the heller school for social policy and management · the heller school was ranked among the top...

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The Heller School forSocial Policy and Management

Courses of Study:Master of ArtsMaster of ScienceMaster of Business AdministrationMaster of Public PolicyDoctor of Philosophy

History and OrganizationHistory and OrganizationHistory and OrganizationHistory and OrganizationHistory and Organization

Founded in 1959 as the university’s firstprofessional school, the Heller School forSocial Policy and Management iscommitted to developing new knowledge inthe fields of social policy, human servicemanagement, and internationaldevelopment. The fundamental mission ofthe school—knowledge advancing socialjustice—is realized through the knowledgethat is created, the education that Hellerstudents receive, and the accomplishmentsof Heller alumni.

The Heller School continues to keep theconcepts of social justice and human healthand well-being in the forefront of the publicconscience. The school and its nationallyrenowned research institutes and centershave pioneered in a variety of policy areas,including:

AgingBehavioral HealthChildren, Youth, and FamiliesHealthHunger and PovertyInternational and Community DevelopmentInternational HealthSocial PolicySubstance AbuseWork and Inequality

The Heller School was ranked among thetop three U.S. graduate schools of socialpolicy in 2007 by U.S. News & WorldReport. The Heller School offers the PhD insocial policy, the MBA, the MA insustainable international development, theMS in international health policy andmanagement, and the MPP in social policy.The Heller School offers dual- and joint-degree options with coexistence andconflict, sociology, women’s and genderstudies, and the Hornstein JewishProfessional Leadership Program.

The Heller School provides its doctoral andmaster’s students with solid training inresearch or management and a broadgrounding in social policy. All studentsbenefit from the resources and expertise ofthe Heller School’s social policy researchinstitutes, which include:

The Schneider Institutes (Institute onHealthcare Systems and Institute forBehavioral Health)Institute on Assets and Social PolicyInstitute for Child, Youth, and FamilyPolicyCenter for International Development

ObjectivesObjectivesObjectivesObjectivesObjectives

Heller’s five degree programs are designedexplicitly to bridge the gap between theoryand practice. Students are engaged activelyin examining policies and programs thatrespond to the changing needs of vulnerableindividuals and social groups incontemporary societies, be they vulnerableas a result of economic hardship, illness,disability, age (young or old), ordiscrimination based on race, ethnicity,gender, or sexual orientation. These corevalues are reflected in Heller’s deepcommitment to beneficial social change, arespect for public service, and aninvestment in the development of public-and private-sector policies and practicesthat enhance health and humandevelopment.

Heller’s doctoral program in social policy(PhD) educates students for careers inresearch, teaching, administration, andpolicy analysis. The Heller MBA preparesleaders for management positions withinnonprofit, for-profit, and public institutionspursuing social missions. Heller’s master ofarts program in sustainable internationaldevelopment (MA) imparts the knowledgeand skills necessary to design and managelocal, regional, national, or internationaldevelopment; and the master of science ininternational health policy andmanagement (MS) trains youngprofessionals to play increasinglyresponsible roles in the health and well-being of the world’s poorest children andfamilies. The master of public policy insocial policy (MPP) trains young and mid-career professionals for roles as policyanalysts, researchers, advocates, andevaluators in public and privateorganizations. All Heller students arecommitted to bettering human welfare,particularly for those who are vulnerableand who lack the capacity or resources tosecure their own well-being.

Degree ProgramsDegree ProgramsDegree ProgramsDegree ProgramsDegree Programs

The Doctor of Philosophy in Social PolicyThe Doctor of Philosophy in Social PolicyThe Doctor of Philosophy in Social PolicyThe Doctor of Philosophy in Social PolicyThe Doctor of Philosophy in Social PolicyHeller’s doctoral program educates studentsfor careers in research, teaching,administration, and policy analysis.Students are immersed in an integratedcurriculum that focuses on intensivescholarly preparation in general and onspecialized social policy areas in order toapply knowledge to real–world problems.Students graduate with honed researchskills and a strong working knowledge ofvarious social science disciplines. The

Heller School offers a joint PhD programwith the Department of Sociology, and ajoint MA in social policy & women’s andgender studies.

The Heller MBAThe Heller MBAThe Heller MBAThe Heller MBAThe Heller MBAThe Heller MBA program prepares leadersfor management positions within nonprofit,for-profit, and public institutions pursuingsocial missions. It offers all the basicmanagement disciplines of any MBAprogram, providing the technical foundationbut integrating the distinctive issues thatarise in managing for a social mission.Students are trained as the next generationof leaders and decision makers who willknow how to find resources, use themeffectively, and deliver on a social good.Heller management education rigorouslyblends financial, technical, and socialconsiderations. It places management in thecontext of social policy, drawing on theHeller School’s powerful social policyresources. This combination makes theHeller MBA unique when compared totraditional programs in management, publicadministration, health administration,social work, and public health. The HellerSchool offers a dual MBA/MA with theHornstein Jewish Professional LeadershipProgram, a dual MBA/MA in sustainableinternational development, and a dualMBA/MS in international health policy andmanagement.

The Master of Arts in SustainableThe Master of Arts in SustainableThe Master of Arts in SustainableThe Master of Arts in SustainableThe Master of Arts in SustainableInternational DevelopmentInternational DevelopmentInternational DevelopmentInternational DevelopmentInternational DevelopmentHeller’s MA program in sustainableinternational development (SID) impartsthe knowledge and skills necessary todesign and manage local, regional, national,or international development. Students inthe SID program examine models ofdevelopment, considering whether they areeffective, whether they reduce poverty andinequality, and whether they raise thequality of life. Students consider the stateof world development, probe issues thataffect future generations, and broaden theskills necessary to plan, negotiate,implement, monitor, and evaluatedevelopment programs. Students enjoy ayear in residence studying with seniorresearchers and field-level developmentpractitioners, as well as a second-year fieldproject, internship, or advanced studyapplying and evaluating methods andmodels of development. A one-yearaccelerated track is available for those whohave at least five years of mid-levelmanagement experience in the developmentfield. The Heller School offers a dual MAwith the coexistence and conflict program,joint MA in sustainable internationaldevelopment & women’s and genderstudies, and a dual MA/MBA in sustainableinternational development.

389The Heller School for Social Policy and Management

The Master of Science in InternationalThe Master of Science in InternationalThe Master of Science in InternationalThe Master of Science in InternationalThe Master of Science in InternationalHealth Policy and ManagementHealth Policy and ManagementHealth Policy and ManagementHealth Policy and ManagementHealth Policy and ManagementThe one-year MS degree combines theplanning, management, and health policyexpertise found at Heller in an internationalcontext, training young professionals toplay increasingly responsible roles in thehealth and well-being of the world’s poorestchildren and families. Graduatesaccomplish this by pursuing careers inhealth policy, planning and policyimplementation in government healthministries and planning agencies,multilateral and bilateral developmentagencies, and in NGOs. Heller also offers adual MS/MBA.

The Master of Public Policy in Social PolicyThe Master of Public Policy in Social PolicyThe Master of Public Policy in Social PolicyThe Master of Public Policy in Social PolicyThe Master of Public Policy in Social PolicyThe Heller MPP in social policy preparesstudents for policy roles within communityagencies, state and federal government, andthink tanks. Heller’s high standards forrigorous and unbiased analysis areimportant assets to students headed forcareers that will use their skills inadvocacy, policy research, policyimplementation and community work. TheMPP program provides students with theskills necessary to design, implement,reform, analyze, and promote innovativesolutions to society’s most criticalproblems. The MPP is a two-year degreeprogram that follows the traditionalacademic year from late August to May.The Heller School offers a dual MPP/MAwtih the Hornstein Jewish ProfessionalLeadership Program.

Admission

How to Apply to the Heller SchoolHow to Apply to the Heller SchoolHow to Apply to the Heller SchoolHow to Apply to the Heller SchoolHow to Apply to the Heller Schoolfor Social Policy and Managementfor Social Policy and Managementfor Social Policy and Managementfor Social Policy and Managementfor Social Policy and Management

Application materials and detailedprocedures for each degree program may beobtained by contacting the Heller SchoolOffice of Admissions, Brandeis University,MS 035, PO Box 549110, Waltham,Massachusetts 02454-9110 and may also befound on the Web site or by contacting theOffice of Admissions at 781-736-3820 [email protected]. Allapplications should demonstrate acommitment to addressing some of theworld’s most pressing social issues as wellas a readiness to take on graduate–levelstudies.

Application deadline for the PhD programin social policy is the first business dayfollowing January 1. Applications to theMBA, MA, MS, and MPP programs arereviewed on a rolling basis, and applicationsare accepted each year until the incomingclass is full.

Test Scores and DeadlinesTest Scores and DeadlinesTest Scores and DeadlinesTest Scores and DeadlinesTest Scores and Deadlines

The PhD ProgramThe PhD ProgramThe PhD ProgramThe PhD ProgramThe PhD ProgramApplicants to the PhD program in socialpolicy must submit application materialsby the first business day followingJanuary 1 for a fall start (late August). Theapplication process and requirements forfull-time and part-time applicants are thesame. All applicants must submit acompleted and signed application form withfee, statement of purpose, writing sample,transcripts, test scores, letters ofrecommendation, and resume.

Applicants to the PhD program in socialpolicy must submit test results of theGraduate Record Examination (GRE). Thetest must be taken within five years of theapplication and must be submitted directlyto the Heller School from ETS using theETS institutional code: 3097. Although theapplication process is very competitive, theHeller School does not cite minimum scorerequirements, as test results are evaluatedin conjunction with an applicant’seducational background and professionalexperience. Further information on the GREcan be obtained at www.gre.org.

International applicants whose nativelanguage is not English must submit proofof English language proficiency. Officialscores from the TOEFL (Test of English as aForeign Language) or the IELTS(International English Language TestingSystem) test are preferred. Furtherinformation about these tests can be foundat www.toefl.org and www.ielts.org.

The Heller MBAThe Heller MBAThe Heller MBAThe Heller MBAThe Heller MBAThe Heller MBA program acceptsapplications to its sixteen-month, full-timeoption on a rolling basis and reviews anapplicant’s file as it becomes complete. Thefull-time program begins each year in lateAugust. Applicants to the Heller MBA part-time option are required to complete theirfiles at least one month prior to the officialstart date of the desired entry semester.Application requirements and proceduresfor the full- and part-time options are thesame. All applicants must submit thecompleted and signed application form andfee, statement of purpose, managementproblem analysis, transcripts, test scores,letters of recommendation, and professionalresume/CV.

Applicants to the MBA program mustsubmit official test scores from theGraduate Management Admissions Test(GMAT). The test must be taken withinfive years of the application and must besubmitted directly to the Heller Schoolfrom ETS using our ETS institutional code:3097. Although the application process isvery competitive, the Heller School doesnot cite minimum score requirements, astest results are evaluated in conjunctionwith an applicant’s educational backgroundand professional experience. Furtherinformation on the GMAT can be obtainedat www.mba.com/mba/takethegmat.


The MA/Sustainable InternationalThe MA/Sustainable InternationalThe MA/Sustainable InternationalThe MA/Sustainable InternationalThe MA/Sustainable InternationalDevelopment ProgramDevelopment ProgramDevelopment ProgramDevelopment ProgramDevelopment ProgramThe MA program accepts applications on arolling basis and reviews an applicant’s fileas it becomes complete. The program beginseach year in the fall, so applicants areadvised to complete their applications inthe beginning of the year (January/February). All applicants must submit thecompleted and signed application form andfee (the application fee is waived forapplicants from developing countries andalumni of volunteer service organizationssuch as the Peace Corps), statement ofpurpose, transcripts, test scores (ifapplicable), letters of recommendation, andprofessional résumé/CV. A problemstatement is required for applicants to theMA one-year, accelerated-track option.

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Standardized test scores are not required ofapplicants to the MA program, althoughinternational applicants whose nativelanguage is not English must submit proofof English language proficiency. Officialscores from the TOEFL (Test of English as aForeign Language) or the IELTS(International English Language TestingSystem) test are preferred, but the testrequirement may be waived if an approvedalternative confirmation of languageproficiency is presented to the Office ofAdmissions. Further information aboutthese tests can be found at www.toefl.organd www.ielts.org.

The MS/International Health Policy andThe MS/International Health Policy andThe MS/International Health Policy andThe MS/International Health Policy andThe MS/International Health Policy andManagement ProgramManagement ProgramManagement ProgramManagement ProgramManagement ProgramThe MS program accepts applications on arolling basis and reviews an applicant’s fileas it becomes complete. The program beginseach year in the fall,* so applicants areadvised to complete their applications inthe beginning of the year (January/February). All applicants must submit thecompleted and signed application form andfee (the application fee is waived forapplicants from developing countries andalumni of volunteer service organizationssuch as the Peace Corps), statement ofpurpose, transcripts, test scores (ifapplicable), letters of recommendation, andprofessional résumé/CV.

Standardized test scores are not required ofapplicants to the MS program, althoughinternational applicants whose nativelanguage is not English must submit proofof English language proficiency. Officialscores from the TOEFL (Test of English as aForeign Language) or the IELTS(International English Language TestingSystem) test are preferred, but the testrequirement may be waived if an approvedalternative confirmation of languageproficiency is presented to the Office ofAdmissions. Further information aboutthese tests can be found at www.toefl.org orwww.ielts.org.

*Please note that students without a strongbackground in economics and statistics maybe required as part of their admission tocomplete a summer enrichment course thatbegins in mid-July of each year.

The MPP ProgramThe MPP ProgramThe MPP ProgramThe MPP ProgramThe MPP ProgramThe MPP program accepts applications toits two-year degree program on a rollingbasis and reviews an applicant’s file as itbecomes complete. The program beginseach year in late August, so applicants areadvised to complete their applications inthe beginning of the year (January/February). All applicants must submit thecompleted application form and fee,statement of purpose, transcripts, testscores, letters of recommendation, andprofessional résumé/CV.

Applicants to the MPP program mustsubmit test results of the Graduate RecordExamination (GRE). The test must be takenwithin five years of the application andmust be submitted directly to the HellerSchool from ETS using the ETSinstitutional code: 3097. Although theapplication process is very competitive, theHeller School does not cite minimum scorerequirements, as test results are evaluatedin conjunction with an applicant’seducational background and professionalexperience. Further information on the GREcan be obtained at www.gre.org.


Academic Regulations

For complete information about academicregulations governing the Heller School’sPhD, MBA, MS, MA, and MPP programs,refer to the Academic Policies andProcedures documents for each degree,available from the Heller School Office ofStudent Records.

Academic StandingAcademic StandingAcademic StandingAcademic StandingAcademic Standing

The Heller School reviews students’academic progress annually. Satisfactoryacademic progress in a program is essentialto maintain one’s eligibility for funding.Superior performance at BrandeisUniversity is essential. Academicinsufficiency or failure to make suitableprogress toward the degree may result inwithdrawal.

RegistrationRegistrationRegistrationRegistrationRegistration

Every resident, post-resident, andcontinuation student must register at thebeginning of each term, whether attendingregular courses of study, carrying onresearch or independent reading, writing athesis or dissertation, or utilizing anyacademic service or facility of theuniversity. Registration requires enrollmentin a course—whether a regular course,independent research, or a status course forpost-resident and continuation students.

Students work closely with their advisers inplanning their program of study. Allstudents file an Individualized LearningPlan (ILP) with the Heller School Office ofStudent Records. At the end of theregistration period for each term (seeAcademic Calendar for specific date), noadditional courses may be added to astudent’s schedule and enrollment isconsidered to be final, unless a studentformally drops a course prior to the dropdeadline.

Auditing CoursesAuditing CoursesAuditing CoursesAuditing CoursesAuditing Courses

The privilege of auditing courses withoutpaying a fee is extended to all regularlyenrolled full–time graduate students.Auditors may not take examinations orexpect evaluation from the instructor. Nocredit is given for an audited course. Toaudit a course, the written permission ofthe instructor must be obtained on an add/drop form and returned to the Heller SchoolOffice of Student Records by the deadlineestablished in the Academic Calendar.


Change of ProgramChange of ProgramChange of ProgramChange of ProgramChange of Program

Students are allowed to drop courses afterthe end of the online registration period. Todo so, an add/drop form must be obtainedfrom and returned to the Heller SchoolOffice of Student Records. Courses must bedropped by the deadline established in theAcademic Calendar.

Grades and Course StandardsGrades and Course StandardsGrades and Course StandardsGrades and Course StandardsGrades and Course Standards

Graduate students are expected to maintainrecords of distinction in all courses. Lettergrades will be used in all courses formaster’s degree-level students. Doctoralstudents receive “satisfactory” or“unsatisfactory.”

Any letter grade below B– is consideredunsatisfactory. A course in which thestudent receives an unsatisfactory gradewill not be counted toward graduate credit.Students will need to work out with theirprograms how an unsatisfactory mark in arequired course will be handled.

IncompletesIncompletesIncompletesIncompletesIncompletes

A student who has not completed theresearch or written work for any coursemay receive an EI (incomplete) or a failinggrade at the discretion of the courseinstructor. A student who receives an EImust satisfactorily complete the work ofthe course in which the incomplete wasgiven in order to receive credit for thecourse and a letter grade. An incomplete,unless given by reason of the student’sfailure to attend a final examination, mustbe made up no later than the date publishedin the academic calendar for the term.Students are required to submit work tofaculty in a timely manner to ensurecompletion of courses.

When failure to take a final examinationhas resulted in an EI, resolution of that EIto a letter grade must occur within sixweeks of the beginning of the next term. AnEI that is not resolved within the statedtime limits will automatically become apermanent incomplete (I). A student maypetition the associate dean for graduateeducation for a change in a permanentincomplete, provided the petition is signedby the instructor of the course and theprogram chair. All grade changes are subjectto the approval of the University Registrar.

Academic Residency RequirementsAcademic Residency RequirementsAcademic Residency RequirementsAcademic Residency RequirementsAcademic Residency Requirements

PhD ProgramPhD ProgramPhD ProgramPhD ProgramPhD ProgramFull-time students have a two-yearresidency period and must finish allrequirements for the degree in ten years.Part–time students have a three-yearresidency period and have twelve years tofinish all degree requirements. Students inthe joint doctoral program in social policyand sociology have a three-year residencyperiod and must finish all requirements forthe degree in ten years.

