepts related to innovation , needs assessment, and grant development, this courseprovides students with knowledge about how to create new, innovativeresponses to social problems and put these ideas into action . Studentsstudy examples of social entrepreneurship , learn how to assess socialneed, and develop new programmatic responses through grant—writing.

Participation in the Social Innovation Lab allows students a first—handlook at innovation in action in existing non—profits and at how theredesign process promotes and supports new thinking.

TheDepartmentSCWK8897 P lanning for Health and Men tal Health Services(Fall : 3)Prerequisite: SCWK8800Corequisite: SCWK9943 or by permissionRequired ofMacro studen ts in Health and Men tal Health Field—ofP ractice Concen tration ; elective for others .

A course designed to introduce program planning, strategic plann ing, proposal writing, and state—of—the—art service delivery models .S ignificant emphasis will be placed on developing practical skills in thearea of proposal development and program design through applyingclass material to practice through a major planning ass ignment . Skillsto analyze critical issues in mental health and health care delivery,including system design and financing, are emphasized . Critical issuesof access to health care, the cris is in health care, and managed care willbe discussed and analyzed . Models of service delivery will be criticallyreviewed .

TheDepartmentSCWK8899 Macro Independen t S tudy (Fall/Spring: 3)Prerequisite: SCWK8800Elective

An opportunity for Macro students to investigate one aspect ofsocialwork practice with groups or communities in—depth . In additionto being of interest to the individual student, the area of investigationmust be of substantive import to the field and of clear significance tocontemporary community organization and social planning practice .Any student who has successfully completed the first year program of

Macro studies is eligible to pursue an independent study in the fall and/or spring semester of the second year .TheDepartmentSCWK99 11 Doctoral Con tinuation 1)Prerequisites: SCWK9995 , SCWK9996


degree and completed six (6) credit hours ofdissertation—related coursework, i.e. , SCWK9995 and SCWK9996, are required to register andpay the fee for doctoral continuation during each semester of theircandidacy until successfully defending the dissertation .

TheDepartmentSCWK99 19 Field Education : Early Start (Fall/Summer : 0)TheDepartmentSCWK9921 Field Education 1 (Fall/Summer : 3)Corequisites: SCWK7762 and SCWK8800Required of all studen ts .Supervised learning and practice in the development of a gener

alist approach focusing on professional values , ethics , and micro andmacro interventions based on theories of human behavior and thesocial environment . Two days per week in the first semester .TheDepartmentSCWK9929 Field Con tinuation (Fall/Spring/Summer : 0)Prerequisite: Department permiss ionTheDepartment

SCWK9932 Field Education I I—CSW (Spring/Summer : 3)Prerequisites: SCWK9921, SCWK7762, SCWK8800 (academic year)Corequisites: SCWK8855 and SCWK8856 (academic year)Required ofClinical SocialWork studen ts .Supervised learning and practice in the provision of individual,

family, and group interventions with clients in a wide range of clinicalsettings . Two days per week in the second semester .TheDepartmentSCWK9933 Field Education I I I—CSW (Fall/Spring: 4)Prerequisites: SCWK9932 and Advanced Practice Field of PracticeConcentration course for Global Practice Concentrators .Corequisite: Advanced Practice Field ofPractice Concentration course .Required ofClinical SocialWork studen ts .

Advanced learning and practice under the instruction of a qualified supervisor in a setting related to the student ’s maj or area of clinicalinterest . Three days per week in the third semester .TheDepartmentSCWK9934 Field Education IV—CSW (Spring: 4)Prerequisites: SCWK9933 and Advanced Policy Field ofPracticeConcentration course for Global Practice Concentrators .Corequisite: Advanced Policy Field ofPractice Concentration course .Required ofClinical SocialWork studen ts .

Advanced learning and practice under the instruction of a qualified supervisor in a setting related to the student ’s maj or area of clinicalinterest . Three days per week in the fourth semester .TheDepartmentSCVVK9939 Field Con tinuation—CSW 0)Prerequisite: Department permissionTheDepartmentSCWK9942 Field Education I I-Macro (Spring/Summer : 3)Prerequisite: SCWK9921Corequisites: SCWK8886 and SCWK8889Required ofMacro studen ts .Supervised learning and practice in the development ofchange—ori

ented knowledge and skill . Through the staffing of task groups focusedon community or administrative problem—solving, students learn aboutstructure, function, and dynamics common to intra—organizational andcommunity environments .TheDepartmentSCWK9943 Field Education 111Macro (Fall/Spring : 4)Prerequisites: SCWK9942 and Advanced Practice Field—of-PracticeConcentration course for Global Concentrators .Corequisite: Advanced Practice Field—of-Practice Concentration courseRequired ofMacro studen ts .

Advanced learning and practice which emphas ize knowledge andskill in community organization, planning, policy, and/or administration . Each student is responsible for leading at least one major projectand submitting a written final report . Three days per week in the thirdsemester .TheDepartment


SCWK9944 Field Education IV Macro (Spring: 4)Prerequisites: SCWK9943 and Advanced Policy Field—of-PracticeConcentration course for Global Practice Concentrators .Corequisite: Advanced Policy Field—of-Practice Concentration course .Required ofMacro studen ts .

Advanced learning and practice that emphas ize knowledge andskill in community organization, planning, policy, and/or administrat ion . Each student is responsible for leading at least one major proj ectand submitting a written final report . Three days per week in the fourthsemester.TheDepartmentSCWK9949 Field Con tinuation-Macro (Fall/Spring: 0)Prerequisite: Department permiss ionTheDepartmentSCWK995 1 Survey ofResearch Methods in Social and BehavioralScience (Fall : 3)Required for all Doctoral Studen ts

The course surveys research methods in the social and behavioralsciences , including theoretical and conceptual approaches to researchproblem formulation ; research design, including experimental, comparative, and survey; sampling; statis tical methods ; and methods ofobservation and common techniques of data analysis . The courseprovides a framework for evaluating social science research codifyingmethods for gathering scientific evidence, explicating criteria by whichto evaluate scientific evidence, and developing techniques for evaluating scientific evidence in the published literature . These tools will beapplied to a group of case examples of research in social and behavioralscience .TheDepartmentSCWK9956 The Dialectics of Social and Behavioral Theory(Spring: 3)Prerequisite: Permission of SocialWork requiredIn this course, students will read selected original publications of

class ical and contemporary theorists in psychology, sociology, politicalscience, urban planning and community development, and economics .They will consider how theories which are foundational to differentdisciplines in the social and behavioral sciences can inform their studiesand predict empirical findings . The theories selected for exam inationin the course will include : theories of identity and stigma, social integration theories , exchange theory, conflict theories , theories of socialintegration , critical race theory, role theories , rational choice theory, lifecourse theories , role theories , social j ustice theories , theories of socialchange, and epidemiology. The students will use the assumptions ofdifferent theories to prepare three papers , each ofwhich will examine as ingle issue from a different perspective .TheDepartmentSCWK9959 Doctoral Publishable Paper Writing P roj ect(Fall/Spring: 1)Required for all Doctoral Studen tsIndividualized writing proj ect for doctoral students to develop a

publishable manuscript under faculty supervision, enabling the studentto integrate and apply analytic research skills developed in prior courses . The paper must demonstrate the student ’s mas tery of a behavioral


or social science theory and related methods of scientific inquiry. The

paper will be evaluated by a faculty review committee appointed by thechair of the doctoral program .

TheDepartmentSCWK9960Regression Analysis for Social and Behavioral Sciences(Spring : 3)Required for all Doctoral Studen ts

This course assumes knowledge of bas ic statis tical concepts usedin social research including centrali ty and dispersion, correlation andassociation, probability and hypothesis testing, as well as experience ofus ing common statistical package such as SPSS , SAS or STATA . The

course will focus on regression-based methods for analyzing quantitative social and behavioral science data using STATA. The topicsinclude multiple regress ion analysis , major regression diagnostics , andlogistic regression analysis for categorical dependent variables .TheDepartmentSCWK996 1 In troduction to Structural Equation Modeling(Summer : 3)Prerequisite: SCWK9960StatisticalAnalysis for SocialWork Researchor equivalentRequired for all Doctoral Studen ts

The course assumes knowledge of multiple regress ion analysis .This course will use Lisrel—8 and cover matrix algebra, exploratory factor analysis (EFA) , path analysis , confirmatory factor analys is (CFA) ,general structural equation modeling (latent and measurement modelscombined) , and multiple sample analys is .TheDepartmentSCVVK997 1 Doctoral Group Independen t S tudy(Spring/Fall/Summer : 3)Prerequisite: Permission of SocialWork required

This elective offers students the opportunity for an in—depthexamination of a substantive topic that is not comprehensivelyaddressed by Other required or elective doctoral courses . The topic iscons idered from either a theoretical, policy and/or research perspective .The topic area should have direct and substantial relevance to socialwork research, social work education, evidence-based practice, and/or social policy analysis . A course syllabus should be submitted to theDoctoral Program D irector prior to registration .

TheDepartmentSCWK9980History and Philosophy of SocialWelfare in U.S.

(Fall : 3)Required ofDoctoral SocialWork studen ts . Elective for DoctoralSocialWelfare studen ts .

This course surveys the history of social welfare institutions andsocial work practice in the United S tates . It reviews efforts to conceptualize the field of social welfare and to analyze its tendencies . Thecourse examines applicable social and behavioral theories and pertinentresearch of the different components of the social welfare system . Socialwelfare policies and organizational forms are examined within contextof economic, political, social, philosophical, and scientific climate ofthe period .

TheDepartment

The JamesA.Woods , S.J . , College ofAdvancing Studies (WCAS)offers both full and part—t ime study to undergraduate and graduatestudents who want to make a difference with their degree . TheWCASactively engages students in maximizing previous work and academicexperiences . Our faulty and advisors help direct previous learningtoward degree completion and career advancement .

