This course is designed to introduce the fundamentals of behavior-analytic research, methods for obtaining data based on operationally defined target behaviors. At the culmination of this course students should be able to independently create all single-subject research designs, discuss benefits and limitation to each design, and identify how and where experimental control is demonstrated. Students will learn to select an appropriate research design, interpret data, and make data-based decisions.

BEHV 424 is an introductory course in Behavior Analysis. The focus of this class will be the basic behavioral principles (e.g., reinforcement, stimulus control, punishment and extinction). The format will include a combination of lectures, group discussions, and small group activities. Readings from the text (Cooper, Heron, & Heward, 2020) will serve as the basis for class discussions. In addition, supplemental readings that provide applied or experimental examples of the topics provided will be assigned.

Assessment is the cornerstone of behavior analysis. Whether working with people or animals, individually or in groups, in whatever problems behavior analysts address, the foundation is rigorous assessment. This course introduces the methods of behavioral assessment, focusing on the identification of hypotheses and hypothesis testing for the purpose of identifying functional relations. The course also teaches students to plan effective clinical and educational interventions based on the results of multidimensional behavioral assessment. A multidimensional assessment approach using a continuum of assessment methods is presented.

This course explores strategies to establish, strengthen, and weaken target behaviors using research-based methodologies. Four categories of methods for changing behavior will be reviewed over the course of the semester: (1) stimulus control, (2) antecedent interventions, (3) differential reinforcement procedures, and (4) punishment procedures.

This course provides an overview of laboratory research in the experimental analysis of behavior. Students will review strategies and tactics of experimental control, along with theoretical underpinnings and implications of the reviewed research. Translation of the reviewed work into applied application will be emphasized.

BEHV-450 consists of self-paced learning modules completed online through the Moodle course page. There will be a 2-hour required meeting held toward the end of the semester. More information will be provided by the instructor.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

<b>1 mandatory meeting: </b><i>Practicum Orientation must be successfully completed to be eligible to take Practicum I. Practicum Orientation is an asynchronous course that students complete to prepare for Practicum, including submitting required paperwork for proposed sites and supervisors, and preparing for the thesis equivalent project. Students must attend a mandatory meeting.</i>

Practicum I is an experiential learning course. Students must work at an approved site, with an approved supervisor, completing a minimum of 20 experience hours per month (45 hours per semester). In addition to experience hours, students complete didactic instruction weekly, and complete a thesis equivalent research proposal.

The student selects a problem for in-depth analysis and study. Prerequisite: graduate student standing and department consent.

This course presents and assesses the experimental control developed by various types of single-subject research designs. Additionally, the types of measurement protocols, ethical issues, data collection, and visual display are discussed in relation to each research design.This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, a midterm, and a final exam. Active student responding will be prioritized. Students must design, present, and defend a hypothetical study in a professional poster format.

The focus of this class is on basic behavioral vocabulary, definitions, and principles (e.g., reinforcement, stimulus control, and motivation). The format includes a combination of lectures, group discussions, and small group activities. Readings from assigned texts will serve as the basis for class presentation and discussions. This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes and exams, a midterm and a final exam. Active student responding will be prioritized.

Assessment is the cornerstone of behavior analysis. Whether working with people or animals, individually or in groups, addressing any given problem, the foundation of the behavior analyst�s work is rigorous assessment. This course introduces the methods of behavioral assessment, focusing on identifying hypotheses and testing the hypothesis to identify functional relations. The course also teaches students to plan effective clinical and educational interventions based on the results of multi-dimensional behavioral assessment that uses a continuum of assessment methods.Through this course, students will learn to conduct a functional behavioral assessment including planning, taking data, interpreting data, composing narrative reports, and establishing rapport with clients while determining how best to measure progress and develop goals. By the end of the course, students should be able to perform these processes with any client or any group of clients.This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, individual self paced modules, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, and a final project. Active student responding will be prioritized.

This course was designed to provide students with an overview of the Behavior Analyst Certification Board�s (2014) Professional and Ethical Compliance Code for Behavior Analysts. Ethical issues outlined in the Behavior Analyst Certification Board (BACB) Task List will be reviewed in the context of this class (http://www.bacb.com/). Additionally, the student will become familiar with federal and state legal regulations and policies specific to behavior management and restraint, as well as discuss larger ethical issues such as the design of cultures, guardianship, and discrimination.

The purpose of this course is to expose students to innovative behavioral instructional protocols, such as precision teaching, PSI, direct instruction, stimulus equivalence, and errorless instruction.This course will use behaviorally based pedagogical strategies, such as lecture with guided notes, active choral responding, practice opportunities with modeling, Personalized System of Instruction, guided reading, guest lectures, weekly quizzes, a final exam and two student projects.