MBA ProgramMBA ProgramMBA ProgramMBA ProgramMBA ProgramFull–time students have a sixteen-monthresidency period. Part-time students areexpected to enroll in two courses persemester. Full-time and part–time studentsmust complete all degree requirementswithin six years. Students in the dual MBA/MA in Jewish professional leadership have atwenty-seven-month residency period.

MA ProgramMA ProgramMA ProgramMA ProgramMA ProgramStudents have a one-year residencyrequirement and must complete all degreerequirements within five years. Students inthe dual MA in coexistence and conflict aswell as the joint MA in women’s and genderstudies have a two-year residencyrequirement.

MS ProgramMS ProgramMS ProgramMS ProgramMS ProgramStudents have a one-year residencyrequirement and must complete all degreerequirements within five years.

MPP ProgramMPP ProgramMPP ProgramMPP ProgramMPP ProgramStudents have a two-year residencyrequirement and must complete all degreerequirements within five years. Students inthe dual MMP/MA in Jewish professionalleadership have a twenty-seven monthresidency requirement.

Full-Time Resident StudentsFull-Time Resident StudentsFull-Time Resident StudentsFull-Time Resident StudentsFull-Time Resident Students

A full-time graduate student is one whodevotes his/her entire time, during thecourse of the academic year, to a program ofgraduate work at Brandeis University.

A full-time program may include acombination of teaching and researchassistance and other work leading to thefulfillment of degree requirements, such aspreparation for qualifying, comprehensive,and final examinations; supervised readingand research; PhD dissertations; and regularcourse work.

A full-time resident student must take aminimum of twelve credits per term unlessotherwise approved by his or her programdirector. An accelerated program of study orpayment of more than the full-time tuitionrate in any single academic year may notsatisfy the minimum residence requirementfor any degree.

Part-Time Resident StudentsPart-Time Resident StudentsPart-Time Resident StudentsPart-Time Resident StudentsPart-Time Resident Students

A part-time graduate student is one whodevotes less than the entire time to aprogram of graduate work at Brandeis. Part-time students are expected to enroll in twocourses per term unless otherwise approvedby their program director. Part-timestudents must register as continuationstatus in any semester in which they arenot enrolled in courses.

Students receiving financial aid from theuniversity who wish to change their statusfrom full-time to part-time residency mustrequest permission to do so from theirprogram director and file their change ofstatus with the office of admissions andfinancial aid with an explanation of whyfull–time study is no longer possible.

Post-Resident StudentsPost-Resident StudentsPost-Resident StudentsPost-Resident StudentsPost-Resident Students

A graduate student who has completed theresidence requirement but who needs toutilize the full range of academic anduniversity facilities while completing otherdegree requirements is a post-residentstudent. This includes doctoral studentswho do not have approved dissertationproposals. Post-resident students mustenroll in a status course (CONT 500a), asthey are considered to be full-time students.

Continuation StudentsContinuation StudentsContinuation StudentsContinuation StudentsContinuation Students

A doctoral student who has completed alldegree requirements (including thedissertation proposal hearing) except thedissertation is eligible for continuationstatus. Students in this category mustenroll in a status course (CONT 500), asthey are considered to be full-time students.Full-time continuation students are eligiblefor university health insurance, borrowingprivileges in the Library, a computeraccount, use of gym facilities, and purchaseof a parking sticker.

392 The Heller School for Social Policy and Management

A student must be registered and enrolledin the term(s) in which the dissertation isdefended and submitted to the HellerSchool Office of Student Records.

MA students are considered full-timecontinuation students during their secondyear when engaged in their field projects.

Special StudentsSpecial StudentsSpecial StudentsSpecial StudentsSpecial Students

No more than two courses taken for creditmay be transferable to degree candidacy ifthe student is admitted to the doctoralprogram, the MPP, or the MBA. No morethan four credits (two module courses orone full-semester course) may betransferable to degree candidacy if thestudent is admitted to the MS or MAprogram in Sustainable InternationalDevelopment. Successful completion of acourse(s) as a Special Student does notguarantee admission into any degreeprogram. Special Students are consideredwith all other applicants to the School.

Leave of AbsenceLeave of AbsenceLeave of AbsenceLeave of AbsenceLeave of Absence

Students may petition for a leave ofabsence. The petition must have theapproval of the student’s program director.Leaves of absence up to one year willnormally be granted to students. Leavesof absence beyond one year are extendedonly for medical reasons. Any studentwishing to extend the leave of absence mustsubmit a written request with medicaldocumentation before the leave expires. Ifthere are outstanding incompletes when astudent begins a leave, the student will notbe allowed to reregister until the missingwork has been completed.

WithdrawalWithdrawalWithdrawalWithdrawalWithdrawal

A student who wishes to withdrawvoluntarily from the Heller School during asemester must do so in writing to theprogram director and must file his or herrequest with the Office of Student Recordsbefore the last day of instruction of thesemester. Failure to notify in writing of awithdrawal may subject the student to lossof eligibility for refunds in accordance withthe refund schedule outlined in the “Feesand Expenses” section. Permission towithdraw voluntarily will not be granted if

the student has not discharged all financialobligations to the university or has notmade financial arrangements satisfactory tothe Office of Student Financial Services.When a student withdraws during or at theend of a semester, course enrollments arenot expunged from his/her record, rather agrade of W (“dropped”) is entered for eachcourse.

Students who are obliged to register and failto do so by the appropriate deadline or whofail to pay their bill will be administrativelywithdrawn. They may be readmitted (seebelow) for study in a subsequent term, butnot for the term in which they werewithdrawn for failure to register. Belatedlyfulfilling financial obligations will notnegate the effects of administrativewithdrawal.

ReadmissionReadmissionReadmissionReadmissionReadmission

A student who has not been enrolled in theHeller School for more than one year andwho did not obtain a leave of absenceshould file an application for readmissionand will be charged the readmission fee.The student’s program will determine ineach case whether a student should bereadmitted. If the program’s requirementshave changed during the student’s absenceor the student is not deemed current in hisor her field of study, the program mayrequire the student to repeat or supplementprevious academic requirements, includingqualifying exams. When a student isreinstated, he or she will be informed ofcurrent status regarding credits and time todegree.

Graduate Cross-RegistrationGraduate Cross-RegistrationGraduate Cross-RegistrationGraduate Cross-RegistrationGraduate Cross-Registration

The Heller School has cross-registrationagreements with Bentley College School ofBusiness Administration, Boston College,Boston University, Massachusetts Instituteof Technology, Tufts University, andUniversity of Massachusetts Boston. A full-time graduate student at The Heller Schoolmay enroll in one graduate-level course perterm (excluding the summer term) at anyone of these institutions. Information oncourses for cross-registration at each of thehost institutions is available at the graduateschool office of each institution.

A student who wishes to enroll in a courseat one of these institutions should consultwith the instructor in the particular courseand should expect to satisfy theprerequisites and requirements normallyrequired for admission to the course,including adherence to the academiccalendar of that course. To enroll in agraduate course at one of the hostinstitutions, a student should obtain across-registration petition from the HellerSchool Office of Student Records, andshould present this petition to theregistrar’s office of the host institution. Thecompleted petition should be returned tothe Heller School Office of Student Recordsprior to the deadline established in theAcademic Calendar.

Due to differences in academic calendarsamong the colleges in the consortium, it isnot advisable for degree candidates to enrollin a cross-registered course in their finalsemester.


Fees and Expenses

Tuition and FeesTuition and FeesTuition and FeesTuition and FeesTuition and Fees

The following tuition and fees are in effectfor the 2008–09 academic year. Thesefigures are subject to annual revision by theBrandeis Board of Trustees.

Payment of tuition and other fees is due onAugust 15, 2008, for the fall semester andJanuary 9, 2009, for the spring semester. Astudent who has not paid such fees by theday of registration will be refused theprivilege of registration. A late fee will beassessed to all student accounts withoutstanding balances after the stated duedate. The amount of the late fee will be$100, or 2 percent of the outstandingbalance, whichever is greater.

Application fee: $55Application fee: $55Application fee: $55Application fee: $55Application fee: $55Payable by all applicants for admission atthe time the application for admission issubmitted.

Program fee (MA/SID only): $650Program fee (MA/SID only): $650Program fee (MA/SID only): $650Program fee (MA/SID only): $650Program fee (MA/SID only): $650Payable by all MA students in their secondyear.

TuitionTuitionTuitionTuitionTuition

PhD ProgramFull-time: $36,122 per yearPost-resident: $2,258 per yearContinuation: $1,130 per yearPart-time: $3,350 per course or $837.50 percredit

MBA ProgramFull-time: $18,061 per semester (fourconsecutive semesters program)Part-time: $3,350 per course or $837.50 percredit

MA/SID Program$36,122 for first year$1,130 continuation fee for second year

MS Program$36,122 per year

MPP Program$36,122 per year

Technology Fee: $218 per yearTechnology Fee: $218 per yearTechnology Fee: $218 per yearTechnology Fee: $218 per yearTechnology Fee: $218 per year

Returned Check Fee: $25 per incidentReturned Check Fee: $25 per incidentReturned Check Fee: $25 per incidentReturned Check Fee: $25 per incidentReturned Check Fee: $25 per incidentA bank service fee will be charged to astudent’s account if a payment or a checknegotiated through Brandeis is returned bythe bank for any reason.

Transcript Fee: $5Transcript Fee: $5Transcript Fee: $5Transcript Fee: $5Transcript Fee: $5Students, former students, and graduatesshould request official transcripts of theirrecords from the Office of the UniversityRegistrar. Students are entitled to twentyofficial transcripts of their academic workwithout charge. A charge of $5 will be madefor each subsequent transcript. Requests bymail for transcripts must be accompaniedby a check in the correct amount payable toBrandeis University. Official transcriptswill be issued only to those students whoseuniversity financial records are in order.

Orientation Fee: $40 per yearOrientation Fee: $40 per yearOrientation Fee: $40 per yearOrientation Fee: $40 per yearOrientation Fee: $40 per year

Graduate Activity Fee: $40 per yearGraduate Activity Fee: $40 per yearGraduate Activity Fee: $40 per yearGraduate Activity Fee: $40 per yearGraduate Activity Fee: $40 per year

Student Health Services Fee: $590 per yearStudent Health Services Fee: $590 per yearStudent Health Services Fee: $590 per yearStudent Health Services Fee: $590 per yearStudent Health Services Fee: $590 per year(optional)(optional)(optional)(optional)(optional)Entitles the full-time graduate student touse of Health Services.

Student Health Insurance Plan (singleStudent Health Insurance Plan (singleStudent Health Insurance Plan (singleStudent Health Insurance Plan (singleStudent Health Insurance Plan (singlecoverage): $1,464 per year (estimated)coverage): $1,464 per year (estimated)coverage): $1,464 per year (estimated)coverage): $1,464 per year (estimated)coverage): $1,464 per year (estimated)All three-quarter or full-time students arerequired by state law to show certificationof health insurance. Students withoutinsurance of their own must purchase theStudent Health Insurance Plan through theuniversity. The fee is payable prior toregistration and no portion is refundable.Student insurance is optional for specialstudents. Additional insurance options,including family coverage, are described inA Guide to University Health Services,which is available from Health Services.

Parking Fee: $35–150 per yearParking Fee: $35–150 per yearParking Fee: $35–150 per yearParking Fee: $35–150 per yearParking Fee: $35–150 per yearPayable annually at fall registration forprivilege of parking an automobile oncampus. Fee varies with assigned parkingarea.

Late Fee: $100, or 2 percent of theLate Fee: $100, or 2 percent of theLate Fee: $100, or 2 percent of theLate Fee: $100, or 2 percent of theLate Fee: $100, or 2 percent of theoutstanding balance, whichever is greateroutstanding balance, whichever is greateroutstanding balance, whichever is greateroutstanding balance, whichever is greateroutstanding balance, whichever is greaterA student who defaults in the payment ofindebtedness to the university shall besubject to suspension, dismissal, and refusalof a transfer of credits or issuance of anofficial transcript. In addition, theuniversity may refer the debt to an outsidecollection agency. The student isresponsible for costs associated with thecollection of the debt.

Such indebtedness includes, but is notlimited to, delinquency of a borrower inrepaying a loan administered by the studentloan office and the inability of that office tocollect such a loan because the borrowerhas discharged the indebtedness throughbankruptcy proceedings. If the student is adegree, certificate, or diploma candidate, hisor her name will be stricken from the rolls.

A student who has been suspended ordismissed for nonpayment of indebtednessto the university may not be reinstateduntil such indebtedness is paid in full.

Final Doctoral Fee: $235Final Doctoral Fee: $235Final Doctoral Fee: $235Final Doctoral Fee: $235Final Doctoral Fee: $235This fee covers all costs for the year inwhich the PhD degree will be conferred,including the costs for the full publishingservices for the dissertation; publication ofthe abstract of the dissertation inDissertation Abstracts; issuance of aLibrary of Congress number, appropriatelibrary cards, and deposit of the dissertationin digital format at the Library of Congress;and three xerographic softbound copies (forthe chair, department, and Library). Thefinal doctoral fee also covers the cost of thediploma.

Note: All candidates for the PhD degreemust file their application for degree andpay the $235 final doctoral fee at the officeof student records and enrollment.

RefundsRefundsRefundsRefundsRefunds

The only fee that may be refundable, inpart, is the tuition fee. No refund of thetuition fee will be made because of illness,absence, or dismissal during the academicyear. A student who is withdrawing mustnotify the Heller School’s senioradministrative officer in writing; refundswill be based on the date of notification andcalculated in accordance with thefollowing:

1. Tuition1. Tuition1. Tuition1. Tuition1. Tuition

Withdrawal

Before the opening day of instruction: 100percent of the term’s tuition.

On or before the second Friday followingthe opening day of instruction: 75 percentof the term’s tuition.

On or before the fifth Friday following theopening day of instruction: 50 percent ofthe term’s tuition.

After the fifth Friday following the openingday of instruction: no refund.

Requests for refunds should be addressed tothe Office of Student Financial Services.


2. Scholarship2. Scholarship2. Scholarship2. Scholarship2. Scholarship

In the case of a scholarship student whowithdraws, the student’s account will becredited with the same proportion of theterm scholarship as charged for tuition: 75percent if the student leaves on or beforethe second Friday; 50 percent on or beforethe fifth Friday and no refund thereafter.

3. Stafford Loans3. Stafford Loans3. Stafford Loans3. Stafford Loans3. Stafford Loans

In compliance with federal law, specialrefund arrangements apply to studentsreceiving aid under Title IV. Contact theHeller School assistant dean for admissionsand financial aid for additional information.

Refund Policy for Dropped CoursesRefund Policy for Dropped CoursesRefund Policy for Dropped CoursesRefund Policy for Dropped CoursesRefund Policy for Dropped Courses

A student who drops courses on the per-course tuition–charge basis, is allowed arefund following this schedule:

1. Full semester-long courses

Before the opening day of instructionthrough the last day of the registrationperiod (see the Academic Calendar): 100percent of the dropped course’s tuition fee.

On or before the fifth Friday following theopening day of instruction: 50 percent ofthe dropped course’s tuition fee.

After the fifth Friday following the openingday of instruction: no refund.

2. Module courses

On or before the second Friday of moduleinstruction (see the Academic Calendar):100 percent of the dropped course’s tuitionfee.

After the second Friday of moduleinstruction: no refund.

HousingHousingHousingHousingHousing

Ten–month living expenses in the Walthamarea for a single individual on aneconomical budget are estimated to rangefrom $9,000 to $17,100. Limited housing isavailable in the university’s graduateresidence halls. Costs for on-campushousing range approximately from $3,243 to$3,976 per semester for a single person.Graduate housing may include kitchenfacilities, but students may also purchaseuniversity meal plans.

Financial AidFinancial AidFinancial AidFinancial AidFinancial Aid

The Heller School attempts to assist asmany students as possible in securingfinancial aid, although it is expected thatcandidates for admission will explore avariety of outside funding sources, such asprivate scholarships, state scholarships, andG.I. Bill benefits. The Heller School offersscholarships and fellowships that areawarded on the basis of financial need andacademic merit. These grants rarely coverthe full cost of study plus living expenses,but, in combination with Stafford Loans,make up the typical aid package. Part-timestudents are not eligible to receivescholarships or fellowships from the HellerSchool.

For more information about fellowships,scholarships, and loans for all of our degreeprograms, visit the Heller School’s Web siteat www.heller.brandeis.edu, or contact theOffice of Admissions.

FacultyFacultyFacultyFacultyFaculty

See the school’s Web site atwww.heller.brandeis.edu for a full facultylisting.

Requirements for the Degree of Master of ArtsRequirements for the Degree of Master of ArtsRequirements for the Degree of Master of ArtsRequirements for the Degree of Master of ArtsRequirements for the Degree of Master of Artsin Sustainable International Developmentin Sustainable International Developmentin Sustainable International Developmentin Sustainable International Developmentin Sustainable International Development

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents must successfully complete eight full-semester orequivalent module courses during the year in residence and amaster’s project in the second year. During spring semester,students work with a primary adviser to plan a second-yearmaster’s project that can be an internship at a developmentorganization, a field-based project, or advanced study at Brandeis.In the second year, students must complete a master’s paperunder the supervision of a Brandeis adviser. All students returnto campus at the end of the second year to share the results oftheir master’s projects at a capstone week.

The one-year accelerated-track MA in sustainable internationaldevelopment exempts a select group of advanced developmentpractitioners from the second-year internship while raising theacademic requirements for them during their year-in-residence.Accelerated track students enter with all other incomingstudents in late August and fulfill all course requirements for theexisting program over the fall and spring semesters. Studentspursuing the accelerated track are required to write a master’spaper during the year in residence that applies developmenttheory and skills to solving a real development problem recentlyencountered in their own work. Students will propose the topicas part of their application to the program.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementOne year in residence as a full-time student.