As one of the eight school that make up Boston College, theWCAS fosters in its students rigorous intellectual development coupledwith religious , ethical, and personal formation in order to prepare themfor citizenship , service, and leadership in a global society. Within thecontext of the Boston College environment, theWCAS promotes thecare and attention to the human person that is the hallmark ofJesuitCatholic education . In addition, our faculty and students engage insignificant applied scholarship that enriches the culture and addressesimportant societal needs .Cura Personalis

The James A . Woods , S.J . , College ofAdvancing Studies offersthe atmosphere of a small college within the environment of a largeuniversity. The professional advising staff are ever ready to help stu

dents determine a realistic course schedule . They take into accountwork, family, and other commitments that many of our students faceso that they can successfully achieve their educational and life goals .Students receive personal attention while enj oying access to the manyresources ofBoston College .Graduate Program sOnlineMaster ofHealthAdministrationP rogram Description

The Master of Health Administration (MHA) offers an online,competency-based curriculum to students with previous experiencein health care . The MHA program is designed to support the careergoals of health care managers and supervisors . The program curricu

lum includes 12 required courses— eleven ofwhich can be completedentirely online . One of your courses is offered online, with an onsitecomponent at Boston College ’s main campus over a long weekend .

This short course allows students to collaborate in person with faculty,peers and leading health care innovators . The MHA program util izesan online competency-based education (CBE) format that helps assurethat students will develop the necessary skills demanded by health careemployers . Each course includes a weekly, live online session (typicallyon a weeknight, 2 hours maximum in length) where students engagewith faculty and peers .

The MHA courses are offered in an accelerated format, with8—week terms (6—week during summer terms) . Most students chooseto take one course every eight weeks and complete the program in twoyears . Some students with more available time may take two coursesevery eight weeks in order to progress even faster . An Executive Coachis ass igned to each student to serve as a resource, provide support andguidance, offer career and network resources , and help with any obstacles and challenges students may encounter .

Applications are accepted on a rolling bas is for admission . The

MHA program has 6 starting points each year. All undergraduatemaj ors are welcome, but the program requires a minimum of two yearsof previous experience in a health care management or supervisorialposition .


ADVANCING STUDIESAdmission Requiremen ts

OnlineApplica tionBachelor’s degree from an accredited college/university(minimum GPA)Official TranscriptGRE (reporting code 7534) or GMAT (reporting code44X-HX—74)— Not required, but recommended for studentswith lower undergraduate GPATOEFL (reporting code 3276) or IELTS scores ( if applicable)from within the pas t two yearsPersonal statementTwo letters of recommendationResumeAt leas t two years ofprevious experience in a health caremanagement or supervisorial role .

Degree Requiremen tsTwelve courses are required to complete the Master of Health

Administration . There are no electives .Required Courses

Introduction to Health Care Systems and OrganizationsHealth PolicyHealth Care Quality ManagementHealth Care Innovation-Based S trategy: Managing ChangeManagement Theory and Organizational BehaviorLeadership in Health CareHealth Care Human Resources ManagementHealth Care Information TechnologyHealth Care Law and EthicsHealth Analytics for Decis ion Making and Critiquing andAssessing EvidenceHealth Care FinanceHealth Care Strategic Planning and MarketingTuition for WCAS MHA is $ 1100 per credit or $4400 for a

4—credit course .Master of Science in Applied EconomicsP rogram Description

The Master of Science in Applied Economics offers a practicaland comprehens ive curriculum to students interested in acquiringskills related to the analysis and interpretation of data across a varietyoffields . Graduates will be equipped to understand the context ofdatathey are analyzing, analyze the data, interpret and present results todecis ion makers , and make recommendations bolstered by the resultsof the data analysis . The program provides individuals with extensivetraining in the tools and methods necessary for understanding complexpolicy issues , industry trends , and analytic strategies within specializedfields of economics including health care, finance, marketing, andenvironmental policy. These skills are developed within a curricularframework that emphas izes reflective, people—centered, ethical decisionmaking that reflects the Jesuit, Ignatian tradition . The program is

intended for individuals seeking to begin or advance careers in industry, policy and government, or the financial sector .

The Master of Science in Applied Economics is a ten—coursedegree program . The program can be completed in a 16—month period, but is designed to be flexible in meeting the needs of our students .As a working professional, you may wish to attend full or part—time .

ADVANCING STUDIESApplications are accepted on a rolling bas is for admission in the fall orspring semesters . All undergraduate majors are welcome . Financial aidand career ass istance are available .Admission Requiremen tsBachelor ’s degree from an accredited college/university(minimum GPAGRE or GMATPersonal S tatementTwo letters of recommendationResumeApplication FeeB rief interview ( in person or via video interface)Prerequisite courses : Principles ofMicroeconomics , Principles ofMacroeconomics , S tatistics , Calculus I and II .**Calculus 11may be taken concurrently during your first semester

of study. This requirement can also be fulfilled by taking ADEC35 10Mathematics for Economists (NOTE : This course does not counttoward the degree) .

Interna tional StudentsIn addition to the general requirements lis ted above, international

students should provide the following:0 TOEFL or IELTS scores from within past two years , unless theyhave completed their undergraduate degree at a regionallyaccredited US institution, or a foreign institution in whichEnglish is the medium of instruction .

Detailed course-by—course transcript evaluation indicating conferral of an undergraduate degree that is equivalent to a U .S.

bachelor’s degree from an accredited institution .

Degree Requiremen tsTen courses are required to complete the Master of Science in

Applied Economics .Core RequirementsApplied Microeconomic TheoryApplied Macroeconomic TheoryEconometricsData AnalysisEthics , Economics and Public Policy

B ig Data Tools for EconomistsFinancial EconomicsEconomics ofBanking and InsuranceApplied Stress Testing for EconomistsForecastingEmpirical Health EconomicsHealth Care EconomicsEconomics ofDevelopmentPrivate Sector DevelopmentD irected Practicum

Scheduling and CostGraduate courses are scheduled ordinarily from p .m .

on week nights and 9am—noon on Saturdays . Courses meet face to facewith some offered as hybrids . Tuition in the Applied Economics program is $3120per course plus the registration fee of $45 .


Course OfferingsADEC7200Applied Macroeconomic TheoryADEC7201 Applied Microeconomic TheoryADEC7310Data AnalysisADEC7320EconometricsADEC7500Ethics , Economics , and Public PolicyADEC7370Applied Stress Testing for EconomistsADEC7380Empirical Health EconomicsADEC7430Big Data Tools for EconomistsADEC7450Private Sector Development and Economic Growth

Master of Science in Cybersecurity Policy and

GovernanceP rogram Description

The Master of Science in Cybersecurity Policy and Governanceprovides students with the skills necessary to manage the critical andemerging cybersecurity issues faced by private industry and government . Taught by industry leaders and practitioners , students will learnapplied and hands—on ways to identify, assess , and manage cyber risk,and to develop and implement a proactive, comprehensive cybersecurity Strategy to effectively defend, mitigate, and recover from a cyberattack. The program prepares practitioners to lead and design a business case for investment to senior executives , Boards ofD irectors , andgovernment officials , and to bridge the communication gap between ITsecurity professionals and key bus iness stakeholders .Students also will learn to cultivate S trategies based on ethical

principles informed by company policies and government regulationsto protect against and respond to cyber threats . The program empha

s izes leadership , critical thinking, analytic problem solving, and strongcommunication skills preparing practitioners to meet and respond tothe varying issues presented by the rapidly changing cyber ecosystem .

The Master of Science in Cybersecurity Policy and Governanceis a ten—course degree program that can be completed in a 16—monthperiod, but is designed to be flexible in meeting the needs of our students . The program is intended for business and government professionals, managers , and practitioners , IT professionals , and individualsseeking skills in cybersecurity strategy, leadership , management, andpolicy to begin or advance careers in private industry or government .As a working professional, you may wish to attend full or part—time .Applications are accepted on a rolling bas is for admission in the fall orspring semesters . Financial aid and career ass istance are available .Admission Requiremen ts :Online application formApplication fee check ormoney order payable to BostonCollege— do not send cash)Bachelor’s degree from accredited college with GPA of or

higherOfficial transcriptsGRE (reporting code 7534) or GMAT (reporting code 44XHX—15) scores*Personal StatementTwo letters of recommendationResumeBrief interview ( in person or via video interface)3—5 years of professional experience in the information technology industry or experience involving current cybersecurity issues

Those with less than 3 years ofprofessional experience musthave completed recent coursework in computer science or computer engineering, or coursework in an approved informationtechnology course, with a grade of B or

*Waiver of GRE/GMAT may be granted based upon relevantprofessional work experience and GPA from accredited college .

**Students who do not meet this requirement may be considered for admission with the following condition : the completion of

an approved computer science or computer engineering course at theWoods College, with a grade of B or higher.P rogram Requiremen ts

Ten courses are required to complete the Master of Science inCybersecurity Policy and Governance . See Admission Requirementsfor prerequisites , if applicable .

Core Requirements (6 Courses)ADCY6000 Cyber Ecosystem and Cybersecurity: This course

provides an overview ofCyberspace, defines the scope ofCybersecurity,and addresses information classification and system compartmentalization . Course includes an appreciation of information confidential

ity, integrity, and availab ili ty, and covers Cybersecurity architecture,strategy, services , hardware, software, and cloud services . The coursealso examines national security issues , critical infrastructure, and thepotential for cybercrime and cyber terrorism, as well as the need forcorporations to align their security with business needs and considerthe threat from malicious employees , contractors , and/or vendors .

ADCY6050 Cybers ecurity Policy :Requiremen ts : This course provides a comprehensive exam ination

P rivacy 85 Legal

of the laws , regulations , and Executive Orders concerning privacy,including PCI, HIPAA, GLBA and their overseas counterparts , andthe roles of Federal, S tate and local law enforcement . The course alsoexamines national security issues governed by various Federal agencies

SEC, FTC, FCC, FERC) , including suspicious activity reporting(SAR) requirements under the Patriot Act. Additionally, the courseaddresses intellectual property protection SOX, FISMA, NIST) ,security class ifications , data location requirements , audits , compliancyassessments , and individual, class—action, and shareholder derivativelitigation and liab ili ty.

