9 courses with the subject OL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
OL 610Research and Writing3
This course will assist students in refining their written communica- tion skills in order to successfully complete their graduate degree. The ability to be an effective writer is necessary whether students will be doing basic research or applied/action research. Students will be introduced to the principles of excellent academic writings as well as the fundamental components of research. This course will also help students develop and produce effective email writing, business re- ports, business plans, and projects.
OL 611Organizational Change and Development/Transfor
mational Leadership (3) This course focuses on the process of implementing change as the key facet and fundamental challenge in managing organization change. Its purpose is to help students gain an understanding of how organizational change is achieved and what is needed to develop the skills needed to be a transformational leader. Students will examine the various theories and concepts of change, along with experiences and dilemmas in practice that will help them gain an understanding of what contributes to the carrying out of successful and lasting change. OL/MB 500 Critical and Ethical Decision Making (3) Strength in critical and ethical thinking skills has become predictive of employee effectiveness and successful business outcomes. Business professionals must be able to better apply their knowledge to analyze problems and to formulate and evaluate business decisions and solu- tions in an ethical way. Critical thinking is at the heart of these abili- ties. Business leaders are increasingly becoming aware that excellent problem solvers will enable a company to succeed in today’s global and hyper-competitive markets.
This course will provide an overview of the important concepts of research design, data collection, statistical and interpretative analysis, and final report presentation. The focus is not on mastery of statistics, but on the ability to recognize which methods are best suited for spe- cific projects and how to design such research to attain useful results. Students will be introduced to quantitative and qualitative methods for conducting meaningful inquiry and research. They will gain an overview of research intent and design, methodology and technique, format and presentation. The course will develop each student’s abil- ity to use this knowledge to become more effective as leaders. Stu- dents will learn how to develop a hypothesis, a research problem and related questions; frame the problem with the correct research method; collect data that accurately addresses the research problem; and use data to make decisions. OL/MB 613 Organizational Communication (3) Students will be introduced to a variety of communication strategies and learn how to use them effectively as a leader and professional in communicating with an organization’s stakeholders. The contents of this course include personal communication styles, media and tools for the manager, organizational communications climate, cross-cul- tural communications challenges, the process of adapting communi- cation to the specific needs of the audience, and cultivating and nourishing communication networks.
This course focuses on questions of mission, vision, strategy, and im- plementation. All organizations face challenges that require strategic responses. To work effectively with these challenges, leaders need knowledge and skills in strategic planning, setting and aligning goals with the organization’s mission; understanding demand for services and resource constraints; leading organizational change; defining measures of success; improving work processes; motivating staff and
Leadership skills are essential to lead and manage diverse, high per- forming goal organizations. This course delivers critical knowledge and skills in ethical cross-cultural leadership and aims to develop leaders. The students will be asked to demonstrate depth of knowledge required to participate as leaders in local and global societies.
This course explores the intersection of leadership, technology, and innovation in today’s fast paced and ever evolving environment. Through the lens of organizational effectiveness, students will recog- nize ways to build personal power and use technology to influence an organization. Broadly, students will learn to use technological tools to communicate effectively with outside stakeholders and drive growth of an organization.
This course will further develop a project or paper initiated in the Research Methods course that demonstrates proficiency in the topic chosen. It must be approved by faculty and demonstrate research de- sign and development. Each student is required to submit their writ- ten work and prepare a PowerPoint/Prezi/Google Docs presentation of their work and participate in an oral defense. The defense may be delivered on-campus or remotely via technology (Adobe Connect, Zoom, etc.). Doctor of Physical Therapy Program (845) 398-4800, extension 6049 or fax: (845) 398-4892 The program is fully accredited by CAPTE. (Commission on Ac- creditation in Physical Therapy Education) CAPTE, 1111 N. Fairfax Street, Alexandria, VA 22314; phone (703) 684-2782. The role of the physical therapist is an exciting and challenging one. Using therapeutic intervention, the professional helps to improve the quality and satisfaction of the lives of diverse clients throughout the life span. Clientele may include children with disabilities, victims of trauma, and seniors with generalized weaknesses. Working with pa- tients, caregivers, and other health care professionals, physical thera- pists promote the achievement of their patients’ goals by fostering their recovery. The focus of therapy may consist of programs to in- crease strength, to relieve pain, and to assist one to achieve optimal function in the environment. Physical therapists also serve as teachers, providing important instruc- tion in a wide array of areas, including on-going rehabilitation in the activities of daily living, prenatal and post-natal programs, and overall fitness and health promotion. Physical therapists can work in a variety of fields, such as rehabilitation, community health, industry, sports, private practice, neonatal intensive care, school, research, education, and administration. Entry-level physical therapy program The entry-level physical therapy program is an accredited full-time weekend program dedicated to preparing motivated graduates to be- come skilled, ethical and respectful doctors of physical therapy with a commitment to evidence-based practice, lifelong learning and ser- vice. Through a strong science foundation and a challenging yet sup- portive environment, congruent with the mission of Dominican i- University New York, graduates are prepared to deliver the highest standards of practice and leadership to meet the ever-changing socie- tal needs related to movement, function and health. The Program’s goal is to graduate autonomous physical therapists who are able to provide professional services by addressing the needs of the "whole" client in an ever-changing health care environment, in addition to serving as teachers, consultants, researchers, and ad- ministrators. Dominican University New York offers a Physical Therapy Program leading to a. two degrees, Bachelor of Arts in Biology (Pre-Med) and Doctor of Physical Therapy, for the traditional or transfer student in a combined 3 + 3 (over 10 trimesters). Refer to entry-level Doc- tor of Physical Therapy Professional Sequence. b. a Doctor of Physical Therapy degree for the student who has already earned a baccalaureate degree Completion of the Doctoral portion of the Physical Therapy degree requires each student to complete 99 credits in ten trimesters over 3.3 years. The professional courses are scheduled on a trimester system — sum- mer, fall, winter/spring. The Doctor of Physical Therapy Program meets eight weekends per trimester. Each instructional weekend in- cludes all-day Friday, all-day Saturday, and all-day Sunday. On oc- casion, students may be asked to come in during the week to fulfill academic requirements (e.g. Field trips to hospitals, proficiency checkouts, Capstone testing, etc.). There are various learning experi- ences (e.g. open labs, proficiency checkouts, student-driven group work, student/faculty meetings, etc.) during the instructional week- end. It is mandatory that students are regularly available during that 159