Examines the how fundamental behavior analytical protocols (e.g., schedules of reinforcement, stimulus control, etc.) can be used to assess and account for sophisticated human behaviors, such as verbal behaviors, private events, and derived relational responding. Translational research (i.e., from laboratory to the real world) is presented and discussed.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

This course provides supervision and mentoring to students using the basic principles of behavior analysis in the classroom or work setting. It fulfills, in part, the requirements of the Behavior Analyst Certification Board for completion of supervision under the category of Supervised Fieldwork. Students complete 5 semesters of individual and group supervision to fulfill the entire requirement for Supervised Fieldwork.

Skinner considered his 1957 book, &#34;Verbal Behavior,&#34; to be his most important work. Skinner rejected cognitive explanations of language as the transmission of thoughts and ideas that start in our minds. Instead, he analyzed verbal behavior as behavior controlled by basic behavioral processes, including positive reinforcement and stimulus control. In this course, students read and analyze the concepts in &#34;Verbal Behavior,&#34; such as the mand, tact, intraverbal, and autoclitic. The distinction between radical and methodological behaviorism is discussed, including a discussion of how behavior analysts treat private events and covert verbal behavior. Students read research on applications of verbal behavior to improving the communication of individuals with language delays. There is also an emphasis on practical applications of the analysis of verbal behavior. Products of this course include a teaching program based on verbal behavior and a paper extending ideas or research avenues in verbal behavior.

Practicum Orientation must be successfully completed to be eligible to take Practicum I. Practicum Orientation is an asynchronous course that students complete to prepare for Practicum, including submitting required paperwork for proposed sites and supervisors, and preparing for the thesis equivalent project. Students must attend a mandatory meeting.

Practicum I is an experiential learning course. Students must work at an approved site, with an approved supervisor, completing a minimum of 20 experience hours per month (45 hours per semester). In addition to experience hours, students complete didactic instruction weekly, and complete a thesis equivalent research proposal.

Introduces basic principles of ecology and environmental science relevant to the interactions between humans and their environment, unity and interconnections of life, and processes that drive ecological health. Relevance of ecology to today's society with emphasis on natural resource use, conservation, and the relationships of ecological health to human health.

Practical Applications in Environmental Education is the second class in a two-course program in Environmental Education offered to students in the Colleges of the Fenway. Having completed BIOL 105 Climate Justice in Environmental Education in the fall, students will be prepared to apply their understanding of Boston�s natural History, climate change, and environmental justice to create and implement a service-learning component with students in the Boston Public Schools.

Exploration of biological aspects of sex and gender through examination of the genetic, developmental, anatomical, and physiological processes that form the basis of sexual biology. Presents the relationship between biology, sex and gender in context of a non-binary spectrum. Includes lecture and hands-on laboratory activities.

Introduces basic principles of biology, including cell structure and function, biochemistry, and metabolism; Mendelian and molecular genetics; and discussion of the theory of evolution. Includes lecture and laboratory sessions.

Students will build research skills in the laboratory and theoretical sciences by becoming involved in active research projects in the Department of Biology or in outside research settings. Students conduct fewer than 25 research hours or conducts paid research.

Students will build research skills in the laboratory and theoretical sciences by becoming involved in active research projects in the Department of Biology or in outside research settings. Students conduct 25-49 research hours.

Students will gain professional knowledge and skills by becoming involved in an internship in the Department of Biology or in outside settings. Students perform fewer than 25 internship hours or conducts paid research.

Students will gain professional knowledge and skills by becoming involved in an internship in the Department of Biology or in outside settings. Students perform 25-49 internship hours.

Studies animal form and function, the origin of animal diversity, and the strategies that animals use to thrive in diverse environments. Considers taxonomy and phylogeny of major animal groups. Includes lecture and laboratory sessions.

Introduces the biology of microorganisms: bacteria, viruses, and fungi. Stresses control of microbial populations, systematic study, and use of quantitative methods. Includes lecture and laboratory sessions.

Presents a thorough study of the cell, including structure, function, cell diversity, and methods of analysis. Examines major biochemical pathways of the cell in relation to particular organelles. Laboratory exercises introduce a wide range of techniques used by cell biologists.

Presents an integrated approach to the fundamental facts and concepts of human anatomy and physiology. Examines the constituents of the human body through investigation of tissue types and histology, with further emphasis on skeletal, muscular, and nervous systems, and endocrine control. Laboratory includes histology, gross anatomy, dissection, and physiological experiments.