ADCY6300 Netwo rk 85 Infrastructure Security: This courseprovides an understanding of the threats and vulnerab ili ties inCybersecurity and an introduction to the concepts of layering defenseand providing for defense—in—depth . Specific topics include operatingsystem security, component lifecycle management, database security,server security, application security, mobile devices , BYOD , and endpoint security. The course covers the roles of physical security, systemhardening, firewalls , encryption, anti—virus , and malware defense . Thecourse also introduces identity and access management, role-basedaccess control (RBAC) , intrus ion detection, penetration testing, andincident response .

ADCY6350 Inciden t Response 85 Man agemen t : This courseprovides an understanding of the design and development of aCybersecurity strategy which aligns with private industry and government needs , including incident documentation/analysis, responseplanning, and the role of a critical event response team (CERT) indetermining recovery, managing liab ili ty and communications , coordinating with law enforcement, and protecting corporate reputation .

Course also examines leadership and the adoption and implementationof a proactive stance through monitoring and responding to internal


ADVANCING STUDIESand external intell igence, including monitoring network traffic, activitylogs (S IEM) for data breaches , denial of service (DoS) , and integrityevents , and outlines the roles of information security operations centers(ISOCs) and network operations centers (NOCs) .

ADCY6500 Organizational Effectiveness : Govern ance , RiskMan agemen t, and Compl iancy : This course considers the roles of theBoard of D irectors , the Audit Committee, the Risk Committee, andthe Chief Information Security Officer (CISO) within the governanceand overall organizational Structures . Topics include enterprise riskmanagement (ERM) , policy development under ISO 27001 and theNIST Cybersecurity Framework, derivation of operating procedures ,leadership , and the business engagement model . The course specificallyaddresses threat assessment, mitigation strategies , residual vulnerab ili ty,incident response, awareness programs , employee training and awareness , drill ing, and tabletop exercises . The course will also identify risk,due diligence and mitigation strategies in mergers and acquisitionssettings . Additionally, the course covers compliance monitoring, business continuity planning, risk transfer through the purchase of cyberinsurance for both data breach and infrastructure losses , and conceptsof resiliency.

Ethical Issues in Cybersecurity 85 the Ignatian P aradigm : Thiscourse provides real life complex, ethical s ituations for students toevaluate, as both decision—maker and advisor, by addressing the variousissues confronted by senior government and corporate professionals ,nation states , and other parties of significance, involving the receipt andprotection of critical and sens itive data. Specific topics include standardprofessional ethical frameworks of beneficence and non—maleficence;

rights and justice ; and issues related to privacy, intellectual property,and corporate espionage and fraud, while contras ting same with freedom of information and intellectual creativity. The course comparesand contrasts global governments ’ and cultures ’ differing approachesto ethics , and enhances , from a framework of dialogue, discernmentof action , and deliberation , the ability of students to make reasonedand responsible business decis ions in a global economy. The coursealso examines aspirational versus mandatory ethical standards theright thing to do versus what is legal or compliant) , through additionalframeworks of reference, including review, reflection, and refinementof decisions .

Sample Electives (4 Courses)In ternational Cybersecurity: This course provides an in—depth

global perspective of international networking and communication,including foreign government and industrial espionage, global econom ies, international privacy and liab il i ty laws , sovereign threats , nonUS government agencies , international security standards , cybercrime,cyber terrorism , cyber warfare, and import/export requirements .Course also examines the requirements for data location, internationalpolicing, and the role ofGlobal Security Operating Centers (GSOCs)in monitoring and responding to international security events .Investigation s 85 Forensics : This course covers forens ic investi

gation , case prioritization, and case management, and addresses procedural documentation, standards of evidence, reporting, and disclosurerequirements . The digital forensic portion of the course provides anunderstanding as to disk imaging, file recovery, trace-back techniques ,network analytics , evaluation ofmetadata, malware, and anti-forensics .Additionally, the course covers the out—sourcing of the investigativefunction, or part thereof, to third parties , and provides specific casestudies , including a practical laboratory project .

Applied EthicsADGR9902Applied Research Course

S tudents choose from one of four specialized tracks below.

Corpora te Communica tions and Marketing Specializa tionElectives (an asterisk denotes courses requiredfor the track)

ADGR7701 Strategic CommunicationADGR7702Mobilizing Information for ChangeADGR7705 Law and Social Responsib ilityADGR7706 Communication in a GlobalWork Environmen t*ADGR7707 Conflict Resolution : Negotiation SkillsADGR7709 New Technologies : The Future TodayADGR77 10Solving Information Problems : Wide BandwidthThinkingADGR77 14 Focusing the Message : Creative FormatsADGR77 18 Effective Listening : Techniques and ApplicationsADGR77 19 Maximizing Intellectual CapitalADGR7722 High Performers : New Market LeadersADGR7728 Public RelationsADGR7740Behavioral Economics : Emerging PerspectivesADGR774 1 Persuasive Communication*ADGR7743Mastering the Media: Social and PsychologicalEffects ofMass MediaADGR7745 Critical ThinkingADGR7747 Lives in Motion : Increas ing Personal EffectivenessADGR7750Geographic Information Systems and PlanningADGR775 1 Public Affairs : New Challenges for the Non—ProfitSectorADGR7775 American Corporation/Global Business : TheWorldin an Age ofTerror 85 Economic CrisisADGR7778 Emerging Environmental IssuesADGR7784 Persuas ion : Power and Influence in Media AgeADGR7783 Sustainabili ty: Survival ScienceExecutive Leadership and Organiza tional D evelopment

Specializa tion Electives (an asterisk denotes courses required for the

ADGR7701 Strategic CommunicationADGR7702Mobilizing Information for ChangeADGR7705 Law and Social Responsib ilityADGR7707 Conflict Resolution : Negotiation SkillsADGR7709 New Technologies : The Future TodayADGR77 10Solving Information Problems : Wide BandwidthThinkingADGR77 12The New Professional : Making Room for Moralityin Corporate AmericaADGR77 16 Managing Life ’s Transitions : Facil itating GrowthADGR77 18 Effective Listening : Techniques and ApplicationsADGR77 19 Maximizing Intellectual CapitalADGR7722 High Performers : New Market LeadersADGR7724 New Organizer : Consultant/Power BrokerADGR7725 Navigating Organizational PoliticsADGR7727 Career Strategies for SuccessADGR7730Leadership and InnovationADGR7731 Overcoming Gender and Generational Barriers inthe WorkplaceADGR7735 Developing Dyn amic and P roductiveOrganization s*ADGR7736 Accounting Information and Statement Analysis


ADVANCING STUDIESADGR7739 Public and Non-Profit AccountingADGR7740Behavioral Economics : Emerging PerspectivesADGR7744 Leadership : Theory and P ractice inOrganizations*ADGR7745 CriticalThinkingADGR7746 Continuous Organizational Improvement : ADynamic Psychosocial PerspectiveADGR7747 Lives in Motion : Increasing Personal EffectivenessADGR7753 Employment LawADGR7775 American Corporation/Global Business : TheWorldin an Age ofTerror 85 Economic CrisisADGR7778 Emerging Environmental IssuesADGR7782 Law 85 SocietyADGR7783 Sustainabil ity: Survival ScienceHuman ResourcesManagement Specializa tion Electives (an aster

isk denotes courses requiredfor the track)0 ADGR7702Mobilizing Information for Change

ADGR7705 Law and Social Responsib il i tyADGR7707 Conflict Resolution : Negotiation SkillsADGR7709 New Technologies : The Future TodayADGR77 10Solving Information Problems : Wide BandwidthThinkingADGR77 12The New Professional: Making Room for Morali tyin Corporate AmericaADGR77 16 Managing Life ’s Transitions : Facilitating GrowthADGR77 18 Effective Listening: Techniques and ApplicationsADGR77 19 Maximizing Intellectual CapitalADGR7722 High Performers : New Market LeadersADGR7725 Navigating Organizational PoliticsADGR7727 Career Strategies for SuccessADGR7729 Labor Relation s and Human Resources*ADGR7730Leadership and InnovationADGR7731 Overcoming Gender and Generational Barriers inthe WorkplaceADGR7735 Developing Dynamic and Productive OrganizationsADGR7740Behavioral Economics : Emerging PerspectivesADGR7744 Leadership : Theory and Practice in OrganizationsADGR7745 CriticalThinkingADGR7746 Continuous Organizational Improvement : ADynamic Psychosocial PerspectiveADGR7747 Lives in Motion : Increasing Personal EffectivenessADGR77 53 Employm en t Law*

ADGR7778 Emerging Environmental IssuesADGR7782 Law 85 SocietyADGR7783 Sustainabil ity: Survival ScienceSports Leadership Specializa tion Electives (an as terisk denotes

courses requiredfor the track)0 ADGR7701 S trategic Communication

ADGR7705 Law and Social Responsib il i tyADGR7706 Communication in a Global Work EnvironmentADGR7709 New Technologies : The Future TodayADGR77 10Solving Information Problems : Wide BandwidthThinkingADGR77 16 Managing Life ’s Transitions : Facilitating GrowthADGR77 19 Maximizing Intellectual CapitalADGR7722 High Performers : New Market LeadersADGR7728 Public Relations

ADVANCING STUDIESADGR7740Behavioral Economics : Emerging PerspectivesADGR774 1 Persuas ive CommunicationADGR7743Mastering the Media: Social and PsychologicalEffects ofMass MediaADGR7744 Leadership : Theory and Practice in OrganizationsADGR7745 Critical ThinkingADGR7747 Lives in Motion : Increas ing Personal EffectivenessADGR7748 Elements ofCompetitive PerformanceADGR7778 Emerging Environmental IssuesADGR7779 Nutrition : Lifes tyle and LongevityADGR7783 Sustainabili ty: Survival ScienceADGR(new) Sports Industry Leadership and Managemen t*ADGR(new) The Business of Spo rts*

Contact Information and Office LocationCourse catalog and program information can be found at www.

bc.edu/advancingstudies .