Master’s ProjectMaster’s ProjectMaster’s ProjectMaster’s ProjectMaster’s ProjectA master’s paper is required for the granting of the degree.

Requirements for the Joint Degree of Master of ArtsRequirements for the Joint Degree of Master of ArtsRequirements for the Joint Degree of Master of ArtsRequirements for the Joint Degree of Master of ArtsRequirements for the Joint Degree of Master of Artsin Sustainable International Development & Women’sin Sustainable International Development & Women’sin Sustainable International Development & Women’sin Sustainable International Development & Women’sin Sustainable International Development & Women’sand Gender Studiesand Gender Studiesand Gender Studiesand Gender Studiesand Gender Studies

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents must fulfill all first-year requirements for the MA inSustainable International Development as described above, as well asthe following:

A.A.A.A.A. WMGS 205a or another course designated as a graduatefoundational course in women’s and gender studies.

B.B.B.B.B. A course in feminist research methodologies (WMGS 198a, theFeminist Inquiry course offered through the Graduate Consortium inWomen’s Studies, or an alternative).

C.C.C.C.C. Two elective graduate courses in women’s and gender studies (oneinside the Heller School and one outside the Heller School).


D.D.D.D.D. Participation in a semester noncredit women’s and genderstudies graduate proseminar.

EEEEE. Completion of a master’s research paper of professional qualityand length (normally twenty-five to forty pages) on a topicrelated to the joint degree. The paper will be read by two facultymembers, one of whom is a member of the Heller core or adjunctfaculty and one of whom is a member of the women’s and genderstudies core or affiliate faculty.

F. F. F. F. F. Participation in the SID/MA Capstone Week.

G.G.G.G.G. Courses in both programs will be reviewed to determinewhich would satisfy the requirements for both programs.

Requirements for the Dual Degree of Master of Arts inRequirements for the Dual Degree of Master of Arts inRequirements for the Dual Degree of Master of Arts inRequirements for the Dual Degree of Master of Arts inRequirements for the Dual Degree of Master of Arts inSustainable International Development & CoexistenceSustainable International Development & CoexistenceSustainable International Development & CoexistenceSustainable International Development & CoexistenceSustainable International Development & Coexistenceand Conflictand Conflictand Conflictand Conflictand Conflict

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyThis dual-degree program prepares students for careers inemergency response and rehabilitation programs, as well as fordevelopment work in areas of conflict. Students will build theirunderstanding of the structural and psychosocial causes ofconflict and violence and will be able to analyze strategies forinterventions. They will also gain a poverty and developmentcontext for understanding and responding to conflict situations.A total of seventy semester course credits are required tocomplete the program.

Students must complete thirty-two credits in the first year whichinclude twenty-two credits in required courses from the HellerMA/SID program. The balance of credits are filled by electives asspecified by the Heller MA/SID program with an additional fourcredits from the approved list of conflict and coexistenceprogram electives. Students must also participate in the MA/SIDCapstone in May of their first year and are required to make apresentation related to their anticipated topic of their master’spaper.

In the second year, students must complete the remaining thirty-eight credits from COEX which includes eighteen credits ofrequired courses. The other twenty credits are comprised of fourcredits from approved COEX courses, four credits from approvedcourses in the MA/SID program, and the remaining twelvecredits are be earned through successful completion of a fieldproject undertaken in the summer between the first and secondyear and a master’s paper. Preparation for the summer fieldproject is undertaken in the prior spring semester as part of theresearch course. The submission deadline for the written reportfrom the field project and the master’s paper is December 1.

AdmissionAdmissionAdmissionAdmissionAdmissionThis dual-degree program has a single (combined) applicationthat reflects the admissions criteria set by each program;applicants must apply for the dual degree at the outset. To gainacceptance applicants must be admitted by both programs, meetthe MA/SID requirements for accelerated track students, anddemonstrate the maturity as well as the writing skills tocomplete both degrees in an integrated fashion.

Requirements for the Joint Degree of Master of Arts inRequirements for the Joint Degree of Master of Arts inRequirements for the Joint Degree of Master of Arts inRequirements for the Joint Degree of Master of Arts inRequirements for the Joint Degree of Master of Arts inSocial Policy & Women’s and Gender StudiesSocial Policy & Women’s and Gender StudiesSocial Policy & Women’s and Gender StudiesSocial Policy & Women’s and Gender StudiesSocial Policy & Women’s and Gender Studies

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of Study

A.A.A.A.A. WMGS 205a or another course designated as a graduatefoundational course in women’s and gender studies.

B.B.B.B.B. A course in feminist research methodologies (WMGS 198a, thefeminist inquiry course offered through the Graduate Consortium inWomen’s Studies, or an alternative).

C.C.C.C.C. Two courses cross-listed with women’s and gender studies (oneinside the Heller School and one in any department other than theHeller School).

D.D.D.D.D. Participation in a semester noncredit women’s and gender studiesgraduate proseminar.

EEEEE. Completion of a master’s research paper of professional quality andlength (normally twenty-five to forty pages) on a topic related to thejoint degree. The paper will be read by two faculty members, one ofwhom is a member of the Heller School faculty and one of whom is amember of the women’s and gender studies core or affiliate faculty.

Please refer to the requirements for the PhD, as this MA is open onlyto PhD students in social policy.

Requirements for the Degree of Master of BusinessRequirements for the Degree of Master of BusinessRequirements for the Degree of Master of BusinessRequirements for the Degree of Master of BusinessRequirements for the Degree of Master of BusinessAdministrationAdministrationAdministrationAdministrationAdministration

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyThe Heller MBA requires sixty-eight credits over sixteen months inresidence, including fifty credits in the core curriculum, twelvecredits in a chosen policy concentration, and six additional electivecredits. Policy concentrations include: social policy and management;health care policy and management; child, youth and family policyand management; aging policy and management; and sustainabledevelopment.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementStudents must be in residence for a minimum of sixteen months.Full-time students begin in the fall semester, continue through thespring, take a full course load in the summer, and finish at the end ofthe following fall.

Team Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectThe Heller MBA culminates in the team consulting project: a real-world, practical experience where students have the opportunity toapply the analytical and problem-solving skills they have developedat Heller to an organization pursuing a social mission. Working underthe supervision of a faculty adviser, students work in teams of threeto five, providing management consulting services to a variety oforganizations and agencies over a four-month period. By working withreal organizations that are facing human resource, operational,financial, strategic, and other management challenges, students arebetter prepared to function as successful professionals aftergraduation.


Requirements for the Dual Degree of Master ofRequirements for the Dual Degree of Master ofRequirements for the Dual Degree of Master ofRequirements for the Dual Degree of Master ofRequirements for the Dual Degree of Master ofBusiness Administration/Master of Arts in SustainableBusiness Administration/Master of Arts in SustainableBusiness Administration/Master of Arts in SustainableBusiness Administration/Master of Arts in SustainableBusiness Administration/Master of Arts in SustainableInternational DevelopmentInternational DevelopmentInternational DevelopmentInternational DevelopmentInternational Development

AdmissionAdmissionAdmissionAdmissionAdmissionAll applications for dual degrees will be reviewed by theadmissions committee of each program, using the same standardsfor admission that are used for all other degree applicants. If astudent does not meet the criteria for admission to one of thedegree programs, the student will retain the option of attendingthe program to which he or she is accepted. This dual-degreeoption is restricted to MA students who spend the second year inresidence and students admitted to the accelerated MA program.

Degree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsThe dual degree requires eighty-two course credits comprised ofspecific MA/SID courses totaling twenty-two credits, and specificMBA courses totaling fifty credits. The remaining credits aretaken as electives. The program is usually completed in fivesemesters, including the summer between years one and two.

Team Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectThe Heller MBA culminates in the team consulting project: areal-world, practical experience where students have theopportunity to apply the analytical and problem-solving skillsthey have developed at Heller to an organization pursuing asocial mission. Working under the supervision of a facultyadviser, students work in teams of three to five, providingmanagement consulting services to a variety of organizations andagencies over a four-month period. By working with realorganizations that are facing human resource, operational,financial, strategic, and other management challenges, studentsare better prepared to function as successful professionals aftergraduation.

Requirements for the Dual Degree of MasterRequirements for the Dual Degree of MasterRequirements for the Dual Degree of MasterRequirements for the Dual Degree of MasterRequirements for the Dual Degree of Masterof Business Administration/Master of Scienceof Business Administration/Master of Scienceof Business Administration/Master of Scienceof Business Administration/Master of Scienceof Business Administration/Master of Sciencein International Health Policy and Managementin International Health Policy and Managementin International Health Policy and Managementin International Health Policy and Managementin International Health Policy and Management

AdmissionAdmissionAdmissionAdmissionAdmissionAll applications for dual degrees will be reviewed by theadmissions committee of each program, using the same standardsfor admission that are used for all other degree applicants. If astudent does not meet the criteria for admission to one of thedegree programs, the student will retain the option of attendingthe program to which he or she is accepted. This dual-degreeoption is restricted to MS students on the management track.

Degree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsThe dual degree requires eighty-four course credits comprisingspecific MS courses totaling sixteen credits, and specific MBAcourses totaling fifty credits. The remaining credits are taken aselectives. The program is usually completed in five semestersincluding the summer between years one and two.

Team Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectTeam Consulting ProjectThe Heller MBA culminates in the team consulting project: areal-world, practical experience where students have theopportunity to apply the analytical and problem–solving skillsthey have developed at Heller to an organization pursuing asocial mission. Working under the supervision of a facultyadviser, students work in teams of three to five, providingmanagement consulting services to a variety of organizations andagencies over a four month period. By working with realorganizations that are facing human resource, operational,financial, strategic, and other management challenges, studentsare better prepared to function as successful professionals aftergraduation.

Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Master of Business Administration (Hornstein-HellerMaster of Business Administration (Hornstein-HellerMaster of Business Administration (Hornstein-HellerMaster of Business Administration (Hornstein-HellerMaster of Business Administration (Hornstein-HellerSchool for Social Policy and Management MA/MBASchool for Social Policy and Management MA/MBASchool for Social Policy and Management MA/MBASchool for Social Policy and Management MA/MBASchool for Social Policy and Management MA/MBAProgram)Program)Program)Program)Program)

AdmissionAdmissionAdmissionAdmissionAdmissionStudents applying to this program must demonstrate professional andacademic capability and the capacity for sustaining an intensiveprogram of study. Applicants must submit a single application to theGraduate School of Arts and Sciences.

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyThis program prepares professional leaders with the full complementof business and nonprofit skills, as well as specialized knowledge ofJudaic studies and contemporary Jewish life. The program blends theHeller School’s management curriculum with the Hornsteinprogram’s integrated approach to Jewish leadership training.Graduates of the dual-degree program receive two master’s degrees: aMaster of Arts in Jewish professional leadership from the Hornsteinprogram and an MBA from the Heller School for Social Policy andManagement.

Degree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsThe dual degree requires eighty course credits comprised of specificHornstein courses totaling approximately thirty-two credits, specificHeller courses totaling thirty-eight credits and one four-credit NearEastern and Judaic Studies course. The remaining credits are taken aselectives. The program is usually completed in five semesters,including the summer between years one and two.

Supervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised professional field experience forms part of the Hornsteinprogram. It is designed to immerse students in the best professionalpractices within the Jewish community, and to help students refinetheir practical skills, learn to turn theory into action, and becomeself–reflective and effective practitioners.

Field experience usually takes place in the summer and/or secondyear of the program and usually consists of approximately 125–250hours of work managing a project jointly created by the student, theHornstein faculty, and the supervisor in the field organization.

Foster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeStudents travel to Israel as a required part of the curriculum toexamine contemporary issues in Israeli society and its relationshipwith diaspora communities.

Language RequirementLanguage RequirementLanguage RequirementLanguage RequirementLanguage RequirementAll students are expected to know the Hebrew alphabet prior tobeginning their studies. Fluency in Hebrew at a level comparable toone year of Brandeis University training is required for graduation.Students not meeting this requirement upon entrance are required toenroll in courses in Hebrew language during their academic residency.Students may fulfill the Hebrew language requirement by passing (B–or above) a 20-level or higher Hebrew course.

Cocurricular RequirementsCocurricular RequirementsCocurricular RequirementsCocurricular RequirementsCocurricular Requirements

Hornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumMeeting regularly throughout the year, this required forum bringsinnovative Jewish leaders into an intimate setting with Hornsteinstudents for conversations about what makes a Jewish leader. Leadersshare their vision for the coming generation of Jewish leadership, andpose “real-life” case studies from their experiences, challengingstudents to think through with the leader and one another possibleresponses. Students are involved in the planning and coordination ofthe seminar.

Starr ColloquiumStarr ColloquiumStarr ColloquiumStarr ColloquiumStarr ColloquiumStudents spend three days during their first academic year in NewYork City visiting the national offices of major Jewish organizationsto explore aspects of the communal agenda with agency executives.

397

Milender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipStudents participate in a three-day seminar about Jewishleadership with an outstanding leader of the Jewish communalworld.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementThe residence requirement is five semesters of full-time study orthe equivalent thereof in part-time study.

Requirements for the Degree of Master of Science inRequirements for the Degree of Master of Science inRequirements for the Degree of Master of Science inRequirements for the Degree of Master of Science inRequirements for the Degree of Master of Science inInternational Health Policy and ManagementInternational Health Policy and ManagementInternational Health Policy and ManagementInternational Health Policy and ManagementInternational Health Policy and Management

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents must successfully complete ten full-semester orequivalent module courses. Students may decide to focus oneither a policy track or a management track. Students must alsotake workshops during the winter break that include short two-to three-day sessions to build personal competencies useful tomanagement, including self-analysis of management style,interpersonal communications, and exercises in delegating tasksor in mediating conflict. Participatory skill-building workshopscomplement classroom learning about health management andhuman resource management. The Master of Science culminatesin a capstone seminar in which students focus on a particularissue and apply the analytical and managerial skills that they aredeveloping to a specific problem.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementOne year in residence as a full-time student.

Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Requirements for the Dual Degree of Master of Arts/Master of Public Policy (Hornstein-Heller School forMaster of Public Policy (Hornstein-Heller School forMaster of Public Policy (Hornstein-Heller School forMaster of Public Policy (Hornstein-Heller School forMaster of Public Policy (Hornstein-Heller School forSocial Policy and Management MA/MPP Program)Social Policy and Management MA/MPP Program)Social Policy and Management MA/MPP Program)Social Policy and Management MA/MPP Program)Social Policy and Management MA/MPP Program)

AdmissionAdmissionAdmissionAdmissionAdmissionStudents applying to this program must demonstrate professionaland academic capability and the capacity for sustaining anintensive program of study. Applicants must submit a singleapplication to the Graduate School of Arts and Sciences.

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyThis program prepares professional leaders with the fullcomplement of policy analysis and development skills, as well asspecialized knowledge of Judaic studies and contemporary Jewishlife. The program blends the Heller School’s public policycurriculum with the Hornstein program’s integrated approach toJewish leadership training. Graduates of the dual-degree programreceive two master’s degrees: a Master of Arts in Jewishprofessional leadership from the Hornstein program and a Masterof Public Policy from the Heller School for Social Policy andManagement.

Degree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsDegree RequirementsThe dual Master of Arts in Jewish Professional Leadership/Master of Public Policy in Social Policy is a rigorous,interdisciplinary degree program that provides students with theskills necessary for advanced careers in the government, non-profit, and private sectors.

The dual-degree requires eighty–two course credits comprised ofspecific Hornstein courses totaling approximately thirty-fourcredits, specific Heller courses totaling thirty-two credits, andfour Near Eastern and Judaic Studies credits. The remainingcredits are taken as electives. The program is usually completedin five semesters, including the summer between years one andtwo.

Dual-degree students must meet the MPP second-year thesisrequirement and will generally focus their theses on Jewishcommunity-related policy. Thesis advisers will include the instructorof the thesis seminar and a designee from the Hornstein program.

Supervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised Professional Field ExperienceSupervised professional field experience forms part of the Hornsteinprogram. It is designed to immerse students in the best professionalpractices within the Jewish community, and to help students refinetheir practical skills, learn to turn theory into action, and becomeself-reflective and effective practitioners.

Field experience usually takes place in the summer and/or secondyear of the program and usually consists of approximately 125–250hours of work managing a project jointly created by the student, theHornstein faculty, and the supervisor in the field organization.

Foster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeFoster Seminar in Israel on Contemporary Jewish LifeStudents travel to Israel as a required part of the curriculum toexamine contemporary issues in Israeli society and its relationshipwith diaspora communities.

Language RequirementLanguage RequirementLanguage RequirementLanguage RequirementLanguage RequirementAll students are expected to know the Hebrew alphabet prior tobeginning their studies. Fluency in Hebrew at a level comparable toone year of Brandeis University training is required for graduation.Students not meeting this requirement upon entrance are required toenroll in courses in Hebrew language during their academic residency.Students may fulfill the Hebrew language requirement by passing (B–or above) a 20-level or higher Hebrew course.

Cocurricular RequirementsCocurricular RequirementsCocurricular RequirementsCocurricular RequirementsCocurricular Requirements

Hornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumHornstein Leadership ForumMeeting regularly throughout the year, this required forum bringsinnovative Jewish leaders into an intimate setting with Hornsteinstudents for conversations about what makes a Jewish leader. Leadersshare their vision for the coming generation of Jewish leadership, andpose “real-life” case studies from their experiences, challengingstudents to think through with the leader and one another possibleresponses. Students are involved in the planning and coordination ofthe seminar.

Starr ColloquiumStarr ColloquiumStarr ColloquiumStarr ColloquiumStarr ColloquiumStudents spend three days during their first academic year in NewYork City visiting the national offices of major Jewish organizationsto explore aspects of the communal agenda with agency executives.

Milender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipMilender Seminar in Jewish Communal LeadershipStudents participate in a three-day seminar about Jewish leadershipwith an outstanding leader of the Jewish communal world.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementThe residence requirement is five semesters of full-time study or theequivalent thereof in part-time study.