Introduces structural relationships and functional integration of major systems of the human body, with emphasis on cardiovascular, lymphatic, immunological, respiratory, digestive, metabolism, renal, reproductive, and homeostatic systems. Laboratory includes histology, gross anatomy, dissection, and physiological experiments.

Class and lab introduce the student to the foundations of exercise that enhance health and prevent disease. Students learn to evaluate epidemiologic literature, studying factors that link lack of physical activity with the major chronic diseases of the present time.

Students will build research skills in the laboratory and theoretical sciences by becoming involved in active research projects in the Department of Biology or in outside research settings. Students conduct 50 or more research hours.

Students will gain professional knowledge and skills by becoming involved in an internship in the Department of Biology or in outside settings. Students perform 50 or more internship hours.

Considers the basic principles of immunology with applications of immunologic theory and techniques to microbiology, biochemistry, genetics, developmental biology, and evolution.

Introduces human brain function using comparative and evolutionary concepts with emphasis on molecular, cellular, and neurophysiological techniques. Uses neuropathologies and disorders to illustrate basic concepts. Laboratory introduces students to neuroanatomy and basic techniques in neuroscience research.

Examines gene structure and function; regulation of DNA, RNA, and protein synthesis; the control of gene expression; and the use of recombinant technology as an investigative tool. Includes lecture and laboratory sessions.

An intensive study of a specific topic in biology. Topics vary from year to year in response to faculty expertise, student interest, and current developments in biology. For Fall 2019: This 4 credit, integrated lecture/lab course will cover the basics of the broad field of biomedical engineering, with a focus on regenerative medicine. Using a primary literature-based curriculum, students will learn foundational concepts and explore exciting new breakthroughs. A hands-on approach to develop, implement and analyze 3D biomaterials and their interaction with biological systems will be used.

Consent of department required. Usually taken for two semesters(eight semester hours) but may be elected for one semester (eight semester hours) at the discretion of the faculty sponsor. Arrangements for satisfying this independent learning requirement should be made with the student's advisor or BIOL-350 coordinator before the end of the junior year.

Consent of department required. Includes a thesis and an oral presentation at a scientific meeting or symposium. Required for all students completing an honors thesis in biology. Students must register for BIOL 350 or BIOL 370 in the first semester of their senior year.

Consent of department required. Provides a supervised professional experience off campus. Potential sites include clinical settings, government agencies, conservation groups, and zoos. Placement is the student's responsibility,with the support of the Career Education Center and the approval of the department. Arrangements for satisfying this independent learning requirement should be made with the student's advisor or BIOL 370 coordinator before the end of the junior year.

Introduces the various functions, processes and activities of the manager in today's global marketplace. Emphasizes the global economy and organizations while building students' understanding of social responsibility, support for women's leadership and career success, ethical standards for decision-making and managing effective teams. Incorporates experiential exercises and case studies to help students observe, evaluate and apply business skills.

Come explore your future adult life! All decisions involve choices, most of which have costs and benefits. We will practice analysis and problem-solving of how to apply for a credit card, how to manage your credit card balance and/or student loans, how to buy or lease a car, how to make a choice between renting or buying a condo, how to choose insurance for your car and home, how to pay your taxes, and how to invest for future goals (vacation home, college education of your children, your retirement).

Students will learn about the use of various advanced functions of spreadsheets to become more efficient and effective in making accounting and business decisions in the corporate environment. Students will develop skills and gain knowledge through the use of hands-on exercises to be completed outside of class.

Regardless of someone's role in business, education, health care, government, or any other sector, being able to manage projects successfully is a critical skill. A project is a unique set of activities meant to produce a defined outcome within an established period using a specific allocation of resources. This course provides an overview of concepts, tools, and techniques for planning, directing and controlling projects. It takes a multidisciplinary approach that comprises the quantitative analysis required to meet the technical, budget, and time constraints of projects as well as the behavioral and organizational factors critical to their successful completion. Students use case analysis and experiential exercises to supplement the coursework.

In this course we explore how social change is made organizationally by developing an experiential service learning project for gender equity as part of the global #heforshe solidarity effort (https://www.heforshe.org/en). This United Nations project rests on the principle that gender equality is a human rights issue and that people of all genders can stand with women to create a united force for change. In developing the project, we will explore concepts of social leadership including consciousness of self, common purpose, controversy with civility, and citizenship, and we will consider our own leadership contributions and abilities (current and future) as well as those of others, in a collaborative, culturally aware, and global context. Through self-generated case studies, we will identify how social movement campaigns are constructed organizationally including practices such as mission, messaging, and audience building. Course activities include creating and executing a social action campaign during the semester. We will use class discussion, leadership assessment activities, experiential exercises, case analyses, and videos as tools. Note: this course was formerly titled, Socially Minded Leadership. No pre-requisites.