Office of the DeanThe Jam es A. Woods , S.J . , College ofAdvancing StudiesSt . Mary’s Hall South, Ground Floor

Administrative StudiesCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .ADGR7701 Strategic Communication (Fall : 3)Success at every level in today’s competitive environment requires

strong and sophisticated communication skills . Course offers theknowledge and expertise to effectively tailor your writing s tyle to yourmessage ; produce effective business reports , proposals , letters , andmemorandums ; create and deliver professional presentations ; contribute successfully to team meetings and team writing proj ects throughinteractive applications of communication technology.

TheDepartmentADGR7702Mobilizing for Change (Fall : 3)Material factors (trade, investment, production of goods and

services , and resources consumption) are discussed first when the topicof globalization is raised, and prevail over non—economic factors thatrelate to the human condition . Whereas material factors determineeconomic success or failure, non—economic factors profoundly affectglobalization . Course examines the fundamentals ofglobalization froman economic and non—economic perspective . Topics range includeinternational trade, finance, aid, migration, ideas , and policy. Looksat where the factors overlap , cause individuals to re—evaluate their trustin and reliance upon governments , non—government organizations , oremployers to sustain them, and their loyalties to family, nationalityand culture .TheDepartmentADGR7703 Research Methods and Data Analysis (Fall : 3)

This course introduces students to bas ic social science researchmethods . The primary objective is for students to learn to read andevaluate research as well as create contributions to their chosen profession or field of research . By the end of the course, students will bemore knowledgeable of bas ic research des ign and statistical methods .Additionally, students will better understand how to use research findings to improve and enhance their professional roles .

Note: This course is requiredfor all students who entered theM S. in

Administrative Studies Program afterjune 1, 2014 . Please see an academic

advisor to ensure appropriateplacementTheDepartmentADGR7705 Law and Social Respon s ib il ity (Fall : 3)Laws define and reinforce personal and professional relationships .

Course explores how laws influence society and how society influencesthe law. Considers the broad social and professional contexts connecting individuals , families and organizations . Presents an overview of

the structure of the Federal and Massachusetts Courts as well as thecriminal and juvenile j ustice systems . Examines civil laws applicableto the family, including the legal aspects of marriage, child custody,adoption, divorce and liab ili ty for conduct . Addresses issues of ethics ,equality and privacy.

TheDepartmentADGR7706 Communication In A GlobalWork Environmen t(Fall : 3)A hybrid course combining required classroom attendan ce oncertain weeks , and virtual attendan ce on other weeks ; those otherweeks will require monito ring and posting to the virtual classroomon Canvas 2—3 days each of those on l ine weeks to submit work andengage in onl ine discussion .

Successful organizational leaders recognize the enormous potential of globalization, and the absolute need to interact competentlywith complex multicultural work environments . S tudents learn tobetter understand the subtle cultural dynamics and nuances that buildand maintain relationships at work and at home as well as in corporatenegotiation . Topics include addressing the tension between “cultureas something fixed, and the push for change, the dynamics ofmen andwomen working in partnership , leaders as influencers of a collaborativeculture . Media influences , nonverbal cues , and the formation ofworldviews are examined . Explores values , stereotyp ing, and cultural biasesthrough readings , presentations , and films .TheDepartmentADGR7707 Confl ict Resolution : Nego tiation Skills (Fall : 3)Cro ss l i sted with ADBM5001Negotiation is a central process in decis ion—making and conflict

resolution . This course examines the theory and practice ofnegotiationin a variety of contexts , including labor—management relations , buyingand selling, mergers and acquisitions , civil l iab ili ty suits , internationaldiplomacy, and intra—organizational bargaining . Topics include targetsetting, concession making, power and influence, team managementand negotiations , strategy, and tactics and phases of competitive andcooperative negotiations .Richard Nielsen

ADGR7708 P ro j ect Man agemen t (Fall : 3)This course introduces students to the bas ic tenets and com

ponents involved in proj ect management . The primary objective isto provide frameworks that make it possible to track and measureproj ect performance, overcome challenges , and adapt to changes ina variety of professional environments . Specific topics covered in thecourse include project scope, t ime, cost, quality, human resources ,communications , risk and stakeholder management, and a variety ofother operational issues that emerge during proj ect planning initiation,monitoring, and execution .

TheDepartment


ADGR77 10 Solving Info rmation P roblems : Wide BandwidthThinking (Fall : 3)

As the creation, communication, management, and preservationof information drive social and economic change, decision makers whounderstand the far reaching effects of digital information technologywill be highly valued . How to protect privacy and thwart hackers isbecoming critical. Topical and current readings and policy guidelinesfor these ideas lead to the exam ination of causes and effects of information overload and the need for better information fluency. This coursealso explores the positive and negative consequences of technologicalinnovation . In this hybrid distance- learning format, students attendsix classroom meetings . D is tance learning using e—mail and immersivetechniques will be applied .

TheDepartmentADGR77 16 Man aging Life ’ s Tran sitions : Facilitating Growth(Fall : 3)Understanding and successfully managing life ’s inevitable transi

t ions offers opportunities for professional and personal growth . Courseexamines transitions through the lifespan : graduations , career choicesand changes , moving, marriage, rais ing children , caring for aging parents , economic dis ruptions . Examines specific behavioral, cognitive,and social factors influencing motivation , goal setting, self confidence,making decisions , and risk taking. Addresses practical skills for creatinga life balance .TheDepartmentADGR7722 High P erfo rmers : New Market Leaders (Fall : 3)

Today’s high profile performers grab attention , headlines andmarket—place rewards . What makes a winner ! Changing models ofleadership and authority in American culture have crafted new paradigms ofhigh profile performers . Course looks at individuals living andworking in contemporary America, the paradox of success and failure,previous models , and personal pathways of leadership that influencenew designs .Bernie Farwell

ADGR7727 Career Strategies (Fall : 3)Cross listed with ADC05001

This course examines the critical elements involved in self—assessment, career exploration, goal setting, adult development, decis ion—making, j ob search strategies and career progression . Looks athow to integrate career information resources , and explores specifictechniques and strategies designed for a competitive job market .Amy Flynn

ADGR7728 Public Relation s (Fall : 3)Cross listed with ADC05002

Public Relations is a vital and versatile communication tool .This course explores the techniques and media used to influence special publics , including the news media. It reviews the principles andpractices of online communications , how electronic media differ fromtraditional media, reaching new audiences , advantages and limitations .S tudents study examples of public relations campaigns and designtheir own . Focuses on non—profit public relations , corporate problemsand the relationship between management strategies and promotionalobjectives .Donald Fishman


ADVANCING STUDIESADGR7729 Labor Relation s and Human Resources (Fall : 3)Cro ss l i sted with ADLA5001Worksplaces are dynamic and fluid environments that are impact

ed by internal and external forces . This course examines the economic,social, psychological, and political factors that influence employeerelations systems . Through case studies and role playing, the courseexamines basic rights under federal and state statutes , the negotiationand administration of collective bargaining agreements , and the util ization of alternative dispute resolution methods to resolve conflict inthe workplace .Richard Zaiger

ADGR7730Leadership and Innovation (Fall : 3)Cro ss l i sted with ADSY5001Offered Periodically

Positioning organizations and individuals for success amid volatile global financial, economic, technological and political uncertaintydemands principled, ins ightful leadership as well as imaginative,innovative and operational expertise . This course examines disruptivesources ( including fraud, scandals) , the accelerating pace of changewhich renders past experience and knowledge insufficient, and theneed for leaders making decisions about the future to think and behavelike innovators . The focus is on creating open optimistic climates thatengage employees , develop skills and talents , and promote continuousknowledge sharing, smart work designs , and creative problem solving.

The course explores Strategies critical to influencing performancesand implementing customized responses to motivation, morale, andperformance issues .Michael Connolly

ADGR7732Developing High P erfo rmance Leaders (Spring : 3)Offered PeriodicallyHigh performance is an art and science, a goal in all fields

sports , business , education, and medicine . Elements of high performance, the focus of this course, are similar across fields . Recognizingthe increas ing number of adults participating in athletics while strivingfor professional goals , this course examines how to achieve high performance while realizing balance and happiness in life . Readings coverthe physiology of exercise, aging, and performance ; memory and timemanagement ; theories ofgoal setting, excellence, success , nature versusnurture, habit, and motivation ; and perspectives from adult developmental and positive psychology. In a goal—setting proj ect, students willexperiment with the benefits , challenges , and risks of aiming high as

well as its effects on self—confidence and time management, and theability to focus , handle stress , set limits , and perform in O ther areasof l ife .TheDepartmentADGR7735 Developing Dyn amic and P roductive Organization s(Fall : 3)

Dynamic organizational cultures spark innovation and productivity. In an age of increasing globalization , an awareness of personal,systemic and national cultures prompts a broader grasp of the waysindividuals and groups view work, leadership and productivity. Courseexplores the paradigms and mental models , personal, interpersonal,group and systemic behaviors which weave together to form an organizational culture and how a particular culture impacts productivity.

Examining the larger social context with its myriad contemporary

ADGR77 55 Human Resource Developmen t (Summer : 3)Offered P eriodicallyA hybrid course util izing required classroom attendan ce on June 28 ,

July 5 , 12, 19 and 26, and August 4 . The other dates will requiremonito ring and posting to the virtual classroom on Canvas two tothree times a week and to submit wo rk and engage in on l ine discussion .