Requirements for the Degree of Master of Public PolicyRequirements for the Degree of Master of Public PolicyRequirements for the Degree of Master of Public PolicyRequirements for the Degree of Master of Public PolicyRequirements for the Degree of Master of Public Policyin Social Policyin Social Policyin Social Policyin Social Policyin Social Policy

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents must successfully complete sixteen courses. The corecurriculum fits into three categories: concepts, methods, and tools.Nine courses are required, including an introductory policyfoundations course. A minimum of three courses is required in astudent’s chosen concentration, allowing for four electives.Concentrations include: health; behavioral health; children, youth,and families; poverty alleviation and development; aging; and generalsocial policy. A final master’s thesis with optional field research isalso required.

The Heller School for Social Policy and Management

398

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementTwo years in residence as a full-time student.

Master’s ThesisMaster’s ThesisMaster’s ThesisMaster’s ThesisMaster’s ThesisIn addition to course work, students will complete a thesis withthe guidance of faculty and senior research advisers in thevarious concentrations, working closely with the Heller School’sresearch institutes and centers.

Requirements for the Degree of Doctor of PhilosophyRequirements for the Degree of Doctor of PhilosophyRequirements for the Degree of Doctor of PhilosophyRequirements for the Degree of Doctor of PhilosophyRequirements for the Degree of Doctor of Philosophyin Social Policyin Social Policyin Social Policyin Social Policyin Social Policy

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents entering the PhD program in social policy mustcomplete a total of fifteen courses as approved by the programdirector. Successful completion of a doctoral seminar related toone’s area of concentration is also required. Students mayspecialize in health or behavioral health; children, youth, andfamilies; or assets and inequalities.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementThe minimum residence for the PhD is two years.

Qualifying PaperQualifying PaperQualifying PaperQualifying PaperQualifying PaperUpon completion of course work, each student must complete anintegrative comprehensive paper. This paper is usuallyadministered at the end of the student’s fourth semester.

Language RequirementLanguage RequirementLanguage RequirementLanguage RequirementLanguage RequirementThere is no foreign language requirement for the PhD degree.

Dissertation and Final Oral ExaminationDissertation and Final Oral ExaminationDissertation and Final Oral ExaminationDissertation and Final Oral ExaminationDissertation and Final Oral ExaminationA dissertation proposal should be submitted within two yearsafter the comprehensive paper is completed. The dissertationcommittee consists of four members—at least two members fromthe Heller faculty and at least one member from outside of theHeller School or outside the university. Students may elect towrite the dissertation in either a three-paper academic-journalformat or the monograph format. To be granted the degree, thestudent is required to defend the dissertation in a public finaloral examination.

Requirements for the Joint Degree of DoctorRequirements for the Joint Degree of DoctorRequirements for the Joint Degree of DoctorRequirements for the Joint Degree of DoctorRequirements for the Joint Degree of Doctorof Philosophy in Social Policy and Sociologyof Philosophy in Social Policy and Sociologyof Philosophy in Social Policy and Sociologyof Philosophy in Social Policy and Sociologyof Philosophy in Social Policy and Sociology

The PhD in Social Policy and Sociology is a joint degree of theDepartment of Sociology and the Heller School for Social Policyand Management. This option is available to students only aftercompletion of at least one year of graduate study at the HellerSchool or in the sociology department’s PhD program. If thestudent is accepted by the complementary department(admission is not guaranteed), the following procedures apply.

Program of StudyProgram of StudyProgram of StudyProgram of StudyProgram of StudyStudents entering the joint PhD program in social policy andsociology are expected to complete a total of eighteen courses. Atleast nine of these courses must be offered by the Brandeissociology department—six of these courses must be graduateseminars and the remaining three may be advancedundergraduate/graduate seminars or directed readings; at leastone of these must be a sociology theory course. A minimum ofnine courses must be taken within the Heller School and at leastone of these courses must be on research methodology (HS 401b,Research Methods). In addition, in their first year, students arerequired to participate in a year-long, noncredit proseminar inthe sociology department that introduces the program’s facultyand their research interests. Students are also required to take anoncredit dissertation seminar at the Heller School for twosemesters.


Students are assigned advisers from the sociology department andfrom the Heller School. Advisers in both departments work togetherwith students to assure appropriate coherency in their program ofcourses. An interdepartmental meeting between advisers and studentsshould take place at least once a year.

Residence RequirementResidence RequirementResidence RequirementResidence RequirementResidence RequirementThe minimum residence for the joint PhD degree is three years.

Language RequirementLanguage RequirementLanguage RequirementLanguage RequirementLanguage RequirementThere is no foreign language requirement for the joint PhD degree.

Qualifying ExaminationsQualifying ExaminationsQualifying ExaminationsQualifying ExaminationsQualifying ExaminationsEach student must complete a comprehensive paper as required in theHeller School curriculum. Students must also show competence intwo areas of sociology, as certified through the GraduateAccreditation Committee (GAC) process (the sociology departmentequivalent of comprehensive exams). Students elect two areas ofinterest and develop a contractual set of requirements with a facultymember of each area. When both GACs are completed, there is ameeting (typically one to two hours) to discuss the student’sinterests, directions in the field, and the upcoming dissertation.

Dissertation and the Final Oral ExaminationDissertation and the Final Oral ExaminationDissertation and the Final Oral ExaminationDissertation and the Final Oral ExaminationDissertation and the Final Oral ExaminationA dissertation proposal should be submitted soon after thecomprehensive examination and GACs are completed. Thedissertation committee should consist of five members—two facultymembers each from the sociology department and the Heller Schooland one outside member. The joint PhD dissertation may be acceptedby the sociology department and the Heller School upon therecommendation of the dissertation committee. To be granted thedegree, the student is required to defend the dissertation in a publicfinal oral examination.

Special Notes Relating to the Doctoral ProgramSpecial Notes Relating to the Doctoral ProgramSpecial Notes Relating to the Doctoral ProgramSpecial Notes Relating to the Doctoral ProgramSpecial Notes Relating to the Doctoral Program

Students enrolled in the PhD program in social policy may elect topursue a joint master’s degree in social policy & women’s and genderstudies, with the program director’s permission as well as theagreement of the women’s and gender studies program. This degreeoption replaces a master’s degree in social policy in the student’sprogram and is entered prior to the award of a doctoral degree insocial policy. The joint degree provides students an opportunity tomesh the Heller School’s social policy research and analyticaltraining with issues that affect women and gender. The joint MA isfor a select group of students interested in pursuing an additionalinterdisciplinary perspective. Students in the program must bewilling to do additional course work, take part in a proseminar, andwrite a master’s paper.


Courses of Instruction

Listed on the following pages are graduatecourses of instruction for the Heller Schoolfor Social Policy and Management. Coursesmeet for three hours a week unlessotherwise specified.

Most courses are available to all studentsqualified to take them. Access to somecourses is governed by the signature of theinstructor. Other courses impose anumerical limit to preserve environmentalconditions suitable to the pedagogy theinstructor employs; students increase theirchances of gaining enrollment in suchcourses by participating in pre-enrollment.

Generally, a course is offered with thefrequency indicated at the end of itsdescription. The frequency may bedesignated as every semester, every year,every second year, every third year, or everyfourth year.

Courses numbered 100–199 are forundergraduate and graduate students; andcourses numbered 200 and above areprimarily for graduate students.Undergraduates may not enroll in coursesnumbered 200 or higher without thewritten permission of the instructor.

Suffixes after course numbers have thefollowing meanings:

A or B Semester course

C Semester course meetingthroughout the year

D Full-year course

E Intensive course, twosemester course creditsin one semester

F Half-semester course,half-course credit

G Quarter-course credit

A semester course carries one semestercourse credit (four semester-hour credits)and a full-year course carries two semestercourse credits (eight semester-hour credits).Exceptions are noted under the individualcourse descriptions. Certain courses factortoward rate of work and do not carry coursecredit toward degree requirements.Occasionally, courses are awardedadditional semester-hour credits, yet countas only one semester course toward degreerequirements. All such courses arespecifically identified in the course listing.Certain courses require a laboratory coursetaken concurrently.

A student may take either half of a full-yearcourse with a D suffix for credit with theapproval and consent of the courseinstructor on the appropriate formdesignated by the Office of the UniversityRegistrar. Students who enrolled in full-year courses in the fall term are continuedin the spring term automatically.

The university reserves the right to makeany changes in the offerings without priornotice.

Courses of InstructionCourses of InstructionCourses of InstructionCourses of InstructionCourses of Instruction

(100–199) For Both Undergraduate(100–199) For Both Undergraduate(100–199) For Both Undergraduate(100–199) For Both Undergraduate(100–199) For Both Undergraduateand Graduate Studentsand Graduate Studentsand Graduate Studentsand Graduate Studentsand Graduate Students

HS 104b American Health CareHS 104b American Health CareHS 104b American Health CareHS 104b American Health CareHS 104b American Health Care[ ss ]Examines and critically analyzes the UnitedStates health care system, emphasizing themajor trends and issues that have led to thecurrent sense of “crisis.” In addition toproviding a historical perspective, thiscourse will establish a context for analyzingthe current, varied approaches to healthcare reform. Usually offered every year.Mr. Altman

HS 110a Wealth and PovertyHS 110a Wealth and PovertyHS 110a Wealth and PovertyHS 110a Wealth and PovertyHS 110a Wealth and Poverty[ ss ]Examines why the gap between richer andpoorer citizens appears to be widening inthe United States and elsewhere, whatcould be done to reverse this trend, and howthe widening disparity affects major issuesof public policy. Usually offered every year.Mr. Shapiro

HS 120a Race and the LawHS 120a Race and the LawHS 120a Race and the LawHS 120a Race and the LawHS 120a Race and the Law[ ss ]Explores how race has been defined andused to uphold or undermine the principlesespoused in the Constitution and othersources of the law in the United States.Issues discussed range from treatment ofNative Americans at the nation’s birth tothe modern concept of affirmative action.One of our premises is that ideally the lawrepresents the synthesis of the narratives ofvarious elements of a society. Usuallyoffered every year.Ms. Hill

HS 124a Dilemmas of Long–Term CareHS 124a Dilemmas of Long–Term CareHS 124a Dilemmas of Long–Term CareHS 124a Dilemmas of Long–Term CareHS 124a Dilemmas of Long–Term Care[ ss ]Fifty million Americans have a disability.What kinds of help do they want? What arethe responsibilities of families, friends, andcommunities to help? Current U.S.approaches to service delivery, financing,and organization are reviewed andalternatives considered. Usually offeredevery second year.Mr. Leutz

(200 and above) Primarily for(200 and above) Primarily for(200 and above) Primarily for(200 and above) Primarily for(200 and above) Primarily forGraduate StudentsGraduate StudentsGraduate StudentsGraduate StudentsGraduate Students

HS 215f Corporate FinanceHS 215f Corporate FinanceHS 215f Corporate FinanceHS 215f Corporate FinanceHS 215f Corporate FinancePrerequisites: HS 251b and HS 246f. Meetsfor one-half semester and yields half-coursecredit. This course may not be repeated forcredit by students who have taken HS 215bin previous years.Introduces the modern theory of corporatefinance and the institutional background offinancial instruments and markets.Considers ways to measure value. Exploresalternative forms of financing and ways toanalyze them. Considers the financing toolsappropriate for for-profit and nonprofitorganizations. Usually offered everysummer.Mr. Friedman

HS 225a Fundraising and DevelopmentHS 225a Fundraising and DevelopmentHS 225a Fundraising and DevelopmentHS 225a Fundraising and DevelopmentHS 225a Fundraising and DevelopmentExamines the critical role of fundraisingand development in successful nonprofitorganizations. Students learn to analyze,plan, and evaluate a comprehensivefundraising program and to create elementsof a professional fundraising portfolio.Explores management and leadership issuesassociated with the rapidly changing field ofdevelopment and philanthropy. Usuallyoffered every year.Mr. Whalen


HS 228a Social EntrepreneurshipHS 228a Social EntrepreneurshipHS 228a Social EntrepreneurshipHS 228a Social EntrepreneurshipHS 228a Social EntrepreneurshipExplores how entrepreneurship has becomea driving force in the social enterprisesector, provides tools for developing andevaluating new ventures, and explores theblurring line between for-profit andnonprofit social initiatives. The course alsoteaches hands-on social venture businessplan development tools, form assessingmarkets to developing financial andoperating plans. Usually offered every year.Ms. Carlson

HS 229f Health Financing in DevelopingHS 229f Health Financing in DevelopingHS 229f Health Financing in DevelopingHS 229f Health Financing in DevelopingHS 229f Health Financing in DevelopingCountriesCountriesCountriesCountriesCountriesMeets for one-half semester and yields half-course credit.Examines the mobilization of resources forthe health system as a whole and thefunding of individual providers for healthservices in developing countries. Providesthe tools for examining broad reforms aswell as refinements of individualcomponents of the health care system.Usually offered every second year.Mr. Shepard

HS 233a Managing Policy and PracticeHS 233a Managing Policy and PracticeHS 233a Managing Policy and PracticeHS 233a Managing Policy and PracticeHS 233a Managing Policy and PracticeChange in Health ServicesChange in Health ServicesChange in Health ServicesChange in Health ServicesChange in Health ServicesBegins with definitions of policy and howpolicy is made from both theoretical andpractical perspectives. Examines severalframeworks for analyzing policyimplementation and for planningimplementation strategies. Several sessionswill focus on the management skills andtools useful to planning and managing theimplementation of policy change. Studentswill have the opportunity to bringconceptual knowledge and skills together inanalysis of several case studies. Usuallyoffered every year.Ms. Holcombe

HS 234f National Health Accounts:HS 234f National Health Accounts:HS 234f National Health Accounts:HS 234f National Health Accounts:HS 234f National Health Accounts:Applications to Low- and Middle-IncomeApplications to Low- and Middle-IncomeApplications to Low- and Middle-IncomeApplications to Low- and Middle-IncomeApplications to Low- and Middle-IncomeCountriesCountriesCountriesCountriesCountriesMeets for one-half semester and yields half-course credit.National Health Accounts (NHA) is aglobally accepted framework and approachfor measuring total national healthexpenditure. Provides an overview of theconcepts and methodology of NHA.Students will understand the internationalclassification systems used to categorizehealth expenditures, be able to constructNHA tables, and understand the uses towhich NHA data can be put. Usuallyoffered every year.Mr. Gaumer or Mr. Nandakumar

HS 236a International Health SystemsHS 236a International Health SystemsHS 236a International Health SystemsHS 236a International Health SystemsHS 236a International Health SystemsStudies how global movements in dealingwith health have shaped health systems,the emerging challenges developingcountries are facing, and how these mightaffect health systems. Students will studythe link between health and development,how health systems are organized, howhealth care is financed, and the role ofpublic and private sectors in providinghealth care, regulation, and consumerbehavior. Usually offered every year.Mr. Gaumer or Mr. Nandakumar

HS 239b International Health EconomicsHS 239b International Health EconomicsHS 239b International Health EconomicsHS 239b International Health EconomicsHS 239b International Health EconomicsProvides a rigorous economic frameworkthat addresses positive and normativeissues in the economics of health indeveloping countries. Topics include:relationship between health outcomes andmacro economic performance; microeconomics of health care and insurancemarkets including demand for health careservices, insurance, supply of physicianservices, and other medical services;normative analysis for health policy andprojects including market failure and publicintervention; and emerging issues ininternational health in low- and middle-income countries. Usually offered everyyear.Mr. Gaumer or Mr. Nandakumar

HS 240b Professional Skills: CriticalHS 240b Professional Skills: CriticalHS 240b Professional Skills: CriticalHS 240b Professional Skills: CriticalHS 240b Professional Skills: CriticalReading and WritingReading and WritingReading and WritingReading and WritingReading and WritingYields half-course credit.Provides students with training andexperience in critical reading fordevelopment purposes and in professionalwriting. Combining lectures, discussions,and classroom exercises in weekly classsessions, the course is based around regularwritten submissions on which studentsreceive extensive feedback. Usually offeredevery year.Ms. Green

HS 240f Master’s Project PreparationHS 240f Master’s Project PreparationHS 240f Master’s Project PreparationHS 240f Master’s Project PreparationHS 240f Master’s Project PreparationPrerequisite: Open only to MA SIDstudents. Meets for one-half semester andyields half-course credit.This course is organized around threelinked, logical, sequential topics thattogether make up the second-year projectproposal: the development problem and itsimportance; what the evidence says aboutthe topic; and the strategy or approach toanswer the development question. Usuallyoffered every year.Mr. Godoy

HS 241f Information System StrategiesHS 241f Information System StrategiesHS 241f Information System StrategiesHS 241f Information System StrategiesHS 241f Information System StrategiesMeets for one-half semester and yields half-course credit.Introduces students to fundamental issuesrelated to management information systems(MIS). Managers need an understanding ofall of their organizational functions, alongwith ways to measure all aspects ofbusiness operations. For effectivemanagement, this ongoing flood ofinformation needs to be ordered, monitored,evaluated, processed, and utilized in anumber of ways. An effective MIS canprovide both a framework and a set of toolsto enable managers to accomplish each ofthese tasks in order to make properstrategic choices and informed decisions. Amajor part of our work will be to uncoverwhat types of information we need and howbest to measure and use this informationeffectively. Usually offered every year.Mr. Fournier

HS 243a MBA CapstoneHS 243a MBA CapstoneHS 243a MBA CapstoneHS 243a MBA CapstoneHS 243a MBA CapstoneRequired for Heller MBA students. Yieldshalf-course credit.A classroom-based experience in criticalanalysis and skill building designed as aculminating experience in which studentsare expected to integrate different aspects ofthe core MBA curriculum. The course workis designed to support the team consultingproject, a three-month project in whichgroups of three to five students work withmission-driven organizations to addresspressing management challenges. Usuallyoffered every summer.Mr. Janson

HS 245f EconomicsHS 245f EconomicsHS 245f EconomicsHS 245f EconomicsHS 245f EconomicsMeets for one-half semester and yields half-course credit.Begins with the analysis of markets andintroduces the concept of market failure.Considers the theory of the firm,modifications necessary for mission-drivenorganizations, and special economic issuesthat arise for mission-driven organizations.Usually offered every summer.Mr. Friedman