Why do we buy? This course is designed to examine consumer psychology and behavior in order to inform marketing decisions. Firms today are overwhelmingly adopting a customer focus, striving to better understand consumer behavior to be competitive. The consumer purchasing process serves as the foundation for the many decisions we make in the practice of marketing, from new product and brand development, to pricing strategy, to channels of distribution, to selection of advertising messages, and to how we manage our customer relationships. Therefore, marketing involves bringing emerging theories and research from the fields of anthropology, sociology, psychology, economics, and neuroscience to bear on our understanding of consumer psychology and purchase behavior. In today's consumer culture, whether online or offline, what and how we consume is a central aspect of who we are, how we relate to others, and how we create meaning in contemporary life.

After graduation, what will you be doing? Most likely you'll be working in an organization that has a mission, goals to reach.and people you will need to work with effectively. Key to your success will be developing good relationships with your bosses and peers; influencing people to get excited about your ideas; and building teams that work well together and produce good outcomes. In BUS 234 you will gain insight into your strengths as an individual, a team-member and a leader, learn about how organizations really work, and build many of the skills (communication, problem solving, public speaking, persuasive writing), that will serve you well in any career.

This course is an introduction to financial management concepts and business practices in the healthcare industry. It includes the topics of reimbursement and revenue cycle, as well as industry-specific financial reporting and managerial accounting. It focuses on the analytical and performance management techniques that have particular relevance to clinicians and practitioners. In this course, the student should become fluent in the issues, data and concepts of financial decision making at the departmental or unit level. No pre-requisites.

This course introduces fundamental marketing concepts and tools and provides an overview of marketing management. The course focuses on: 1) exploring the marketing environment, 2) applying marketing research and buyer behavior theories to facilitate strategic planning, and 3) developing tactical decisions to achieve organizations' marketing objectives.

Provides students with the fundamental concepts and analytical tools used in financial management. You will be able to understand the conversation and goals of business meetings, and be able to read The Wall Street Journal. Studies managerial decisions related to evaluating investment and financing opportunities. Examines both short-term and long-term considerations related to these decisions, including risk. Provides both a corporate and an individual decision-making perspective. All analysis applied to a company of your choice. Includes analysis and presentation of a real business opportunity. Competency in Excel required.

This course brings together knowledge and skills from statistics and business courses to help students effectively use quantitative analysis to understand and solve problems in organizations. Applications and examples used in the course will enable students to apply their learning to their primary area of academic and professional interest.

Introduces basic elements of advertising theory and practice with an emphasis on the role of creating effective and results-oriented advertising messages. Analyzes advertising case studies to explore concepts and apply them to real world examples. Provides tools to develop writing and design skills and to create portfolio samples. Includes a team project to create an advertising campaign for a client of choice.

Knowing how to negotiate is one of the most useful skills you can learn in college. Whether for personal use - finalizing a lease, car purchase or job offer - or professionally on behalf of your organization, negotiation is a method to advance and protect outcomes that matter to you most. In this course we discuss and practice the techniques of negotiation using a mutual gains approach - exploring the &#34;win-win&#34;. We will ground this focus in why we negotiate; how uncertainty, decision-making and people's bargaining styles set the grounds for conflict or resolution. Using role-playing, case analyses, and other experiential activities, the emphasis on the course is real-time practice in a supportive and skill building environment. Go from &#34;here&#34; to &#34;there&#34; in your abilities to resolve small differences before they escalate and to secure best value for your organization and yourself.

Work collaboratively to understand how leader-managers successfully design and practice strategy for organizational success by integrating the functional areas of marketing, finance, accounting, operations, and more. Strategists can conceptualize the big picture and the operational; they will be able to follow their analysis with decisions and actions that implement the chosen course regardless of, and perhaps because of the uncertainty and market dynamism that confront organizations and individuals alike.

This course offers students the opportunity to gain work experience in a for-profit or not-for-profit organization. Credit is variable. A student negotiates the exact tasks, number of credits, and organization with the designated faculty

Consent of instructor and BSBA major or minor required. Provides supervised work experience for majors/minors. Requires approximately 20 hours of work per week in a profit or non-profit organization in a position related to a student's major and career goals, along with participation in class on career management and development of a comprehensive career e-portfolio.

It is not easy to figure out what you want to be when you grow up! In this course, you will examine who you are as an individual with intersecting identities and what kind of a job you might want after college. You will learn to ask for help, to identify opportunities, prepare for them, and present yourself to the world of work in a compelling way. You will learn to plan your career (and life) strategically - from the big picture to the nitty gritty.