This course focuses on employees and how to get the highest levelof performance out of employees . What motivates your employees !What makes them want to stay! How do you prevent attrition ! Thiscourse will s tart with an introduction to organizational design and relevant organizational development theories . It will then move to talentacquisition and employee training, where use of analytics and metricswill be introduced . Next, students will learn performance managementmethods and appraisal, including use of instruments and rating scales .The course will then move to career development and leadershipdevelopment including assessing talent, developing career paths , andsuccession planning. The course will conclude by helping studentsunderstand the differences between coaching and mentoring, and howto effectively manage organizational talent .TheDepartmentADGR777 5 Am erican and Global Business (Fall : 3)Global business has been shaken by anti—globalization move

ments , the new era of terror, climate change, and a deep economic crisis . Course explores the causes of the 2008 global cris is , the economicand political forces explain ing the severity of our financial meltdown ,and policy solutions . We examine U .S. and global business and themeaning of globalization in the new climate . Focuses on how corporations can develop Strategies that help to create new jobs , alleviatepoverty, climate change, and bolster peace . We will look at how ideasof socially responsible business in the US may help in a global contextand what their l imit is .

TheDepartmentADGR7777 Evo lution ofMarketing Strategies in the Digital Era(Fall : 3)

A practical overview of the role and potential of marketing .

Developing a market Strategy to reach new and evolving marketsdepends on understanding emerging communication activities ands tyles , the accurate identification of needs , and expertise in generatingand converting inquiries . Elements of a marketing strategy, includingpricing, promotion, product decis ions , and distribution are included .

Creative development of the marketing mix utilizing traditional andinteractive components . S trategy formulation and control of the marketing function in a digital world are emphas ized .

TheDepartmentADGR77 8 5 Leadership and Decision Making: Ignatian-BasedAppl ied Ethics (Fall : 3)Offered P eriodicallyWhat role can ethics and morals play in influencing leaders ! Too

often , decisions are made based solely on numbers or shareholder value,and without reflection . Any collateral damage is then justified as beingjust the cost of doing business . We have an obligation to each otherand to ourselves to personally engage and make decisions in a moralcontext . Using Ignatian discernment and values as a guide, this coursewill explore strategies and options for integrating values into leadership


ADVANCING STUDIESdecision—making . Applying those Strategies to real world case studies ,we will develop tools to help navigate those situations where there ispressure to compromise values or disengage from our moral compass .TheDepartmentADGR779OWorkfo rce P lanning and Employm en t (Fall : 3)Offered PeriodicallyTheDepartmentADGR9902Appl ied Research P ro j ect (Fall/Spring/Summer : 3)

TheApplied Research Proj ect for Leadership and Administrationis designed to give students the opportunity to apply the knowledgethey have acquired throughout their graduate program to real—worldsituations . The culmination of such knowledge will be directed ata final presentation and major paper . Also, the learning obj ectivesof their particular M.S. specialization will be encapsulated throughtheir in—depth, individualized research . An applied research projectis meant to be a cumulative experience . As such this course providesopportunities for students to integrate knowledge from their core andconcentration courses , to gain insight into the meaning of professionalism and professional practice, and to produce a research proj ect thatcan be utilized in their current work setting to showcase their skills andtalents . Alternatively it can also be used to highlight their backgroundto prospective employers or in fields in which they have an interest butmay not be currently employed .

TheDepartmentApplied EconomicsCourse Ofierings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .ADEC7200Appl ied Macroeconomic Theory (Spring: 3)

This course covers the theory and practice of macroeconomics .The course focuses on the underlying determinants of economicgrowth, unemployment and inflation by developing and assess ing avariety of s imple models . The course will also teach the skills neededfor interpreting and using macroeconomic data to formulate macroeco

nomic policy. A central feature of the course includes understandingthe abil i ty and limitations of policy for stab ilizing the business cycleand promoting long—term growth .

TheDepartmentADEC7201 Appl ied Microeconomic Theory (Spring: 3)

This course examines the bas ic models economists use to study thechoices made by consumers , investors , firms , and government officials ,and how these choices affect markets . The course focuses on both policy applications and business Strategies . Topics include optimization,consumer choice, firm behavior, market structures , risk and uncertainty, and welfare economics .TheDepartmentADEC7310Data Analysis (Summer : 3)Offered Periodically

This course is des igned to introduce students to the concepts anddata-based tools of statistical analysis commonly employed in AppliedEconomics . In addition to learning the bas ics of statistical and dataanalysis , students will learn to use the statis tical software package Statato conduct various empirical analyses . Our focus will be on learning

ADVANCING STUDIESto do statistical analysis , not j ust on learning statistics . The ultimategoal of this course is to prepare students well for ADEC7320.01,

Econometrics .TheDepartmentADEC7320Econometrics (Spring/Fall/Summer : 3)

This course focuses on the application of statis tical tools used toestimate economic relationships . The course begins with a discussionof the linear regression model, and examination of common problemsencountered when applying this approach, including serial correlation ,heteroscedasticity, and multicollinearity. Models with lagged variablesare considered, as is estimation with instrumental variables , two—stageleast squares , models with limited dependent variables , and bas ict ime—series techniques .TheDepartmentADEC7330Health Care Economics (Summer : 3)Offered P eriodically

The purpose of this course is to demonstrate how economiststhink about and analyze health and medical care issues . The courseemphas izes the distinction between health as an output and medicalcare as one input into the production of health . This distinction leadsto a discussion ofmodels of the production of health, the demand forhealth and the demand for medical care . Specific topics include theeconomic, social, and demographic factors determining the demandfor medical care, the production and supply ofvarious kinds ofmedical care services , the financing ofmedical care services and alternativesystems ofhealth care delivery and financing. The role ofand economicj ustification for government involvement in the medical care systemwill be analyzed . The course includes in—depth analys is ofthe structure,conduct, and performance of the markets for private health insurance,phys ician services , hospital services , and pharmaceuticals .Louis EspositoADEC7340Advan ced Urban and Regional Economics (Summer : 3)Offered P eriodically

This is an advanced course in urban and regional economics . Thefield ofurban and regional economics addresses a wide variety ofquest ions and topics . At the most general level, the field introduces spaceinto economic models and studies the location of economic activity.

The course will use microeconomic models to address general andinteresting questions about the existence and emergence of cities : whydo cities exist and why do some grow more rapidly ! Why do people livein cities ! How do firms and households decide where to locate withingiven metropolitan areas ! What determines the growth and size of acity ! Which policies can modify the shape ofa ci ty ! The course will alsoanalyze the economic issues that arise because people and firms locatein cities . It will focus on many specific urban economic issues such asfirm location, crime, transportation, housing, education , inner—ci tyeconomic development, and local government economics .TheDepartmentADEC7360 Finan cial Economics (Summer : 3)Offered P eriodically

This course teaches the practical application of finance theory todecis ions made in industry. We will learn how individuals and firmschoose investment portfolio decis ions under uncertainty with a particular focus on topics such as the capital asset pricing model, marketimperfections , borrowing constraints , market efficiency and securityvaluation . Understanding how interest rates , exchange rates , and risk

work will aid your understanding of multiple firm problems such aswhy does a firm chooses a specific investment or place ofmanufactur

ing. In addition, studying term structures and discounted cash flows areimportant to understanding the decis ion to invest over time .TheDepartmentADEC74 10Operations Research in Appl ied Economics (Fall : 3)Prerequisite: ADEC7201 Applied Microeconomic Theory or approvalof the instructor.Offered Periodically

This course provides an introduction to the use of operationsresearch methods in economics . For this purpose, the course startswith a brief review of the bas ics from microeconomic theory, calculusand linear algebra, which is followed by the conceptual foundations ofeconomic modeling and the applications of optimization techniqueson various economic problems . The course provides a very soundperspective on how to use operations research techniques in any kindof economic and managerial decis ion making, which has becomingan increas ingly sought after skill . We will work on various problems ,including portfolio management, resource management, environmentand energy related regulations , etc .TheDepartmentADEC7420Developmen t Economics (Spring : 3)Prerequisites: Intermediate Microeconomic Theory, IntermediateMacroeconomic Theory, Data Analysis , and EconometricsOffered Periodically

This course examines global differences in the standard of l ivingand economic growth . It also explores policies and programs thathelp in the alleviation of poverty, with emphas is on policies relatedto education, health, and foreign aid, etc . The focus of the course ison empirical examination of topics , evaluation of research designs ,and interpretation of statistical/econometric evidence . S tudents can beconcurrently enrolled in the Econometrics course .TheDepartmentADEC7 500Ethics, Economics and Public Policy (Fall : 3)Offered Periodically

The focus of the course is to ascertain how public policy makersdecide to either regulate or legislate how an industry/firm will operatein society. We will examine the process from three different vantagepoints : ethics , economics , and policy. The first part of the course willbe spent examining the role (or lack thereof!) that ethical thinkingplays in motivating public policy makers to take action . The secondpart of the course examines how economic pressure comes into play aspolicy makers try to establish bounds on an industry or a firm . Finally,we explore the role that social pressures such as the media and variousinterest groups play in influencing how public policy makers react tovarious issues that confront an industry or a firm .

RichardMcGowan

ADEC8 880Directed P racticum (Summer : 3)Offered PeriodicallyTheDepartment


CybersecurityCourse Ofi

‘erings

Note : Future course offerings and courses offered on a periodicbas is are listed at www.bc.edu/courses .ADCY6000Cyber Ecosystem and Cybersecurity (Spring: 3)Offered P eriodically

This course provides an overview of Cyberspace, defines thescope of Cybersecurity, and addresses information classification andsystem compartmentalization . Course includes an appreciation of

information confidentiali ty, integrity, and availab ili ty, and coversCybersecurity architecture, Strategy, services , hardware, software, andcloud services . The course also examines national security issues , criticalinfrastructure, and the potential for cybercrime and cyber terrorism, as

well as the need for corporations to align their security with businessneeds and consider the threat from malicious employees , contractors ,and/or vendors .TheDepartmentADCY6050Cybersecurity Policy : P rivacy and Legal Requiremen ts(Spring: 3)Offered P eriodically

This course provides a comprehensive exam ination of the laws ,regulations , and Executive Orders concerning privacy, includingPCI, HIPAA, GLBA and their overseas counterparts , and the roles ofFederal, State and local law enforcement . The course also examinesnational security issues governed by various Federal agenciesSEC, FTC, FCC, FERC) , including suspicious activity reporting(SAR) requirements under the Patriot Act. Additionally, the courseaddresses intellectual property protection SOX, FISMA, NIST) ,security class ifications , data location requirements , audits , compliancyassessments , and individual, class—action, and shareholder derivativelitigation and liab ili ty.