HS 246f StatisticsHS 246f StatisticsHS 246f StatisticsHS 246f StatisticsHS 246f StatisticsMeets for one-half semester and yields half-course credit.Presents students with an introduction tothe fundamentals of parametric statistics.Covers the essentials required for studentsto understand issues related tomeasurement and how to generatedescriptive information and statisticalanalyses from these measurements. Focusesprimarily on understanding the importanceof summary measures along with a study offundamental statistical distributions.Usually offered every year.Mr. Fournier


HS 247f Evaluation for ManagersHS 247f Evaluation for ManagersHS 247f Evaluation for ManagersHS 247f Evaluation for ManagersHS 247f Evaluation for ManagersMeets for one-half semester and yields half-course credit.Focuses on program evaluation techniquesof interest to managers, including balancedscorecard methods, needs assessment,participatory evaluation methods, process/implementation analysis, impact analysis,cost-benefit analysis, and utilization-focused evaluation. These techniques arediscussed in the context of building“learning organizations” that enable theorganization and its managers to knowwhether they are succeeding. Usuallyoffered every year.Mr. Hahn

HS 248b Financial ManagementHS 248b Financial ManagementHS 248b Financial ManagementHS 248b Financial ManagementHS 248b Financial ManagementPrerequisite: HS 251a.Develops students as educated consumersof financial information. Covers financialmanagement problems encountered bytoday’s human service professionals in areal-world perspective based on soundfinancial and accounting theory. Includestopics such as financial statement analysis,budget development and control, managinggrowth, cash flow management, andmanagement controls. Usually offered everyyear.Mr. McLaughlin

HS 249f Social Justice, Management, andHS 249f Social Justice, Management, andHS 249f Social Justice, Management, andHS 249f Social Justice, Management, andHS 249f Social Justice, Management, andPolicyPolicyPolicyPolicyPolicyMeets for one-half semester and yields half-course credit.Allows students the opportunity to explorethe management implications of“Knowledge Advancing Social Justice.”Examines historical and contemporarythinkers, justice issues, and managementactivities. Students grapple with the dailymanagement dilemmas faced by managersand change agents both inside and outsideorganizations. Usually offered every year.Ms. Bhalotra

HS 250a Financial AccountingHS 250a Financial AccountingHS 250a Financial AccountingHS 250a Financial AccountingHS 250a Financial AccountingDevelops a fundamental understanding offinancial accounting and reporting issues asthey apply to nonprofit and for-profitorganizations. Students will learn about theimportance of fiscal responsibility andintegrity in the efficient utilization of anorganization’s resources relative toorganizational goals. Accounting practicesthat are unique to nonprofit organizationswill be introduced, discussed, anddifferentiated from those practicesemployed by for–profit entities. Emphasiswill be placed on interpreting financialstatements to understand how accountinginformation, in a variety of settings, can beutilized by decision makers. Usually offeredevery year.Ms. Anderson

HS 251b Managerial AccountingHS 251b Managerial AccountingHS 251b Managerial AccountingHS 251b Managerial AccountingHS 251b Managerial AccountingProvides general introduction to theconcepts, problems, and issues related tomanagerial accounting. Managerialaccounting predominantly addresses theinternal use of economic informationregarding the resources used in the processof producing goods and providing services.Fundamental aspects of cost behavior andcost accounting will be discussed, butalways from the perspective of the managerwho must make decisions rather than theaccountant who prepares the information.Usually offered every year.Ms. Anderson

HS 252b Strategic ManagementHS 252b Strategic ManagementHS 252b Strategic ManagementHS 252b Strategic ManagementHS 252b Strategic ManagementProvides students with the theoreticalconstructs and practical tools necessary tocreate and manage organizationsstrategically. Includes strategic process,organizational design, and development ofplanning tools and cycles. All studentsperform an applied strategic analysis for anactual organization. Usually offered everyyear.Mr. McLaughlin

HS 253b Leadership and OrganizationalHS 253b Leadership and OrganizationalHS 253b Leadership and OrganizationalHS 253b Leadership and OrganizationalHS 253b Leadership and OrganizationalBehaviorBehaviorBehaviorBehaviorBehaviorFocuses on leadership and managingorganizations. Uses cases on a variety oforganizations to expose students toproblems and to improve their effectivenessin analyzing, diagnosing, and leading peoplein organizations. Students learnorganizational concepts, analyticframeworks, and models, and practice theirleadership skills in class. Uses casediscussions, simulations, role-playing,mini-lecturing, and experimental exercises.Provides an opportunity to developleadership skills through group work andreflection. Usually offered every year.Mr. Chilingerian

HS 253f HIV/AIDS and Public PolicyHS 253f HIV/AIDS and Public PolicyHS 253f HIV/AIDS and Public PolicyHS 253f HIV/AIDS and Public PolicyHS 253f HIV/AIDS and Public PolicyMeets for one-half semester and yields half-course credit.This half-semester course is geared towardstudents with limited experience in HIV/AIDS as a public policy issue. In the firstsessions, students learn the keyperspectives to frame the HIV/AIDSepidemic as a policy issue, including aneconomic perspective, a social impactperspective, and a rights perspective. Thesecond half of the course reviews lessonsfrom the international experience inresponding to the epidemic. Attention isgiven to sector-based interventions andnecessary coordination between sectors forspecific interventions to be effective.Usually offered every year.Ms. Kaufman

HS 254a Human Resource ManagementHS 254a Human Resource ManagementHS 254a Human Resource ManagementHS 254a Human Resource ManagementHS 254a Human Resource ManagementConsiders how human resourcemanagement might aid in achievingorganizational excellence. Focuses on thedevelopment of concepts and strategies thatcan increase effectiveness in developingpolicies and practices to enhance the valueof people in the organizations served.Usually offered every year.Ms. Gittell

HS 254f Macroeconomic Policy forHS 254f Macroeconomic Policy forHS 254f Macroeconomic Policy forHS 254f Macroeconomic Policy forHS 254f Macroeconomic Policy forDevelopment ProfessionalsDevelopment ProfessionalsDevelopment ProfessionalsDevelopment ProfessionalsDevelopment ProfessionalsMeets for one-half semester and yields half-course credit.Aims to provide the basic conceptual toolkit and develops basic macroeconomicconcepts necessary to understand trendsand their impact. Examines and critiqueswhat is commonly called the “Washingtonconsensus,” the view advocatingliberalization and the opening up of theeconomies of the developing world as thepath to development. To do this, we look atthe empirical record of the actualexperience of some developing countries inthe recent past. Usually offered every year.Ms. Finnoff

HS 256f Community Building for ManagersHS 256f Community Building for ManagersHS 256f Community Building for ManagersHS 256f Community Building for ManagersHS 256f Community Building for ManagersMeets for one-half semester and yields half-course credit.Focuses on the elasticity of the term“community building,” some historicalthemes, and how a term originally focusedmostly on neighborhood revival is now alsoused in the context of building stronger tiesamong people who share specific interestsand used by managers who would like toreinvent the workplace around communityprinciples. With community building jargonincreasingly entering into management andpublic policy literature, managers mustunderstand the parameters of this“movement” and acquaint themselves withsome of the skills and developments thatpeople doing this work have found useful.Usually offered every year.Mr. Hahn

HS 258a Operations Management in ServiceHS 258a Operations Management in ServiceHS 258a Operations Management in ServiceHS 258a Operations Management in ServiceHS 258a Operations Management in ServiceOrganizationsOrganizationsOrganizationsOrganizationsOrganizationsExplores how operations management skillscan help organizations to deliver high-quality services while using resourcesefficiently. Students develop skillsincluding quality assessment, processmapping, productivity analysis, wait-timeanalysis, and scheduling. Usually offeredevery year.Ms. Gittell

HS 259f Topics in Sustainable DevelopmentHS 259f Topics in Sustainable DevelopmentHS 259f Topics in Sustainable DevelopmentHS 259f Topics in Sustainable DevelopmentHS 259f Topics in Sustainable DevelopmentMeets for one-half semester and yields half-course credit.Topics may include, but are not limited to,the following: household economics;culture, power, and development;masculinity and gender; HIV/AIDS as apublic policy issue; gender andglobalization; and theories of social change.Usually offered every year.Staff


HS 262f Culture, Power, and DevelopmentHS 262f Culture, Power, and DevelopmentHS 262f Culture, Power, and DevelopmentHS 262f Culture, Power, and DevelopmentHS 262f Culture, Power, and DevelopmentMeets for one-half semester and yields half-course credit.Students engage with constructs of culturalsuperiority, debate about modernization,and learn about what motivates individualand cultural change. Students areintroduced to alternative theoreticalapproaches to culture and development andlearn how to apply those theories todifferent historical contexts as well ascontemporary situations. Usually offeredevery year.Ms. Ready

HS 263f Applied Geographic InformationHS 263f Applied Geographic InformationHS 263f Applied Geographic InformationHS 263f Applied Geographic InformationHS 263f Applied Geographic InformationSystems (GIS)Systems (GIS)Systems (GIS)Systems (GIS)Systems (GIS)Meets for one-half semester and yields half-course credit. Prerequisite: HS 297f orpermission of the instructor.Builds on the introductory GIS course,further enabling students to developtechnical skills in the use of ARCView GISsoftware; qualitative skills in datagathering, analysis, and presentation; andunderstanding of the potential of GIS as atool for planning and evaluatingdevelopment projects. Includes a computerlab. Usually offered every year.Mr. Lakshmikanthan

HS 264b Natural Resource ManagementHS 264b Natural Resource ManagementHS 264b Natural Resource ManagementHS 264b Natural Resource ManagementHS 264b Natural Resource Managementand Coexistenceand Coexistenceand Coexistenceand Coexistenceand CoexistenceFocuses on the historical and politicalbackdrop to conflict over resources and ongeneralizations derived about theseconflicts. The class examines several casehistories on basic principles of cooperationin the management of natural resources.Identifies potential areas of futurecooperation that could lead to coexistenceof ethnic or economic groups within acountry, between neighboring countriesusing the same resources, or of largerregions where group members may havedifferent requirements. Usually offeredevery year.Mr. Klein

HS 264f Principles of Ecology forHS 264f Principles of Ecology forHS 264f Principles of Ecology forHS 264f Principles of Ecology forHS 264f Principles of Ecology forDevelopment PlannersDevelopment PlannersDevelopment PlannersDevelopment PlannersDevelopment PlannersMeets for one-half semester and yields half-course credit.Introduces ecological principles thatinfluence the sustainability of national andlocal development programs throughout theworld. Usually offered every year.Mr. Olson

HS 265f Applied Ecology for DevelopmentHS 265f Applied Ecology for DevelopmentHS 265f Applied Ecology for DevelopmentHS 265f Applied Ecology for DevelopmentHS 265f Applied Ecology for DevelopmentPlannersPlannersPlannersPlannersPlannersPrerequisite: HS 264f. Meets for one-halfsemester and yields half-course credit.Deepens the understanding of ecologythrough the exploration of case studies ofdevelopment programs. Usually offeredevery year.Mr. Klein

HS 266f Economic Concepts forHS 266f Economic Concepts forHS 266f Economic Concepts forHS 266f Economic Concepts forHS 266f Economic Concepts forDevelopment PractitionersDevelopment PractitionersDevelopment PractitionersDevelopment PractitionersDevelopment PractitionersMeets for one-half semester and yields half-course credit.Covers basic principles of microeconomics,focusing on the supply and demandframework with applications and examplesto developing countries. Usually offeredevery year.Staff

HS 268f Principles of Law and DevelopmentHS 268f Principles of Law and DevelopmentHS 268f Principles of Law and DevelopmentHS 268f Principles of Law and DevelopmentHS 268f Principles of Law and DevelopmentMeets for one-half semester and yields half-course credit.Through a primer on law and legalinstitutions, examines the use of the legalorder to solve problems of poverty,vulnerability, and environmentaldegradation in developing nations. Usuallyoffered every year.Mr. Russell-Einhorn

HS 269f Food Security and NutritionHS 269f Food Security and NutritionHS 269f Food Security and NutritionHS 269f Food Security and NutritionHS 269f Food Security and NutritionMeets for one-half semester and yields half-course credit.Explores how international and nationalagencies define and measure food securityand nutritional status and set goals forstrategic interventions. Usually offeredevery year.Mr. Lockwood

HS 270f Seminar in Health and HumanHS 270f Seminar in Health and HumanHS 270f Seminar in Health and HumanHS 270f Seminar in Health and HumanHS 270f Seminar in Health and HumanRightsRightsRightsRightsRightsMeets for one-half semester and yields half-course credit.A seminar with a focus on reading,discussion, and student research rather thanon lectures. What are the implications of a“rights-based approach” to health forpolicymakers, medical professionals,health-related industries, and patients?What roles do civil and political rights likeparticipation, freedom of speech, and non-discrimination as well as the notion of aright to health itself play in health policymaking and policy implementation? Eachstudent is expected to draft and present asubstantial seminar paper. Usually offeredevery year.Ms. Green

HS 271a Framework for DevelopmentHS 271a Framework for DevelopmentHS 271a Framework for DevelopmentHS 271a Framework for DevelopmentHS 271a Framework for DevelopmentProvides a conceptual umbrella for all thecoursework in the SID program. Introducesstudents to the major currents of thinkingabout sustainable development. Topicsinclude poverty, inequality, globalization,human rights, the environment, and therole of institutions. Students examine whatis known about the drivers of developmentas well as the links between global andnational policies, and actions forsustainable development. Usually offeredevery year.Ms. Holcombe

HS 272f Creating Microfinance InstitutionsHS 272f Creating Microfinance InstitutionsHS 272f Creating Microfinance InstitutionsHS 272f Creating Microfinance InstitutionsHS 272f Creating Microfinance Institutionsand Partnershipsand Partnershipsand Partnershipsand Partnershipsand PartnershipsMeets for one-half semester and yields half-course credit.Covers building and staffing large-scale,cost–effective microfinance institutions andexplores strategies for partnerships withlocal NGOs and village-level organizationsto expand outreach. Usually offered everyyear.Mr. Ashe

HS 274a Directed Readings in SustainableHS 274a Directed Readings in SustainableHS 274a Directed Readings in SustainableHS 274a Directed Readings in SustainableHS 274a Directed Readings in SustainableDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentUsually offered every year.Staff

HS 274f Directed Readings in SustainableHS 274f Directed Readings in SustainableHS 274f Directed Readings in SustainableHS 274f Directed Readings in SustainableHS 274f Directed Readings in SustainableDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentMeets for one-half semester and yields half-course credit.Usually offered every semester.Staff

HS 275a Directed Research in SustainableHS 275a Directed Research in SustainableHS 275a Directed Research in SustainableHS 275a Directed Research in SustainableHS 275a Directed Research in SustainableDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentUsually offered every year.Staff

HS 275f Directed Research in SustainableHS 275f Directed Research in SustainableHS 275f Directed Research in SustainableHS 275f Directed Research in SustainableHS 275f Directed Research in SustainableDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentMeets for one-half semester and yields half-course credit.Usually offered every semester.Staff

HS 276f World HealthHS 276f World HealthHS 276f World HealthHS 276f World HealthHS 276f World HealthMeets for one-half semester and yields half-course credit.A primer on major diseases and problems ofhealth care in developing nations. Topicsinclude descriptions of disease incidenceand prevalence, including infectious,chronic, and mental disease; determinantsof health, including culture and behavior;the roles of nutrition, education, andreproductive trends and poverty;demographic transitions, including agingand urbanization; the structure andfinancing of health systems; and theglobalization of health. Usually offeredevery year.Ms. Bhalotra

HS 278f Monitoring and EvaluationHS 278f Monitoring and EvaluationHS 278f Monitoring and EvaluationHS 278f Monitoring and EvaluationHS 278f Monitoring and EvaluationMeets for one-half semester and yields half-course credit.Explores issues and methods ofdevelopment project monitoring andevaluation, including economic, social, andenvironmental issues and how thesefunctions are critical to projectmanagement. Usually offered every year.Ms. Roper or Ms. Snell


HS 279a Planning and Implementation:HS 279a Planning and Implementation:HS 279a Planning and Implementation:HS 279a Planning and Implementation:HS 279a Planning and Implementation:Concepts and MethodsConcepts and MethodsConcepts and MethodsConcepts and MethodsConcepts and MethodsFor students who wish to study in moredepth analytical methods utilized indevelopment planning. Issues and methodsof project implementation are discussed,and, drawing on case studies, the courseexamines the complex interactions betweenbeneficiary communities, socialmobilization and leadership, participationand training, and other factors that affectaccountability and achievement. Usuallyoffered every year.Ms. Howard or Mr. Simon

HS 280f Microenterprise Development andHS 280f Microenterprise Development andHS 280f Microenterprise Development andHS 280f Microenterprise Development andHS 280f Microenterprise Development andFinanceFinanceFinanceFinanceFinanceMeets for one-half semester and yields half-course credit.Covers a broad range of operational issuesrelated to the design, implementation, andevaluation of microfinance initiativesreflecting a range of methodologies andapproaches. Usually offered every year.Mr. Ashe

HS 281f The Learning Organization:HS 281f The Learning Organization:HS 281f The Learning Organization:HS 281f The Learning Organization:HS 281f The Learning Organization:Research and AdvocacyResearch and AdvocacyResearch and AdvocacyResearch and AdvocacyResearch and AdvocacyMeets for one-half semester and yields half-course credit.Introduces concepts and methods for usingorganizational program experience tostrengthen internal management, programplanning, and public policy. Examines theexperience of noted NGOs. Usually offeredevery year.Mr. Arena-DeRosa

HS 282f Environmental Impact AssessmentHS 282f Environmental Impact AssessmentHS 282f Environmental Impact AssessmentHS 282f Environmental Impact AssessmentHS 282f Environmental Impact AssessmentMeets for one-half semester and yields half-course credit.A primer on the basic concepts andmethods of formal environmental impactassessments and adaptations forcommunity-led small projects. Usuallyoffered every year.Mr. Boyer or Mr. Olson