TheDepartmentADCY6300Network and Infrastructure Security (Summer : 3)Offered P eriodically

This course provides an understanding of the threats and vulnerabilities in Cybersecurity and an introduction to the concepts of layeringdefense and providing for defense—in—depth . Specific topics includeoperating system security, component lifecycle management, databasesecurity, server security, application security, mobile devices , BYOD ,

and end—point security. The course covers the roles of physical security, system hardening, firewalls , encryption , anti—virus , and malwaredefense . The course also introduces identity and access management,role-based access control (RBAC) , intrusion detection, penetrationtesting, and incident response .TheDepartmentADCY6350 Inciden t Response and Managemen t (Summer : 3)Offered P eriodically

This course provides an understanding of the design and development of a Cybersecurity strategy which aligns with private industryand government needs , including incident documentation/analysis ,

response planning, and the role of a critical event response team(CERT) in determining recovery, managing liab ili ty and communications , coordinating with law enforcement, and protecting corporatereputation . Course also examines leadership and the adoption andimplementation ofa proactive stance through monitoring and responding to internal and external intelligence, including monitoring network


ADVANCING STUDIEStraffic, activity logs (S IEM) for data breaches , denial of service (DoS) ,

and integrity events , and outlines the roles of information securityoperations centers (ISOCs) and network operations centers (NOCs) .TheDepartmentADCY6400Managing Cyber Risk: Mobile Devices and SocialNetworking (Fall : 3)TheDepartmentADCY6500Organizational Effectiveness : Governance , RiskManagemen t, and Compl iancy (Fall : 3)TheDepartment

Summer SessionBoston College Summer Session offers undergraduate and grad

uate students the opportunity to enroll in core and elective courses orin special programs not offered by Boston College at any other t imeof the year .

The Summer Session runs from early May through the first weekin August . Most courses grant three credits and are the equivalent ofone semester of the regular academic year. Within the same periodsome intensive three—week courses enable students to take two sequential semesters of a subject . Students may register for either session orboth according to individual needs .Summer Session does not grant degrees . Students who desire

credit transferred to their degree program s at Boston College shouldobtain permiss ion from the Dean of their home school . Students fromoutside Boston College who wish to transfer their course credit to theirhome institution should seek permission from the Dean of their homeinstitution . Individuals may register in advance by mail or in person atthe Summer Session Office in S t . Mary’s Hall South, Ground Floor .

Kathleen Powers Haley ’

76 John V. Murphy’

7 1

Manager Chairman, President and CEO (Ret . )Snows Hill Management, LLC Oppenheimer Funds , Inc .Wellesley, Massachusetts Boston, MassachusettsChristian W. E. Haub Brien M . O

’

Brien’

80

President and Chairman Chairman and CEOEmil Capital Partners , LLC Port Capital, LLCGreenwich, Connecticut Chicago, IllinoisDaniel S . Hendrickson , S.J . Frank E. P revite ’

65

President Founder, President, and Chief Executive OfficerCreighton University EBI ConsultingOmaha, Nebraska Burlington, MassachusettsJoseph L. Hooley, I I I ’

79* Navyn Datoo Salem ’

94 , DSS’

12 (Hon .)Chairman and Chief Executive Officer FounderS tate S treet Corporation Edesia Global Nutrition SolutionsBoston, Massachusetts Providence, Rhode IslandKathleen Flatley 1x ’

88 , GA85 S’

92 Nicholas A. Sannella ’

67

Wellesley, Massachusetts PastorRobert L. Keane , S].

’

7 1, STM’

7 8 Immaculate Conception ParishRector Lowell, MassachusettsBoston College Jesuit Community Phil ip W. Schiller ’

82

Chestnut Hill, Massachusetts Sr . Vice President ofWorldwide MarketingWilliam P . Leahy, S.J .

*Apple Computer, Inc .

President Cupertino , CaliforniaBoston College Marianne D . Short, Esq . NC ’

73, JD’

76*

Chestnut Hill, Massachusetts Executive Vice Pres ident and Chief Legal OfficerP eter S . Lynch ’

65 , LLD’

95 (Hon ) UnitedHealth GroupVice Chairman Minnetonka, MinnesotaFideli ty Management 85 Research Company Ralph C. StayerBoston, Massachusetts Chairman and Chief Executive Officer (Ret . )Matthew F . Malone, S.J . Johnsonville Sausage, LLCPresident and Editor—in—Chief Sheboygan Falls ,WisconsinAmerica Media Patrick T . Stokes ’

64*

New York, New York Chairman of the Board 85 Chief Executive Officer (Ret . )T . J . Maloney ’

7 5 Anheuser-Busch Companies , Inc .Chairman and Chief Executive Officer Maryland Heights , MissouriLincolnshire Management, Inc . ElizabethW. Vanderslice ’

86

New York, New York New York, New YorkCarmine A. Martignetti

’

76 David C . Weinstein , Esq . JD’

7 5

President 85 Co-Owner Chief ofAdministration (Ret .)Martignetti Companies Fideli ty InvestmentsNorwood, Massachusetts Newton , MassachusettsDavid M . McAuliffe

’

7 1 Michael D .White ’

74

Managing D irector ofAsset Management (Ret .) Chairman, President, Chief Executive Officer (Ret . )J .P . Morgan DIRECTV

Jupiter, Florida Osterville, MassachusettsWilliam S . McKiernan

’

78

President *Executive Committee MemberWSM Capital, LLC Note : Only Boston College degrees lis tedLos Gatos , California Source : President ’s OfficeJohn C. Morrissey, I I I The Corporate Title ofBoston College is Trustees ofBoston CollegeManaging D irectorShea VenturesWalnut, California


THE OFFICERS OF THE UNIVERS ITYRev. William P . Leahy, S.J . , Ph.D . , S tanford UniversityPresidentRev. J . Donald Mon an , S.J . , Ph.D . , University ofLouvainUniversity Chancellor

Michael J . Lochhead , Boston CollegeExecutive Vice PresidentDavid Quigley, Ph.D . , New York UniversityProvost and Dean ofFacultiesKell i J . Armstrong, Ph.D . , Boston CollegeVice Presidentfor Planning andAssessmentDaniel F . Bourque , M.S. , Northeastern UniversityVice Presidentfor FacilitiesManagementMichael J . Bourque , M.S. , Univers ity of IowaVice Presidentfor Information TechnologyJohn D . Burke, Suffolk Univers ityFinancial Vice President and TreasurerRev. John T. Butler, S.J . , Ph.D . , Loyola University MarylandVice Presidentfor UniversityMission andMinistryRev. Terrence P . Devino , S.J . , M.Div. , Seton Hall UniversityVice President and University SecretaryJames J . Husson , University ofRochesterSenior Vice Presidentfor UniversityAdvancementBarbara Jones, Ph.D . , University ofMinnesotaVice Presidentfor StudentAfiairsThomas J . Keady, BA , University ofMassachusetts—BostonVice Presidentfor Governmental d“ CommunityAfiairsDavid P . Trainor, J .D . , New England School ofLawVice President, Human Resources

CHIEF ACADEMIC OFFICERSAn drew C . Boyn ton , Ph.D . , Kenan-Flager Business S chool,University ofNorth Carolina at Chapel HillDean, Carroll School ofManagementJames P . Burns , Ph.D . , Northeastern UniversityDean, TheWoods College ofAdvancing Studies;Dean, The Summer Session

Thomas Chiles, Ph.D . , University of FloridaVice ProvostforResearch andAcademic PlanningSusan Gennaro , Ph.D . , University ofAlabama at BirminghamDean, Connell School ofNursingRev. Gregory Kalscheur, S.J . , Columbia UniversityDean, Morrissey College ofArts and Sciences and Graduate School of theMorrissey College ofArts and SciencesRobert S . Lay, M.S. , University ofWisconsin—MadisonDean ofEnrollmentManagementVincen t D . Rougeau, J .D . , Harvard UniversityDean, Boston College LawSchoolAkua Sarr, Ph.D . , University ofWisconsin—MadisonVice Provost for Undergraduate Academic AffairsThomas D . S tegman , S.J . , Ph.D , Emory UniversityDean, School of Theology andMinistryNanci Tessier, M.Ed . , Colorado S tate UniversityVice Provostfor EnrollmentManagement

Thomas B . Wall, Ph.D . , University ofP ittsburghUniversity Librarian

Stanton E .F . Wortham, Ph.D . University ofChicagoDean, Lynch School ofEducationGautam N . Yadama, Ph.D . Case Western Reserve UniversityDean, Boston College School ofSocialWork

ACADEMIC ADMINISTRATIONMaris Abbene, J .D . , Boston CollegeAssociateDean, Academic, Career and Student Services,Boston College LawSchoolFilippa An zalone, J .D . , Suffolk University Law SchoolAssociateDean, Library and Technology Services,

Boston College LawSchoolJennifer Bader, Ph.D . , The Catholic University ofAmericaAssociateDean, AcademicAfiairs,School of TheologyandMinistryRev. James W. Bernauer, S.J . , Ph.D . , SUNY S tony BrookDirector, Centerfor Christian-jewish LearningStephanie Berzin , Ph.D . , Univers ity ofCalifornia, BerkeleyCo-Director, Centerfor SocialInnovationHenry 1. Braun , Ph.D . , Stanford UniversityDirector, Centerfor the Study of Testing, Evaluation and

EducationalPolicyStephen F . Brown , Ph.D . , Universite de LouvainDirector, Institute ofMedievalPhilosophy and TheologyRory Browne , D .Phil. , University ofOxfordInterim Director, AcademicAdvising CenterJohn J . Burn s, Ph.D . , Yale UniversityAssociate Vice Provost, UndergraduateAcademicAfiairsPatrick H . Byrne, Ph.D . , SUNY S tony BrookDirector, Lonergan InstituteJoseph M . Carro ll, Suffolk UniversityAssociate Vice Provost, F inance éAdministrationJessica Cashdan, M.A. , Georgetown Univers ityExecutiveDirector, Advancement andAssociateDean,

Boston College LawSchoolSean Clarke , Ph.D . , McGillUniversityAssociateDean, Undergraduate Programs,Connell School ofNursingSusan Coleman, Boston CollegeDirector, Field Education, Boston College School ofSocialMaura Colleary, M.Ed. , Boston CollegeInterimAssociateDean, F inance andAdministration,

School of TheologyandMinistrySharon Comvalius—Goddard , Hunter CollegeDirector, Ojficefor Sponsored ProgramsMary T. Crane , Ph.D . , Harvard UniversityDirector, Institutefor the LiberalArtsTiziana Dearing, Harvard UniversityCo-Director, Centerfor SocialInnovationHans de Wit, Ph.D . , University ofAmsterdamDirector, Centerfor InternationalH igherEducationPatricia H . Doherty, M.S. , Boston CollegeDirector, Institutefor Scientific ResearchKathleen Duggan , Ph.D . , Boston CollegeInterim Director, Connors Family Learning Center


Clare M . Dun sfo rd , Ph.D . , Boston Univers ity Vincen t J . Lyn ch, Boston CollegeAssociateDean (Undergraduate) , Director, Continuing Education,

Morrissey College ofArts and Sciences Boston College School ofSocialWorkSvetlana Emery, Manchester Business S chool, England James R. Mahalik, Ph.D . , University ofMarylandAssociateDean, Finance, Research and Administration, AssociateDean, Faculty andAcademicAfiairs,Boston College School ofSocialWork Lynch School ofEducationS tephen Erickson , Ph.D . , Tufts University John L. Mahoney, Jr. , Boston CollegeDirector, Research Integrity and Compliance Director, UndergraduateAdmissionAudrey Friedman , Ph.D . , Boston College Kevin Mahoney, Ph.D . , University ofWisconsin , MadisonAssistant Dean, Undergraduate Student Services, Director, NationalResource Centerfor Participant-Directed ServicesLynch School ofEducation Michael C . Martin , Ph.D . , Univers ity ofMichiganMary Ellen Fulton , Boston College AssociateDean (Undergraduate) ,AssociateDean, Finance, Research and Administration, Morrissey College ofArts and SciencesLynch School ofEducation Michael O . Martin , Ph.D . , Univers ity College, DublinMaryAnn T. Glynn , Ph.D . , Columbia University Co-Director, TIMSS/PIRLS International Study CenterCo-Director, W7inston Centerfor Leadership and Ethics Eugene F . McMahon , Boston CollegeDavid Goodman , Ph.D . , Fuller Theological Seminary AssociateDean, F inance and Administration,

InterimAssociateDean, Academic and Student Services, Morrissey College ofArts and SciencesWoods College ofAdvancing Studies Cristina Mirshekari, M.A. , Boston CollegeNick J . Gozik, Ph.D . , New York University Director, Teaching and Learning TechnologyDirector, Ojfice ofInternational Programs Ina V. Mullis, Ph.D . , University ofColoradoDirector, McGillycuddy

—Logue Centerfor Undergraduate Global Studies Co-Director, TIMSS/PIRLS International Study CenterChristopher Grillo , Boston College Alicia H . Munnell, Ph.D . , Harvard UniversityAssociateDean, Finance andAdministration, Director, CenterforRetirement ResearchConnell School ofNursing Nancy D . Netzer, Ph.D . , Harvard UniversityJ . Bradley Harrington , Ed.D . , Boston Univers ity Director, McMullenMuseum ofArtExecutiveDirector, CenterforWork and Family Guillermo Nunez, B .A. , Texas A85MJanet E. Helms, Ph.D . , Iowa State University ExecutiveDirector, ResearchAdministrationDirector, Institutefor the Study and Promotion ofRace and Culture Vlad Perju, Harvard UniversityCandace Hetzner, Ph.D . , Boston College Director, Clough Centerfor the Study ofConstitutionalDemocracy

AssociateDean, AcademicAfiiiirs, William Petri, Ph.D . , University ofCalifornia, BerkeleyGraduate School of theMorrissey College ofArts and Sciences AssociateDean (Undergraduate) ,Rev. David Hollenbach, S.J . , Ph.D . , Yale Univers ity Morrissey College ofArts and SciencesDirector, CenterforHuman Rights and Internationaljustice Adam Poluzzi, Ph.D . , Boston CollegeWilliam C . Howard, Ph.D . , Brandeis University AssociateDean, EnrollmentManagement,Director, Admissions, School of TheologyandMinistryBoston College School ofSocialWork Oliver Raffe rty, S.J . , Ph.D . , Oxford Univers ityRobert Howe, Boston College ExecutiveDirector, Centerfor Irish ProgramsAssociateDean, Admission and Administration, John Rakestraw, Ph.D . , Southern Methodist UniversityGraduate School of theMorrissey College ofArts and Sciences ExecutiveDirector, Centerfor Teaching ExcellenceM . Katherine Hutchin son , Ph.D . , University ofDelaware Jacqueline Regan , M.Div. ,Weston Jesuit School ofTheologyAssociateDean (Graduate) , Connell School ofNursing AssociateDean, StudentAfiairs,Susan J . Hyn es School of TheologyandMinistryExecutiveDirector, F inance and Administration, Donald Ricciato , Ph.D . , Boston CollegeCarroll School ofManagement Director, Campus SchoolAlan L. Kaflta, Ph.D . , Stony Brook University Elizabeth A. Rosselot, M.S. , American UniversityDirector, Weston Observatory Registrar and Assistant Dean, AcademicAfiairs,Richard C . Keeley, M.A. , Boston College Boston College LawSchoolAssociateDean (Undergraduate) , Meredith Ryan, BA , University ofVermontCarroll School ofManagement Director, Finance andAdministration,

Co-Director, W7inston Centerfor Leadership and Ethics Boston College LawSchoolRev. James Keenan , S.J . , Gregorian University Teresa Schirmer, Boston UniversityDirector, jesuit Institute AssociateDean, Academic and Student Services,Louise Lonabocker, Ph.D . , Boston College Boston College School ofSocialWorkExecutiveDirector, Student Services Anne Severo , B .S. , California S tate University, FresnoJames E. Lubben , University ofCalifornia, Berkeley AssociateDean, Administration and F inance,

Director, Institute onAging Woods College ofAdvancing Studies


Paul McGowan , M.B .A.

Director ofProcurement ServicesHalley McLain , B .A .

Director ofCompensationWilliam R. Mills , Jr. , B .S.

Director ofCommunityAfiairsThomas A. Mogan , Ph.D .

Associate Vice President/Dean ofStudentsJoy Moore, B .A. , Hon . Ph.D .

Associate Vice PresidentforAlumniRela tionsMary S . Nardone, Ph.D .

Associate Vice Presidentfor Long-Range CapitalProj ectsThomas I . Nary, M.D .

Director ofHealth Services

Katherine O ’

Dair, M.Ed .

Associate Vice Presidentfor StudentAfiiiirsBernard R. O

’

Kane, M.Ed .

Director ofEmployeeDevelopmentJoseph M . O

’

Keefe, S.J . , Ed .D .

Director of the Centerfor Ignatian SpiritualityJulia Parker, B . Arch .

Director ofAnnual CapitalProj ectsAn thony P enna, M.Ed. , M.Div.

Director ofCampusMinistryDarrell R. P eterson , Ph.D .

Director ofGraduate Student LifeElise T. Phill ips , M.Ed.

Director ofHealth PromotionMichael V. P imen tal, M.B .A.

ExecutiveDirector, Strategic ServicesDaniel Ponsetto , M.Div.

Director of the Volunteer and Service Learning CenterThomas Rezendes , M.B .A .

ExecutiveDirector ofBusiness, Planning and Proj ect ServicesBrenda S . Ricard, Ph.D .

Associate Vice PresidentforAdvancement Operations and PlanningLinda J . Riley, B .S.

ExecutiveDirector ofAuxiliary OperationsMichael A. Sacco , M.S.

Director of the Centerfor Student FormationInes M . Maturana Sendoya, M.Ed.

Director of the Thea BowmanAHANA and Intercultural CenterBrian Smith, M.B .A.

Director of University BudgetsJohn O . Tommaney, B .A .

Director ofEmergency Preparedness andManagementPatricia A. Touzin , M.S.W.

Director ofFaculty/StajfAssistance ProgramRobin Trainor, M.A.

Director of theHuman Resources Service CenterJohn J . Zona, Ph.D .

ChiefInvestment Ojficer andAssociate Treasurer


ACADEMIC CALENDAR 2016—201 7

FALL SEMESTER 2016

August 29

September 5

September 7 Wednesday

September 7 Wednesday

September 8

December 1

Monday

Monday

Thursday

Thursday

Classes begin

Labor Day— No classes

Last date for graduate students to add acourse or drop a course online

Last date for all students who plan tograduate in December 2016 to verifytheir diploma names online

Mass of the Holy Spirit ;classes canceled from noon top.m .

Parents ’Weekend

Columbus Day— No classes

Graduate/WCASU registration periodfor spring 2017 begins

Thanksgiving Holidays

Last date for officialwithdrawal froma course or from the university

Last date for master ’s and doctoralcandidates to submit signed andapproved copies of theses anddissertations for December 2016graduation .

Term examinations

January 25

SEMESTER 2017

Monday

Tuesday

Wednesday

Wednesday

Monday

Wednesday

Monday

Martin Luther King, Jr. Day— No classes

Classes begin

Last date for graduate students tocourse or drop a course online

Last date for all students whoplan to graduate in May 2017 toverify their diploma names online

Spring Vacation

Last date for master’s and doctoralcandidates to submit signed andapproved copies of theses anddissertations for May 2017 graduation

Graduate/WCASU registration periodfor fall and summer 2017 begins

Easter Weekend— No classes on HolyThursday and Good Friday.

No classes on Patriot ’s Day (Monday) .