HS 283f Gender and DevelopmentHS 283f Gender and DevelopmentHS 283f Gender and DevelopmentHS 283f Gender and DevelopmentHS 283f Gender and DevelopmentMeets for one-half semester and yields half-course credit.Gender, as a social construct, is explored indiverse cultures and societies. Examinesgender’s major influence on thedevelopment process. Usually offered everyyear.Ms. McSweeney or Ms. Ready

HS 284f Gender Analysis in DevelopmentHS 284f Gender Analysis in DevelopmentHS 284f Gender Analysis in DevelopmentHS 284f Gender Analysis in DevelopmentHS 284f Gender Analysis in DevelopmentPlanningPlanningPlanningPlanningPlanningMeets for one-half semester and yields half-course credit.Examines recent concepts and methods forgender analysis as an integral factor inprogram planning across cultures. Usuallyoffered every year.Mr. Obote Joshua

HS 285a MarketingHS 285a MarketingHS 285a MarketingHS 285a MarketingHS 285a MarketingAn overview of marketing with a focus onhow to formulate marketing strategies andidentify and evaluate strategy-based tacticsin order to achieve organizationalmarketing goals. Topics include strategicmarket planning, market research andanalysis; consumer behavior; marketsegmentation, targeting, and positioning;social marketing; and the marketing mix-product, price, distribution, promotion, andmarketing communications. Usually offeredevery year.Ms. Lu

HS 285f Rights-Based Approach toHS 285f Rights-Based Approach toHS 285f Rights-Based Approach toHS 285f Rights-Based Approach toHS 285f Rights-Based Approach toDevelopment IDevelopment IDevelopment IDevelopment IDevelopment IMeets for one-half semester and yields half-course credit.Provides a broad introduction tointernational human rights laws,mechanisms, and practices, includingspecial protections for vulnerable groupsand the key debates underpinning therights-based approach to development andpoverty. Also covers the international andregional institutions that exist to protecthuman rights. Usually offered every year.Ms. Green

HS 286f Civil Society and NonHS 286f Civil Society and NonHS 286f Civil Society and NonHS 286f Civil Society and NonHS 286f Civil Society and NonGovernmental OrganizationsGovernmental OrganizationsGovernmental OrganizationsGovernmental OrganizationsGovernmental OrganizationsMeets for one-half semester and yields half-course credit.The phenomenal growth in non-governmental organizations throughout theworld in the past two decades hastransformed the delivery of developmentassistance and relationships between theNorth and South. Examines the nature ofcivil society, types of and relationshipsamong NGOs, and NGO relationships withthe state, multilateral and bilateralorganizations, and communityorganizations. Usually offered every year.Ms. Roper

HS 289f The Demographics of DevelopmentHS 289f The Demographics of DevelopmentHS 289f The Demographics of DevelopmentHS 289f The Demographics of DevelopmentHS 289f The Demographics of DevelopmentMeets for one-half semester and yields half-course credit.A primer on population growth and thesocioeconomic dynamics of reducingfertility rates. Usually offered every year.Ms. Holcombe

HS 290a Economic Analysis for ManagersHS 290a Economic Analysis for ManagersHS 290a Economic Analysis for ManagersHS 290a Economic Analysis for ManagersHS 290a Economic Analysis for ManagersOpen to Tufts MD/MBA students only.Introduces economic approaches tomanagerial and policy decision making.Covers supply and demand, marketstructures, pricing and market failure, aswell as useful tools such as optimizationand game theory. Concepts are reinforcedwith case analyses and examples from thehealth and human services sectors. Somecalculus required.Mr. Friedman

HS 290f Rights-Based Approach toHS 290f Rights-Based Approach toHS 290f Rights-Based Approach toHS 290f Rights-Based Approach toHS 290f Rights-Based Approach toDevelopment IIDevelopment IIDevelopment IIDevelopment IIDevelopment IIPrerequisite: HS 285f or permission of theinstructor.Builds HS 285f with a deeper exploration ofhuman rights in practice. Topics coveredinclude human rights and transnationalcorporations; the International CriminalCourt and other forms of individualaccountability for human rights violations;the rights to participation, transparency,and access to information in the context ofdevelopment; the nature and role ofpolitical human rights in a developmentcontext; human rights advocacy and theintegration of human rights indicators withdevelopment indicators; human rights inconflict situations; the role of human rightsin UN development agencies; and finallycritical responses to rights-basedapproaches. Usually offered every year.Ms. Green

HS 291f Development in ConflictHS 291f Development in ConflictHS 291f Development in ConflictHS 291f Development in ConflictHS 291f Development in ConflictSituationsSituationsSituationsSituationsSituationsMeets for one-half semester and yields half-course credit.Enhances skills in humanitarian work inconflict situations by looking at concretepractices and reflecting on fundamentalissues involved. Gives a broad look atdifferent aspects of work in conflictsituations. The theory of the course isrooted in the analysis that there is not arelief-development continuum, but ratherdifferent processes that go back and forthbetween each other. Aims to give studentsan overall framework for looking athumanitarian work in conflict situations bygiving an overview of the issues and debatesin development theory. Usually offeredevery year.Ms. Quintiliani

HS 293f Religion and DevelopmentHS 293f Religion and DevelopmentHS 293f Religion and DevelopmentHS 293f Religion and DevelopmentHS 293f Religion and DevelopmentMeets for one-half semester and yields half-course credit.Explores the connections between religionand development from theoretical, activist(engaged religious), and practitioner (faith-based NGO) perspectives. Considers (1)basic social science perspectives on theconnections of religious cosmology, beliefs,and practices to social and cultural identity,solidarity, and ideas about human dignity,social inequalities, and the desirability orinevitability of social change and (2)notions of religious obligations and the roleof religion as a motivating force or barrierto social transformation and sustainabledevelopment. This module seeks to build apositive understanding of the potentialcontributions of religious forces, withattention to peace-building and economic-development activities. Usually offeredevery year.Ms. Messer


HS 295f Natural Resource DevelopmentHS 295f Natural Resource DevelopmentHS 295f Natural Resource DevelopmentHS 295f Natural Resource DevelopmentHS 295f Natural Resource DevelopmentPlanningPlanningPlanningPlanningPlanningMeets for one-half semester and yields half-course credit.Investigates major issues of naturalresource management affecting thesustainability of development. Usuallyoffered every year.Mr. Godoy

HS 297f Introduction to GeographicHS 297f Introduction to GeographicHS 297f Introduction to GeographicHS 297f Introduction to GeographicHS 297f Introduction to GeographicInformation SystemsInformation SystemsInformation SystemsInformation SystemsInformation SystemsMeets for one-half semester and yields half-course credit.A primer for nonspecialists on GIS and itscapabilities as a tool for planning andmonitoring. Includes a computer lab.Usually offered every year.Mr. Lakshmikanthan

HS 298f Development ManagementHS 298f Development ManagementHS 298f Development ManagementHS 298f Development ManagementHS 298f Development ManagementMeets for one-half semester and yields half-course credit.Examines contextual factors that influencethe implementation of development, as wellas the management skills necessary toimplementing sustainable developmentprograms. Usually offered every year.Mr. Short

HS 299b Team Consulting ProjectHS 299b Team Consulting ProjectHS 299b Team Consulting ProjectHS 299b Team Consulting ProjectHS 299b Team Consulting ProjectA capstone educational experience forstudents nearing the end of the MBAprogram. Working under the supervision ofa faculty adviser, teams of three to fiveMBA and Heller/Hornstein students providemanagement consulting services tononprofit, community-based health andhuman services agencies. Usually offeredevery year.Mr. Bailis

HS 299f NGOs: Structure and GovernanceHS 299f NGOs: Structure and GovernanceHS 299f NGOs: Structure and GovernanceHS 299f NGOs: Structure and GovernanceHS 299f NGOs: Structure and GovernanceMeets for one-half semester and yields half-course credit.Run as an NGO management workshopresponding to issues and problemsidentified by students. Issues typicallyinclude mission statements, structure,governance, participation, and funding.Usually offered every year.Mr. Short

HS 300a Theories of Social Policy, SocialHS 300a Theories of Social Policy, SocialHS 300a Theories of Social Policy, SocialHS 300a Theories of Social Policy, SocialHS 300a Theories of Social Policy, SocialJustice, and Social ChangeJustice, and Social ChangeJustice, and Social ChangeJustice, and Social ChangeJustice, and Social ChangeDevelops theoretical perspectives on socialpolicy, social justice, and social change, anda framework for analyzing and developingsocial policies. Identifies majorinstitutional systems that function in anysociety throughout human evolution andthat are key variables of social policy andsocial change practice. Usually offeredevery year.Mr. Gil

HS 300f Integrated Conservation andHS 300f Integrated Conservation andHS 300f Integrated Conservation andHS 300f Integrated Conservation andHS 300f Integrated Conservation andDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentMeets for one-half semester and yields half-course credit.Conservation biologists and economicdevelopment planners have often hadconflicting priorities and means. The classreviews methods of achieving biodiversityconservation and community developmentthrough an integrated approach. Usuallyoffered every year.Ms. Howard

HS 301a Oppression and Social MovementsHS 301a Oppression and Social MovementsHS 301a Oppression and Social MovementsHS 301a Oppression and Social MovementsHS 301a Oppression and Social MovementsExplores the nature of oppression incontemporary and past human societies andthe dynamics and role of social movementsin confronting oppression and pursuingsocial change toward human liberation. Theseminar is based on the assumption that alltypes of oppression throughout socialevolution have common origins andfunctions. Examines these common aspects,as well as specific manifestations, such asracism, sexism, social class discrimination,colonialism, and so on. Usually offeredevery third year.Mr. Gil

HS 303a Historical and ContemporaryHS 303a Historical and ContemporaryHS 303a Historical and ContemporaryHS 303a Historical and ContemporaryHS 303a Historical and ContemporaryDevelopments in Social WelfareDevelopments in Social WelfareDevelopments in Social WelfareDevelopments in Social WelfareDevelopments in Social WelfareExamines the development of social welfareover time by reviewing policy argumentswithin a historical context and using ananalytic framework centered on eligibility,benefits, administration, financing, andbehavioral incentives to assess perennialissues in social welfare and analyzecontemporary challenges. Usually offeredevery year.Mr. Doonan

HS 303b Policy, Implementation, and theHS 303b Policy, Implementation, and theHS 303b Policy, Implementation, and theHS 303b Policy, Implementation, and theHS 303b Policy, Implementation, and theLawmaking ProcessLawmaking ProcessLawmaking ProcessLawmaking ProcessLawmaking ProcessThis course may not be repeated for creditby students who have taken HS 303f inprevious years.Provides students with a sufficientbackground in legislative theory,methodology, and techniques to enablethem to conceptualize how to translatepolicy into effectively implemented law andto assess bills purporting to resolveparticular social problems. Usually offeredevery year.Ms. Seidman

HS 306f Survey Design and Data AnalysisHS 306f Survey Design and Data AnalysisHS 306f Survey Design and Data AnalysisHS 306f Survey Design and Data AnalysisHS 306f Survey Design and Data Analysisfor Developmentfor Developmentfor Developmentfor Developmentfor DevelopmentMeets for one-half semester and yields half-course credit. This course may not berepeated for credit by students who took HS259f section 7 in spring 2006.An introduction to survey design andapplied principles of data analysis indevelopment. Topics covered include:research design (hypothesis formulation,model building, experimental researchdesign), data collection (principles of surveydesign, definition and measurement ofvariables, cross-sectional and panel surveys,focus groups and pilot tests of surveys), anddata analysis (statistical and socialsignificance, univariate and bivariateanalysis, multivariate analysis). Usuallyoffered every year.Mr. Godoy

HS 308f Masculinities and GenderHS 308f Masculinities and GenderHS 308f Masculinities and GenderHS 308f Masculinities and GenderHS 308f Masculinities and GenderRelations in Sustainable DevelopmentRelations in Sustainable DevelopmentRelations in Sustainable DevelopmentRelations in Sustainable DevelopmentRelations in Sustainable DevelopmentMeets for one-half semester and yields half-course credit. This course may not berepeated for credit by students who havetaken HS 259f with this same topic inprevious years.This course seeks to expand theunderstanding of the relational nature ofgender by focusing on the implications ofincorporating men and masculinities ingender mainstreaming practices. Usuallyoffered every year.Mr. Obote

HS 309f International Law for DevelopmentHS 309f International Law for DevelopmentHS 309f International Law for DevelopmentHS 309f International Law for DevelopmentHS 309f International Law for DevelopmentPractitionersPractitionersPractitionersPractitionersPractitionersMeets for one-half semester and yields half-course credit.An introduction to the basic principles ofinternational law for non-lawyerprofessionals working in internationaldevelopment. Covers core terminology ofinternational law that developmentpractitioners are likely to encounter,explains how international agreements suchas treaties are created and implemented,and examines how international disputes,on issues ranging from environmental lawsto the use of force, are resolved. Alsoprovides an overview, in an internationallaw context, of the roles of internationalinstitutions such as the United Nations andthe World Court and of private actors likecorporations and NGOs. Usually offeredevery year.Ms. Green


HS 311a Management of Aging Services andHS 311a Management of Aging Services andHS 311a Management of Aging Services andHS 311a Management of Aging Services andHS 311a Management of Aging Services andDeliveryDeliveryDeliveryDeliveryDeliveryAn overview of current practice and futureissues in management of aging services anddelivery systems taught by professionalscurrently active in the field. Covers therange of service organizations and programsfor people who are aging, the challenges andissues faced by managers in the day-to-dayoperations of these services, and how theymeet these challenges and developsuccessful solutions. Discusses the policychallenges and range of program optionsavailable for providing services to elders.Usually offered every year.Ms. Bhalotra

HS 312f National and InternationalHS 312f National and InternationalHS 312f National and InternationalHS 312f National and InternationalHS 312f National and InternationalPerspectives on Youth Policy and ProgramsPerspectives on Youth Policy and ProgramsPerspectives on Youth Policy and ProgramsPerspectives on Youth Policy and ProgramsPerspectives on Youth Policy and ProgramsMeets for one-half semester and yields half-course credit.Young people (10–24 years of age) accountfor 29 percent of the population in low- andmiddle-income countries. Over 100countries have a significant bulge in theiryouth populations and vulnerability interms of literacy, employability, skilltraining, life skills, and more. Of specialinterest in this course are the subset ofpolicies and programs that aim to connectyoung people to the economic andeducation mainstream. It is these programsthat will be the special but not exclusivefocus of this course. Usually offered everyyear.Mr. Hahn

HS 316a Violence in Everyday Life: Sources,HS 316a Violence in Everyday Life: Sources,HS 316a Violence in Everyday Life: Sources,HS 316a Violence in Everyday Life: Sources,HS 316a Violence in Everyday Life: Sources,Dynamics, and PreventionDynamics, and PreventionDynamics, and PreventionDynamics, and PreventionDynamics, and PreventionExplores the meaning, sources, anddynamics of social-structural andinterpersonal violence and the relationsamong these destructive phenomena. Tracesthe social, psychological, economic,political, and cultural dimensions ofviolence and counter violence in everydaylife, with special emphasis on linksbetween the organization and quality ofwork in society and levels of violence. Italso explores approaches to reducing andeventually eliminating violence in humanrelations from local to global levels.Usually offered every third year.Mr. Gil

HS 317b The Social Policy and ManagementHS 317b The Social Policy and ManagementHS 317b The Social Policy and ManagementHS 317b The Social Policy and ManagementHS 317b The Social Policy and ManagementContext for Children, Youth, and FamiliesContext for Children, Youth, and FamiliesContext for Children, Youth, and FamiliesContext for Children, Youth, and FamiliesContext for Children, Youth, and FamiliesProvides an overview of populations, socialpolicies, and programs in the United Statesthat affect the well-being of children,youth, and families. Human developmenttheory, as well as prominent policy andmanagement themes, are embeddedthroughout the course. These includedefining and measuring meaningfuloutcomes for children, youth, and familiesand using knowledge to advance socialjustice on behalf of America’s diversepopulations. The objective of this course isto engage students in critical thinking,dialogue, and debate about the populations,policies, and programs in their chosen field.Provides essential information forunderstanding the problems, supports, andopportunities related to children, youth,and families in the United States and forconsidering the policies and programs thathave been, or may be, developed to improvethe well-being of these populations.Ms. Curnan and Ms. Klerman

HS 319a Work and Individual and SocialHS 319a Work and Individual and SocialHS 319a Work and Individual and SocialHS 319a Work and Individual and SocialHS 319a Work and Individual and SocialDevelopmentDevelopmentDevelopmentDevelopmentDevelopmentExplores changes in the organization anddesign of work and the exchange of workproducts throughout the evolution ofhuman societies, and the consequences ofthese changes for individual and socialdevelopment. Facilitates insights into workas a universal, existential process whosestructure and dynamics were shaped andreshaped by individuals and societiesthroughout history as they interacted withone another and with natural environmentsin pursuit of survival and development, andas they gained knowledge of nature andenhanced their technological capacities andskills. Explores essential attributes ofmodes of work conducive to optimal humandevelopment and liberation. Usually offeredevery third year.Mr. Gil

HS 322b Sociological InquiryHS 322b Sociological InquiryHS 322b Sociological InquiryHS 322b Sociological InquiryHS 322b Sociological InquiryIntroduces students to the basic researchliterature on social stratification, socialmobility, and inequality. The theme of thisseminar is an analysis of rising inequalityworldwide, placing the United States in thiscontext. An examination of the sources forthis phenomenon includes globalization,economic restructuring, public policy, andsocial mobility. Usually offered every year.Mr. Shapiro

HS 325f The Right to WaterHS 325f The Right to WaterHS 325f The Right to WaterHS 325f The Right to WaterHS 325f The Right to WaterMeets for one-half semester and yields half-course credit.This course, co–taught by a professor ofbiology and a professor of human rights,focuses on the issue of access to clean waterand sanitation from a human rightsperspective. It looks at issues of water—both science and policy—with a focus onthe societal arrangements and governmentalchoices that impact on access to water atthe household level. At the core of the classare the decision points and modes ofdecision making with regard to waterpolicy, which we examine both from atechnical perspective, to understand thefactual issues, and from a rightsperspective, to understand the relevantinternational standards and how they apply,in a practical sense, at national levels.Usually offered every year.Ms. Green and Mr. Olson

HS 330b Child-Related Policies in theHS 330b Child-Related Policies in theHS 330b Child-Related Policies in theHS 330b Child-Related Policies in theHS 330b Child-Related Policies in theUnited StatesUnited StatesUnited StatesUnited StatesUnited StatesProvides students with information aboutthe health problems that children face frombirth to early adulthood and the policiesthat have been developed to prevent orameliorate those problems in the UnitedStates. Particular attention is paid to thedevelopment of federal policies, theagencies that implement them, and thelegislation under which they operate.Explores the role of local health initiativesand of the private sector, includingproviders, advocacy groups, and other not-for-profit organizations. Usually offeredevery year.Ms. Klerman

HS 335f Perspectives on Youth Policy,HS 335f Perspectives on Youth Policy,HS 335f Perspectives on Youth Policy,HS 335f Perspectives on Youth Policy,HS 335f Perspectives on Youth Policy,Program Management, and System DesignProgram Management, and System DesignProgram Management, and System DesignProgram Management, and System DesignProgram Management, and System DesignMeets for one-half semester and yields half-course credit.This seminar is offered to both deepenstudent understanding of one of the greatchallenges facing our nation and manydeveloping countries and to exploreemerging and best practices related topolicy, management and systems/programdesign to address those challenges andcreate sustainable conditions for preparingyouth for college, work, and life. Usuallyoffered every year.Ms. Curnan


HS 340a Aging PolicyHS 340a Aging PolicyHS 340a Aging PolicyHS 340a Aging PolicyHS 340a Aging PolicyCovers a wide range of social policy issuesrelated to aging individuals and societies.Views social policy broadly to includepublic policies at the federal, state, andlocal levels; policies of privateorganizations; and informal policies offamilies, religions, and racial and ethnicgroups. Lays a base of the historical andideological antecedents of current policiesin aging and presents and critiquesalternatives for the future. Also covers theprocess of policy formation, including howaging plays out in the political sphere. Theorientation is primarily toward aging policyin the United States, but policy alternativesfrom other industrial countries will beintroduced for comparative purposes. Thiscourse is appropriate for both masters andPhD students. Usually offered every year.Mr. Leutz

HS 350a Economics for Management andHS 350a Economics for Management andHS 350a Economics for Management andHS 350a Economics for Management andHS 350a Economics for Management andSocial PolicySocial PolicySocial PolicySocial PolicySocial PolicyIntroduces techniques of economic analysis,mainly from microeconomics. These toolsare applied to problems of management andsocial policy. Uses case studies andfrequent exercises to develop applicationand quantitative skills. Usually offeredevery year.Mr. Godoy

HS 355f Social Policy FrameworksHS 355f Social Policy FrameworksHS 355f Social Policy FrameworksHS 355f Social Policy FrameworksHS 355f Social Policy FrameworksMeets for one-half semester and yields half-course credit.Provides frameworks for thinking aboutsocial policy and its implications formanagers. Examines policy in terms of theorganizations that initiate and deliverpolicy. Looks at the tools of social policy,especially those associated with the welfarestate, such as social insurance, socialassistance, and a wide variety of socialservices. Explores the underlying economic,social, and demographic trends that candrive changes in social policy. Considersissues of process in designing policy,democratic accountability, rights,opportunities for minority interests, andadvocacy. Usually offered every year.Mr. Friedman

HS 356f Issues in Social PolicyHS 356f Issues in Social PolicyHS 356f Issues in Social PolicyHS 356f Issues in Social PolicyHS 356f Issues in Social PolicyMeets for one-half semester and yields half-course credit.This course builds on HS 355f to considersome of the challenges that will face socialpolicy now and in the future. In manycountries with developed welfare states,there are pressures for retrenchment, andsome countries have already cut back onprograms. But there remain many unmetneeds. Plus, there is ongoing interest inpolicies to increase equality and socialinclusion. This course is meant to challengestudents to think about how to designpolicies to weave through these competingpressures. Usually offered every year.Mr. Friedman

HS 372b Economic Theory and SocialHS 372b Economic Theory and SocialHS 372b Economic Theory and SocialHS 372b Economic Theory and SocialHS 372b Economic Theory and SocialPolicyPolicyPolicyPolicyPolicyPrerequisite: A recent course inmicroeconomics.Applies economic analysis to problems ofimportance to social policy. The particularapplications may vary from year to year andmay include such topics as unemploymentand inflation, Social Security, and theeconomics of race and gender. Usuallyoffered every year.Mr. Friedman

HS 373a Children and Families of ColorHS 373a Children and Families of ColorHS 373a Children and Families of ColorHS 373a Children and Families of ColorHS 373a Children and Families of ColorUsing frameworks from cultural andecological perspectives and psychologicaland sociological disciplines, examines theadaptations and well-being of four selectedgroups: African, Hispanic, Asian, andNative American. Provides a broadoverview of the adjustment of minoritychildren and families and examinesprocesses that affect their adjustment,especially those that relate to racial andcultural issues and social and demographicfactors. Explores current events, socialpolicies, and their implications for ethnicminority groups. Class activities examineconceptual and methodological issues inresearch on minorities and study theirimplications for theory, practice, andpolicy. Usually offered every year.Ms. Nguyen

HS 401b Research MethodsHS 401b Research MethodsHS 401b Research MethodsHS 401b Research MethodsHS 401b Research MethodsPrerequisite: Open only to PhD studentswho have completion of, or currentenrollment in, a graduate-level statisticscourse.Provides a basic foundation in socialscience research methods. Focuses on skillsneeded to understand and initiate policy-oriented social research. Theoretical as wellas practical issues involved in theinterpretation and conduct of socialresearch are considered. The perspective ismultidisciplinary and emphasizesinvestigations of substantive health,education, and social welfare problems.Students have the opportunity to reviewand redesign research in their own area ofinterest. Usually offered every year.Ms. Perloff and Mr. Tompkins

HS 403b Qualitative ResearchHS 403b Qualitative ResearchHS 403b Qualitative ResearchHS 403b Qualitative ResearchHS 403b Qualitative ResearchOpen to PhD students only.Acquaints students with the theory andpractice of qualitative research. Providesbasic experience in pure observation,participant observation, keeping memos andfield notes, in-depth interviewing,interpretation, and presentation of findings.Readings and discussion focus onphilosophical, historical, and theoreticalfoundations of qualitative methods andtheir practical relevance for social policy.Students will also become familiar with keyaspects of qualitative research and willgrapple with issues related to reliability andvalidity, as well as political and ethicaldimensions of qualitative research. Usuallyoffered every year.Ms. Kammerer

HS 404b Applied Regression AnalysisHS 404b Applied Regression AnalysisHS 404b Applied Regression AnalysisHS 404b Applied Regression AnalysisHS 404b Applied Regression AnalysisAn applied course in multiple regressionanalysis. Emphasis placed on theassumptions underlying the regressionmodel, how to test for violations, andcorrections that can be made whenviolations are found. Usually offered everyyear.Mr. Fournier

HS 405a Applied EconometricsHS 405a Applied EconometricsHS 405a Applied EconometricsHS 405a Applied EconometricsHS 405a Applied EconometricsPrerequisite: HS 404b. Limited to studentsin the Heller PhD program.Focuses on applications of regressionanalysis and extensions to areas where thestandard assumptions do not hold.Introduces applications of logit and itsextensions, probit, corrections for censoringand sample selection bias, andsimultaneous equations. Each studentdesigns and carries out a research project.Usually offered every year.Mr. Friedman

HS 407b Survey Research MethodsHS 407b Survey Research MethodsHS 407b Survey Research MethodsHS 407b Survey Research MethodsHS 407b Survey Research MethodsPrerequisite: HS 404b or equivalent.Focuses on processes and techniques ofsurvey research methods. Special attentionis devoted to different modes ofquestionnaire design, development, andadministration. Implementation issuesconsidered include interviewing strategiesand other data collection procedures, fieldsupervision, code book development, anddocumentation data management. Dataanalysis issues include scale and indexconstruction, reliability and validityassessments, and general analysisstrategies. Usually offered every secondyear.Mr. Saxe

HS 408a Evaluation ResearchHS 408a Evaluation ResearchHS 408a Evaluation ResearchHS 408a Evaluation ResearchHS 408a Evaluation ResearchPrerequisite: Completion of a graduate-levelresearch methods course.Provides participants with an understandingof the basic concepts of evaluation researchand their application to a diverse set ofsocial policy problems. Emphasizesmethodological issues and their applicationto social interventions and the delivery ofhuman service programs. Exemplars of theapplication of evaluation research strategiesare drawn from specific social interventionproblems in social services, mental health,education, criminal justice, and health care.Students also have a chance to design theirown evaluation study. Usually offered everysecond year.Mr. Saxe

HS 409a Advanced EconometricsHS 409a Advanced EconometricsHS 409a Advanced EconometricsHS 409a Advanced EconometricsHS 409a Advanced EconometricsPrerequisites: HS 404b and 405a.Builds on the econometrics course tofurther develop students’ skills in usingmultivariate statistical techniques,particularly for time-series and longitudinaldata. Based on examples from humanservice and health care research. Studentsread/critique papers using each techniquestudied and learn to apply it in thecomputer lab. Usually offered every year.Mr. Hodgkin


HS 410a Applied Research Seminar:HS 410a Applied Research Seminar:HS 410a Applied Research Seminar:HS 410a Applied Research Seminar:HS 410a Applied Research Seminar:QuantitativeQuantitativeQuantitativeQuantitativeQuantitativeOpen only to PhD students.Designed to provide students with aseries of formal exercises simulating themajor steps in the dissertation process.Students gain competency in manipulatingdata from a large, complex data set;summarizing the methodology of findingsfrom previous studies; and synthesizingand communicating the results of dataanalysis, placing study objectives andresults in the context of prior research.Usually offered every year.Mr. Ritter

HS 411b Applied Research Seminar:HS 411b Applied Research Seminar:HS 411b Applied Research Seminar:HS 411b Applied Research Seminar:HS 411b Applied Research Seminar:QualitativeQualitativeQualitativeQualitativeQualitativePrerequisite: HS 403b or permission ofinstructor. Open only to PhD students.Provides students with hands-on experiencein qualitative research, with an emphasison data analysis and presentation. A seriesof exercises reviews the process of researchfrom design through presentation offindings. Using a large qualitative data set,class members explore data collection,preparation, and analysis strategies.Readings and discussion link qualitativeanalysis to crucial research design andvalidity issues. Each student completes adata analysis project and presents work inprogress. Usually offered every year.Ms. Kammerer

HS 412b Substance Use and SocietalHS 412b Substance Use and SocietalHS 412b Substance Use and SocietalHS 412b Substance Use and SocietalHS 412b Substance Use and SocietalConsequencesConsequencesConsequencesConsequencesConsequencesProvides an overview of the use and abuseof alcohol, tobacco, and other drugs.Examines the consequences of abuse from asocietal perspective and reviews types ofpolicy approaches to dealing with theproblems associated with substance abuse.Specific topics include an overview ofbiological and clinical aspects, theories ofaddictive behavior, epidemiology, medicaland economic consequences, preventionand education, and policy approachesincluding taxation and regulation. Usuallyoffered every second year.Ms. Horgan

HS 414f Ethical Issues in Social ScienceHS 414f Ethical Issues in Social ScienceHS 414f Ethical Issues in Social ScienceHS 414f Ethical Issues in Social ScienceHS 414f Ethical Issues in Social ScienceResearchResearchResearchResearchResearchMeets for one-half semester and yields half-course credit.Provides students an opportunity to explorethe ethical dimensions of social scienceresearch. Ethical considerations are anintegral part of social science researchbecause such research often involves theuse of human participants from vulnerablepopulations. Although social scienceresearchers are expected to have anunderstanding of the ethical issuesassociated with their discipline, few havethe opportunity to develop this knowledge.In this course students examine differenttopics associated with research design, datacollection, data interpretation, andpublication of study findings. Usuallyoffered every second year.Ms. Reif

HS 415f Introduction to StatisticalHS 415f Introduction to StatisticalHS 415f Introduction to StatisticalHS 415f Introduction to StatisticalHS 415f Introduction to StatisticalProgramming Using SASProgramming Using SASProgramming Using SASProgramming Using SASProgramming Using SASMeets for one-half semester and yields half-course credit.Introduces students to SAS programming ina Windows operating system. Covers twospecific areas: how to operate within theSAS interactive environment and how touse the SAS programming language to buildusable data sets and perform analyses.Usually offered every year.Mr. Ritter

HS 422f Cost-EffectivenessHS 422f Cost-EffectivenessHS 422f Cost-EffectivenessHS 422f Cost-EffectivenessHS 422f Cost-EffectivenessMeets for one-half semester and yields half-course credit.Addresses the application of the techniqueof cost-effectiveness analysis to evaluatehealth and other types of programs in theUnited States and in developing countries.Presents the theoretical foundations andapplications of cost-effectiveness analysis.Uses interactive discussions and computerexercises where students learn to performcost-effectiveness analyses and apply thetechnique to a problem of their choice.Usually offered every year.Mr. Shepard

HS 423f Policy AnalysisHS 423f Policy AnalysisHS 423f Policy AnalysisHS 423f Policy AnalysisHS 423f Policy AnalysisMeets for one-half semester and yields half-course credit.Provides an overview of approaches to andtools for policy analysis and an assessmentof their strengths and limitations. Beginswith a brief overview of the stages of policyprocess, including policy formulation, rulemaking, and implementation. Includes asurvey of policy analysis quantitativetechniques. Considerable attention is spentprobing imbedded assumptions in eachmodel. Focuses on the impact of values onpolicy analysis and the goals of efficiency,equity, security, and liberty. The ethics androle of the policy analyst are discussed, andstudents have the opportunity to write andpresent a policy analysis critique. Usuallyoffered every year.Mr. Doonan

HS 425f Case Study MethodologiesHS 425f Case Study MethodologiesHS 425f Case Study MethodologiesHS 425f Case Study MethodologiesHS 425f Case Study MethodologiesMeets for one-half semester and yields half-course credit.Provides students with the preliminarytools to conduct and critique case studies.Begins with an examination of theappropriateness, strengths, and weaknessesof this method. Threats to internal andexternal validity are examined along withtechniques to properly collect anddocument data from multiple sources.Techniques are reviewed for case selection,data analysis, and study presentation. Thefinal class is spent critiquing actual casestudies. Usually offered every year.Mr. Prottas

HS 426f Advanced Techniques of Cost-HS 426f Advanced Techniques of Cost-HS 426f Advanced Techniques of Cost-HS 426f Advanced Techniques of Cost-HS 426f Advanced Techniques of Cost-Effectiveness and Cost-Benefit AnalysisEffectiveness and Cost-Benefit AnalysisEffectiveness and Cost-Benefit AnalysisEffectiveness and Cost-Benefit AnalysisEffectiveness and Cost-Benefit AnalysisPrerequisite: HS 422f or permission of theinstructor. Meets for one-half semester andyields half-course credit.Provides students with advanced techniquesto conduct or critically review cost-effective studies, both in the United Statesand internationally. Students learn how topresent a research question, design a study,obtain and analyze relevant date, andanalyze results. Usually offered every year.Mr. Shepard

HS 427f Immigration I: Melting Pot orHS 427f Immigration I: Melting Pot orHS 427f Immigration I: Melting Pot orHS 427f Immigration I: Melting Pot orHS 427f Immigration I: Melting Pot orBoiling Point?Boiling Point?Boiling Point?Boiling Point?Boiling Point?Meets for one-half semester and yields half-course credit.An introduction to the complex dynamicsof immigration in the United States. Aninterdisciplinary course drawing onscholarship in sociology, political science,psychology, and social welfare is builtupon three central themes: migration,membership, and everyday life. Provides anoverview of issues faced by new immigrantfamilies and describes the ways in whichU.S. public policy impacts these issues.Usually offered every year.Ms. Nguyen

HS 428f Immigration II: Melting Pot orHS 428f Immigration II: Melting Pot orHS 428f Immigration II: Melting Pot orHS 428f Immigration II: Melting Pot orHS 428f Immigration II: Melting Pot orBoiling Point?Boiling Point?Boiling Point?Boiling Point?Boiling Point?Prerequisite: HS 427f. Meets for one-halfsemester and yields half-course credit.International migration is a preeminentlyglobal phenomenon that plays a central rolein the formation of multinational societies,especially so in the United States. Its studyhas become one of the most vitalinterdisciplinary fields for theory andresearch. Immigration is a transformativeforce, producing profound andunanticipated social changes in bothsending and receiving societies, inintergroup relations, and among theimmigrants themselves and theirdescendants. Immigration is followedpredictably not only by acculturativeprocesses on the part of the immigrants, butalso by varying degrees of nativism andxenophobia about the alien newcomers onthe part of the natives, which in turn shapethe immigrants’ adaptation. Andquintessentially, immigration begetsethnicity-collectivities, who perceivethemselves and are perceived by others todiffer in language, race, religion, nationalorigin, ancestral homeland, culturalheritage, and memories of a sharedhistorical past. Usually offered every year.Ms. Nguyen


HS 472b Policy and ProgramHS 472b Policy and ProgramHS 472b Policy and ProgramHS 472b Policy and ProgramHS 472b Policy and ProgramImplementationImplementationImplementationImplementationImplementationProvides doctoral students with frameworksof use for the study of the implementationof public policies. Considers theimplementation process in the UnitedStates from a broad perspective, rangingfrom the context of legislation and the roleof courts to how the role of street-levelbureaucrats can be studied. Politicalscience, organizational theory, andsociological perspectives are used todevelop frameworks for understanding theprocess through which public policy isrealized and how it has an impact oninstitutions and individuals. Usuallyoffered every year.Mr. Prottas