Last date for officialwithdrawal from acourse or from the university

Last date for all students who plan tograduate in August 2017 to verify theirdiploma names online

Term examinations

Commencement

Law School Commencement


DIRECTORYAND OFFICE LOCATIONSAccoun ting Fulton 520 In ternational Studen ts and Scholars, Office ofAdvan cing Studies Adrienne Nussbaum, D irector Thea Bowman HouseFr . Jam es P . Burns , 72 College RoadDean S t . Mary’s Hall South, Ground Floor Gasson 109

African and African Diaspora S tudies . Lyons 301 McGuinn 528

Thea Bowman AHANA and In tercultural Cen terIne’s Maturana Sendoya, D irector Maloney, Fourth Floor

American S tudies S tokes S49 IAthletics, Info rmation , and Tickets Conte Forum 245Biology Higgins 355Books toresChestnut Hill McElroy Commons and Hills ide Shops

Fulton 420Campus MinistryFr . Anthony Penna, D irector McElroy 233

Campus PoliceEmergency 6 17—552—4444

Eagle Transport 6 17—552—8888

Non—Emergency 6 17—552—4440

Career Cen ter Southwell Hall, 38 Commonwealth AvenueChemistry .Merkert 125

Classical Studies . . S tokes S260 Maloney 292Communication S t . Mary’s Hall South, Fourth FloorComputer Science St . Mary’s Hall South, Second FloorConnors Fam ily Learning Cen ter

Kathy Duggan , D irectorCounseling ServicesDean of Studen ts, Office ofDisab il i ties Services OfficeEarth and Environmen tal SciencesEconomicsEducation , Lynch School ofS tanton E.F .Wortham, Dean Campion 101Audrey Friedman, Ass istant Dean,Undergraduate Student Services Campion 118 Carney 147Mary Ellen Fulton, Associate Dean for Finance,Research, and Administration Campion 101 Lyons 101James Mahalik, Associate Dean ofFacultyand AcademicsOffice ofUndergraduate S tudent ServicesCounseling, Developmental, andEducational Psychology Campion 309Educational Leadership andHigher Education Campion 205 O

’

Neill 4 10

Educational Research, Measurement,Campion 336 McElroy Commons 114

Teacher Education/Special Education,Curriculum 85 Instruction Campion 211

S tokes S400Finance Fulton 330Fine Arts . Devlin 434First Year Experience P rogram s S tokes S140German Studies Lyons 201History Stokes S300Info rmation Systems Fulton 460In ternational P rogram sNick Gozik, D irector Hovey House 106,

258 Hammond Street


In ternational StudiesI slamic Civilization and SocietiesLearning Resources for S tuden t Athletes

Dard Miller, D irector YawkeyAthletic Center 409Man agemen t, Carro ll School of

Andrew Boynton, Dean Fulton 5 10Richard Keeley, Undergraduate Associate Dean Fulton 315

Managemen t and Organization Fulton 430Marketing Fulton 450Mathematics Maloney, Fifth FloorMorrissey College ofArts and SciencesFr. Gregory Kalscheur, S.J . , Dean Gasson 103Rory Browne, Interim Associate Dean—Freshmen . Stokes S140Clare Dunsford, Associate Dean—Sophomores Gasson 109Michael Martin, Associate Dean—Juniors Gasson 109William Petri, Associate Dean—Seniors Gasson 109

Music Lyons 4 16Nursing, Connell School ofSusan Gennaro , DeanSean Clarke, Associate Dean ,Undergraduate Progr Maloney 292

Operation s Managemen t Fulton 350Philosophy Stokes N310

Higgins 335Political Science McGuinn 201

P sychology McGuinn 300

Residen tial Life . Maloney, Fourth FloorRoman ce Lan guages and Literatures Lyons 304Slavic and Eastern Languages and Literatures Lyons 210Sociology McGuinn 426

Studen t Invo lvemen tGustavo Burkett, D irector

Studen t ServicesLouise Lonabocker, Executive D irector

Summer SessionFr. James P . Burns ,Dean Saint Mary’s Hall South, Ground Floor

Theatre .Robsham TheaterTheology Stokes N310University Librarian

Thomas WallVolun teer and Service Learning Cen ter

Daniel Ponsetto , D irector

LinguisticsAbout Boston CollegeAcademic AwardsAcademic Calendar . Athletics DepartmentAcademic Integri ty 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Awards and Honors, UniversityPromoting Academic Integri ty: Roles ofCommuni ty Members

Bo is i Center for Religion and American Public LifeBoard ofTruSteeS, Administration, and OfficersBoston College Graduate Degree ProgramsBoston Theological InstituteBus iness Law

Comprehensive Examination or Qual ifying PapersDoctoral Students .Comprehensive Examination : Master’ s StudentsCross Registration.Boston Theological InstituteThe ConsortiumGraduate Consortium inWomen’ s Studies

Enrollment StatusFinal ExaminationsFore ign Lan guage Requirement

Grade Changes

Leave ofAbsence

Univers i ty Communication Policies and Student Responsib ilitiesWithdrawal from a Course .

Withdrawal from Boston CollegeUnivers i ty Awards and Honors

Academic ResourcesAccreditation of the Univers ityAccountingAdvancing Studies,Woods Graduate College ofApp lied Economics , Mas ter of Science inArt and PerformanceArts and Sciences, Graduate School of the Morrissey College of

C lass ical StudiesEarth and Environmental Sciences

Mathematics

Political Science

Romance Languages and LiteraturesItal ianRomance Languages and LiteraturesH ispanic

S lavic and Eastern Languages and Literatures


Campus MapsCampus M inistry, Of fice ofCareer CenterCenter for Christian—Jewish LearningCenter for Corporate C itizenshipCenter for Human Rights and International JusticeCenter for Ignatian Spirituali tyCenter for International H igher EducationCenter for Optimized Student SupportCenter for Retirement Research .

Center for Student FormationCenter for the Study ofTesting, Evaluation, andEducational Policy (CSTEEP)Center forWork 85 Fam ilyChemistryChiefAcademic OfficersC las sical StudiesConfidentiali ty of Student RecordsConsortium , TheCounseling Services, Universi ty (UGS)Cross RegistrationCybersecuri ty Policy and Governance, Master of Science in

Education, Graduate Program s, Lynch School ofCertificate ofAdvanced Educational Special izationCourse OfferingsCounseling, Developmental, and Educational PsychologyTeacher Education and Curriculum and InstructionEducational Leadership and H igher EducationEducational Research, Measurement, and Evaluation

Degree Program sDepartment ofCounseling, Developmental,and Educational P sychologyDepartment of Educational Leadership and H igher EducationDepartment of Educational Research, Measurement,and EvaluationDepartment ofTeacher Education/Special Educationand Curriculum and InstructionDoctoral Degree ProgramsDual Degree Programs

Faculty Management and Organ izationMaster’ s Degree Program s MarketingPrograms in Applied Developmental and Educational Psychology MathematicsPrograms in Counseling and Counseling Psychology Media Technology ServicesPrograms in Educational Leadership Medical Insurance, MassachusettsPrograms in H igher Mission of Boston College, ThePrograms in Teacher Education/Special Educationand Curriculum and Instruction . .

Research CentersEnglishEnrollment Status

G lobal Leadership InstituteGrade ChangesGraduation

Health Administration, Online Master ofHealth Services, Universi ty

H istory of Boston College, A Brief 4

Immunization

Institute for the Study and Promotion ofRace and Culture (ISPRC)Institute ofMedieval Philosophy and TheologyIrish Institute

Language LaboratoryLeadership and Administration, Master of Science inLibraries, The

Bapst Art LibraryCatherine B . O

’

Connor Geophys ics LibraryEducational Resource Center (ERC)John J . Burns Library ofRare Books and Special CollectionsLaw School LibrarySocialWork LibraryTheology and Ministry Library (TML)Thomas P . O

’

Neill, Jr . LibraryUnivers i ty Archives

Lonergan Center

Management, Graduate Programs, Carroll School ofAdmission Information

Accreditation

Career DevelopmentDual Degree Program s

S lavic and Eas tern Lan guages and LiteraturesFinancial Ass istance

Summer Sess ionOperations Manageme


National Student C learinghouseNotices and Disclosures (HEOA) , Consumer .Notice ofNon—DiscriminationNurs ing, Graduate Programs, Connell School of.Doctor of Philosophy Degree Program with a Major in Nurs ingFacultyGeneral InformationCourse OfferingsMaster of Science Degree Program with a Major in Nurs ing

Research Institutes and Centers, Univers ityBo is i Center for Religion and American Public LifeCenter for Christian—Jewish LearningCenter for Corporate C itizenshipCenter for Human Rights and International JusticeCenter for Ignatian Spirituali ty. .

Center for International H igher EducationCenter for Optimized Student SupportCenter for Retirement Research. .

Center for S tudent FormationCenter for the Study ofTesting, Evaluation, and EducationalPolicy (CSTEEP)Center forWork 85 FamilyG lobal Leadership InstituteInstitute ofMedieval Philosophy and TheologyInstitute for Scientific ResearchInstitute for the Study and Promotion ofRaceand Culture (ISPRC)Irish InstituteJesuit InstituteLonergan CenterTIMSS 85 PIRLS International Study CenterWeston Observatory of the Department ofEarth and Environmental Sciences

Romance Lan guages and Literatures

TIMSS 85 PIRLS International Study CenterTranscripts

Tuition and Fees

Univers i ty Policies and ProceduresUnivers i ty Research Institutes and CentersUnivers i ty, TheUnivers i ty Communication Policies and Student Responsib ilities

Weston Observatory of the Department ofEarth and Environmental Sciences

Woods Graduate College ofAdvancing StudiesOnline Master ofHealth AdministrationMaster of Science in App lied EconomicsMaster of Science in Cybersecuri ty Policyand GovernanceMaster of Science in Leadership and Administration


Boston College Bulletin 2016 - Forgotten Books

Documents

Transcript of Boston College Bulletin 2016 - Forgotten Books