HS 505f Quality and PerformanceHS 505f Quality and PerformanceHS 505f Quality and PerformanceHS 505f Quality and PerformanceHS 505f Quality and PerformanceMeasurement in Health CareMeasurement in Health CareMeasurement in Health CareMeasurement in Health CareMeasurement in Health CareMeets for one-half semester and yields half-course credit.A conceptual and analytic framework of thefield of quality of health care, whichincludes quality improvement andperformance measurement; understandingof the contemporary research and policyinitiatives that relate to quality of healthcare; and insights into the ways that qualityrelates to issues of provider payment,organization of health care facilities, andcosts and access to health care. By the endof the module, students should have anunderstanding of the centrality of quality ofcare issues in contemporary health servicesresearch, health care policy, andmanagement of health care organizations.Usually offered every year.Ms. Garnick

HS 507f State Health PolicyHS 507f State Health PolicyHS 507f State Health PolicyHS 507f State Health PolicyHS 507f State Health PolicyMeets for one-half semester and yields half-course credit. Prerequisite: HS 513a orpermission of instructor.Examines the role of the states in the U.S.health care system. Provides an overview ofstate activities in health, including stateresponsibilities for managing healthprograms and institutions. Models tounderstand the nature of policy making andpolitics in states are presented anddiscussed. Examines major state healthprograms such as Medicaid. Outlines andexplores the policy and legislativeprocesses. States’ efforts to reform theirhealth care systems are discussed withspecial attention to implementation issues,barriers, limits of state action, andprospects for the future of state healthreform. Usually offered every year.Mr. Doonan

HS 508f Managed CareHS 508f Managed CareHS 508f Managed CareHS 508f Managed CareHS 508f Managed CareMeets for one-half semester and yields half-course credit. Prerequisite: HS 513a orpermission of instructor.Provides an overview of the evolution andtaxonomies of managed care and describessome of its most significant organizationaland operational characteristics. Specificareas of focus include its role in Medicaidand Medicare, as well as special strategiessuch as those adopted for behavioral healthcare. Draws upon health policy andmanagement literature to inform adiscussion about future directions formanaged care. Usually offered every year.Ms. Bhalotra

HS 509a Policy and Program Evaluation inHS 509a Policy and Program Evaluation inHS 509a Policy and Program Evaluation inHS 509a Policy and Program Evaluation inHS 509a Policy and Program Evaluation inDevelopment SettingsDevelopment SettingsDevelopment SettingsDevelopment SettingsDevelopment SettingsFor students who have learned how tomanage in a health or human servicespolicy environment and wish to knowwhether the public policies they are helpingto implement are working. Reviewsmethods, tools, and strategies to helpmanagers assess measurable impacts ofimplementation of policies and programs.Teaches students how to assess policies andto evaluate programs—what evaluation is,how to do it, and, most important, how tocritically review studies done by others.Usually offered every year.Mr. Hahn

HS 511b Contemporary Issues in theHS 511b Contemporary Issues in theHS 511b Contemporary Issues in theHS 511b Contemporary Issues in theHS 511b Contemporary Issues in theManagement of Child, Youth, and FamilyManagement of Child, Youth, and FamilyManagement of Child, Youth, and FamilyManagement of Child, Youth, and FamilyManagement of Child, Youth, and FamilyServicesServicesServicesServicesServicesManaging human service systems andprograms to benefit children, youth, andfamilies in America today means managingpeople in a time of fiscal constraint anddramatic social, economic, and politicalchange, and, on the other hand, in a time ofgreat organizational and civic innovation.Builds on the analytic tools students havebegun to hone in the master’s program andhelps them learn how to apply these toolsto effectively implement policies andprograms in the not-for-profit sector.Usually offered every year.Ms. Curnan

HS 513a Issues in National Health PolicyHS 513a Issues in National Health PolicyHS 513a Issues in National Health PolicyHS 513a Issues in National Health PolicyHS 513a Issues in National Health PolicyAn overview of the U.S. health care systemis followed by a critical analysis of themajor issues and trends in the health carefield. Concentrates on the activities offederal and state governments and theprivate sector. Also explores likely futureissues affecting our health system. Ofspecial concern is the issue of the largenumber of Americans with no or inadequatehealth insurance. A related problem is therising cost of medical care, which results inincreases in the number of uninsured.Usually offered every year.Mr. Altman and Mr. Wallack

HS 515a Race/Ethnicity and Gender inHS 515a Race/Ethnicity and Gender inHS 515a Race/Ethnicity and Gender inHS 515a Race/Ethnicity and Gender inHS 515a Race/Ethnicity and Gender inHealth and Human Services ResearchHealth and Human Services ResearchHealth and Human Services ResearchHealth and Human Services ResearchHealth and Human Services ResearchExplores theoretical and empiricalapproaches to race/ethnicity and gender asfactors in health and human servicespractices, programs, and policies in theUnited States. Begins by examining currentdata on racial/ethnic and gender differencesin health, mental health, functional status,and lifestyle. Attention then turns toalternative accounts of the causes of thesedifferences. Although primary focus is onpatterns of race/ethnicity and genderdifferences in health outcomes and servicesthat have received the most comprehensiveattention, the course offers perspectives onresearch methods and analytic frameworksthat can be applied to other issues. Usuallyoffered every year.Ms. Nsiah-Jefferson

HS 518a Management of Health CareHS 518a Management of Health CareHS 518a Management of Health CareHS 518a Management of Health CareHS 518a Management of Health CareOrganizationsOrganizationsOrganizationsOrganizationsOrganizationsIntroduces students to the concepts,theories, and practical problems ofmanaging people in health careorganizations. Case material is drawn fromhospital, HMO, group practice, publichealth agency, and for-profit companysettings. Students gain a betterunderstanding of the range of strategic andoperational problems faced by managers,some of the analytic tools to diagnoseproblems, and the role of leadership (andmanagement) in improving performance.Usually offered every year.Mr. Chilingerian

HS 519a Health EconomicsHS 519a Health EconomicsHS 519a Health EconomicsHS 519a Health EconomicsHS 519a Health EconomicsPrerequisite: An introductorymicroeconomics course.Economic models of demand, production,and markets for goods and services canbe used to analyze the key resourceallocation questions in health care. Applieseconomic models to questions of demandconcerning the utilization and distributionof health care and to questions of supply,encompassing issues of cost, efficiency, andaccessibility of care. The incentives andbehavior of consumers and producers ofhealth care are considered using thesemodels. Usually offered every second year.Ms. Bishop

HS 520a Payment and Financing of HealthHS 520a Payment and Financing of HealthHS 520a Payment and Financing of HealthHS 520a Payment and Financing of HealthHS 520a Payment and Financing of HealthCareCareCareCareCareExamines current payment practices tohealth care providers, the problems withcurrent methods, and possiblemodifications. Focuses only upon hospitalcare, physician services, and managed care.Covers the different ways that managedcare organizations are structured. Thepayment and performance of managed careorganizations and how performance isrelated to organizational strategies areincluded. Usually offered every second year.Mr. Wallack


HS 521a Political and OrganizationalHS 521a Political and OrganizationalHS 521a Political and OrganizationalHS 521a Political and OrganizationalHS 521a Political and OrganizationalAnalysis in Health PolicyAnalysis in Health PolicyAnalysis in Health PolicyAnalysis in Health PolicyAnalysis in Health PolicyFocuses on refining the analytical skillsuseful to students for understanding thepolitical and organizational factorsinfluencing health care and health carepolicy. The readings and issues discussedare not a survey of current issues in healthpolitics. Most readings were selectedbecause they represent an innovative,interesting, or challenging piece of analysis.The goal of each class is to identify andcritique the core arguments of the work, theconceptual categories and assumptions onwhich the argument is based, and the datapresented in its support. Usually offeredevery second year.Mr. Prottas

HS 523a Economics of Aging and DisabilityHS 523a Economics of Aging and DisabilityHS 523a Economics of Aging and DisabilityHS 523a Economics of Aging and DisabilityHS 523a Economics of Aging and DisabilityProvides students with background andtools to carry out economic analysis ofindividual and public decision making withrespect to life-cycle risks of disability andretirement, including long-term careservices that compensate for functionaldisability. Students will compare andcontrast issues and analysis for two groups:elders and working-aged persons withdisabilities. Usually offered every secondyear.Ms. Bishop

HS 524a Long-Term Care: A PolicyHS 524a Long-Term Care: A PolicyHS 524a Long-Term Care: A PolicyHS 524a Long-Term Care: A PolicyHS 524a Long-Term Care: A PolicyPerspectivePerspectivePerspectivePerspectivePerspectiveOne of the most important health policyissues facing the nation is how to financeand provide long-term care for persons withchronic illness and disabilities. Useshistorical and political economyframeworks to analyze the origins ofcurrent long-term care policies andprograms. Topics covered include homecare, institutional care, concepts of need,informal care, choice and autonomy, acutecare connections, integration, privateapproaches, international comparisons, andreform options. Primary focus will be onthe aged, but other populations withdisabilities will be considered. Usuallyoffered every second year.Mr. Leutz

HS 525a Aging Issues and PoliciesHS 525a Aging Issues and PoliciesHS 525a Aging Issues and PoliciesHS 525a Aging Issues and PoliciesHS 525a Aging Issues and PoliciesProvides students with a base of knowledgeabout the policy arena and the politics ofaging and an opportunity to explore selectedpolicy issues in some depth. Focuses on afew areas that provide fertile ground forpolicy development and/or analysis, and hasthree components: (1) lectures coveringbackground information; (2) discussionscritically evaluating readings; and (3)student presentations. Projects and papersprovide students opportunities to examineissues surrounding the design andimplementation of particular policies,develop curriculum for particular topics, orundertake critiques of policies already inplace. Usually offered every year.Staff

HS 526a Organizational Theory andHS 526a Organizational Theory andHS 526a Organizational Theory andHS 526a Organizational Theory andHS 526a Organizational Theory andBehaviorBehaviorBehaviorBehaviorBehaviorAn introduction to organizational theoryand behavior from a policy andmanagement perspective. Examines anumber of major perspectives on the natureand process of organization. The courseobjectives are: to develop an awareness ofwhat organizational theory is and why it isimportant in providing analytical lenses tosee (or ignore) phenomena which might beoverlooked; to review how some theoristshave analyzed organizations; to develop acritical attitude toward the literature; andto encourage the development of anintegrative (and creative) point of view.Usually offered every year.Ms. Gittell and Mr. Chilingerian

HS 527a Law and Policy: Gender EqualityHS 527a Law and Policy: Gender EqualityHS 527a Law and Policy: Gender EqualityHS 527a Law and Policy: Gender EqualityHS 527a Law and Policy: Gender Equalityin Theory and Practicein Theory and Practicein Theory and Practicein Theory and Practicein Theory and PracticeStudents will (1) be able to identify themost important legal issues related towomen’s rights in the U.S. and around theglobe; (2) understand the constitutional,statutory, and international lawframeworks for analyzing gender issues,including basic equal protection and dueprocess analyses; (3) recognize therelationship between the development oflaw, policy, and social change; and (4)understand and apply the different modelsof gender equality employed by the courtsand legal theorists. Lecture, discussion, andcase study/Socratic methods are used.Usually offered every year.Ms. Hill

HS 527f Law and Society: Gender EqualityHS 527f Law and Society: Gender EqualityHS 527f Law and Society: Gender EqualityHS 527f Law and Society: Gender EqualityHS 527f Law and Society: Gender EqualityThis course may not be repeated for creditby students who have taken HS 527b inprevious years. Meets for one-half semesterand yields half-course credit.Explores issues of gender equity that arisein different contexts, including in thestate’s treatment of its citizens in theworkplace and within the family. Central tothe course is the study of laws that impactwomen’s lives. These include civil rightslaws as well as laws related to sexualcoercion and exploitation of women.The course is loosely divided into threeareas of study. During the first fewweeks the course examines the history ofwomen’s rights and the development ofconstitutional protection of them. Next, itlooks specifically at laws aimed at securingwomen’s economic equality with emphasison workplace antidiscriminationprovisions. In the final weeks, it examinesthe problems of violence against women inthe home and elsewhere and the law’sresponse to it. Usually offered every year.Ms. Hill

HS 528f Law and Society: Race and ClassHS 528f Law and Society: Race and ClassHS 528f Law and Society: Race and ClassHS 528f Law and Society: Race and ClassHS 528f Law and Society: Race and ClassThis course may not be repeated for creditby students who have taken HS 528a inprevious years. Meets for one-half semesterand yields one-half course credit.Explores race in American society fromthe framework of civil rights law.Using the case method, it attempts tofacilitate a multicultural inquiry intoantidiscrimination law by presenting civilrights issues as integrated social problems.Though the cases are organized around thetraditional civil rights categories ofeducation and housing, it also offersexploration of emerging areas such as therights of language minorities and peoplewith disabilities. Usually offered every year.Ms. Hill

HS 529a Inequalities, Social Policy, andHS 529a Inequalities, Social Policy, andHS 529a Inequalities, Social Policy, andHS 529a Inequalities, Social Policy, andHS 529a Inequalities, Social Policy, andPopulation GroupsPopulation GroupsPopulation GroupsPopulation GroupsPopulation GroupsGives a broad introduction to some of thefundamental challenges for human servicespolicies and programs that advance justiceby examining alternative accounts ofinequality and exclusion with respect topopulation characteristics such as race/ethnicity, gender, disability, and age. Uses arange of demographic and social scienceconcepts and methods to explore thechanging definition, life chances, social andhealth program experiences, and politicalparticipation of groups defined bydemographic and social locationcharacteristics. Concludes withexamination of social movements, policyapproaches, and institutional restructuringas means to promote equality andinclusion. Usually offered every year.Ms. Nguyen

HS 532b Social Policy Analysis: TechniqueHS 532b Social Policy Analysis: TechniqueHS 532b Social Policy Analysis: TechniqueHS 532b Social Policy Analysis: TechniqueHS 532b Social Policy Analysis: Techniqueand Applicationand Applicationand Applicationand Applicationand ApplicationExamines approaches to policyanalysis and assesses strength andlimitations of various methods. Exposesstudents to a range of methods andtheoretical frameworks for exploring andunderstanding contemporary socialproblems and policy challenges. Beginswith an overview of th e stages of policyprocess, including policy formulation, rulemaking, and implementation. Policyanalysis will be defined and a distinctionmade with policy research. The course alsofocuses on the criteria for evaluating policyoptions, including efficiency, equity,security, and liberty. Ethics and the role ofvalues in shaping analysis will be explored.Actual policy analysis is evaluated in theareas of children and family policy, health,and welfare policy. Students have theopportunity to write and present a policyanalysis critique. Usually offered everyyear.Mr. Doonan

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HS 534b Assets and Social PolicyHS 534b Assets and Social PolicyHS 534b Assets and Social PolicyHS 534b Assets and Social PolicyHS 534b Assets and Social PolicyThe class conducts a thorough and rigorousexamination of the central features,assumptions, and implications of asset-based policy, focusing on four centralaspects of asset-based policy. Explores theanalytic features of an asset perspective,and determines whether such policies couldmake a significant difference. Reviewsevidence regarding the impact of asset-based policies from demonstration projectsjust now becoming available. Also examinesin detail the implications for social policy.Usually offered every year.Ms. Boguslaw

HS 572a Economics of Behavioral HealthHS 572a Economics of Behavioral HealthHS 572a Economics of Behavioral HealthHS 572a Economics of Behavioral HealthHS 572a Economics of Behavioral HealthApplies economic analysis to policy andresearch issues in the mental health sector,including cost-effectiveness, managed care,benefit design, and adverse selection.Studies the impact of different approachesto financing treatment and paying providersin the public and private sectors. Usuallyoffered every second year.Mr. Hodgkin

HS 586a Issues in Substance AbuseHS 586a Issues in Substance AbuseHS 586a Issues in Substance AbuseHS 586a Issues in Substance AbuseHS 586a Issues in Substance AbuseTreatmentTreatmentTreatmentTreatmentTreatmentProvides an overview of issues related toclinical prevention and treatment servicesfor alcohol, tobacco, and other drug abuse.Examines the organization, delivery, andfinancing of abuse services. Specific topicsinclude the structure of the treatmentsystem, access to service, the process oftreatment, and the effectiveness, cost, cost-effectiveness, and quality of treatment.Examines the impact of managed care onthe way services are organized and deliveredand on clinical outcome. Usually offeredevery second year.Ms. Horgan

HS 602c Children, Youth, and FamiliesHS 602c Children, Youth, and FamiliesHS 602c Children, Youth, and FamiliesHS 602c Children, Youth, and FamiliesHS 602c Children, Youth, and FamiliesDissertation SeminarDissertation SeminarDissertation SeminarDissertation SeminarDissertation SeminarStaff

HS 603c Health Policy DissertationHS 603c Health Policy DissertationHS 603c Health Policy DissertationHS 603c Health Policy DissertationHS 603c Health Policy DissertationSeminarSeminarSeminarSeminarSeminarStaff

HS 604c Assets and InequalitiesHS 604c Assets and InequalitiesHS 604c Assets and InequalitiesHS 604c Assets and InequalitiesHS 604c Assets and InequalitiesDissertation SeminarDissertation SeminarDissertation SeminarDissertation SeminarDissertation SeminarStaff

HS 605c Behavioral Health DissertationHS 605c Behavioral Health DissertationHS 605c Behavioral Health DissertationHS 605c Behavioral Health DissertationHS 605c Behavioral Health DissertationSeminarSeminarSeminarSeminarSeminarStaff

HS 777a Social Welfare TutorialHS 777a Social Welfare TutorialHS 777a Social Welfare TutorialHS 777a Social Welfare TutorialHS 777a Social Welfare TutorialStaff

HS 777f Social Welfare TutorialHS 777f Social Welfare TutorialHS 777f Social Welfare TutorialHS 777f Social Welfare TutorialHS 777f Social Welfare TutorialStaff

HS 800g ProseminarHS 800g ProseminarHS 800g ProseminarHS 800g ProseminarHS 800g ProseminarPriority given to Heller students; otherstudents may enroll with permission of theinstructor. Yields one-quarter course credit(one credit). May be repeated for credit, asthe seminar topic varies.Usually offered every fall.Staff

HS 801g ProseminarHS 801g ProseminarHS 801g ProseminarHS 801g ProseminarHS 801g ProseminarOpen only to Heller students. Yields one-quarter course credit (one credit). May berepeated for credit, as the seminar topicvaries.Usually offered every spring.Staff


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