1999-2000 Florence Heller Graduate School

1999-2000 Bulletin Entry for:

The Heller Graduate School

(file last updated: [7/6/1999 - 13:10:49])


The Heller School offers three educational programs designed explicitly to bridge the gap between theory and practice. Our Ph.D. program in Social Policy educates students for careers in research, teaching, social planning, administration, and policy analysis. Our Master of Business Administration in Human Services (M.B.A.) and Master of Management (M.M.) programs prepare managers for leadership positions in a range of health and human services organizations. Our Master of Arts in Sustainable International Development (M.A.) imparts the knowledge and skills necessary to design and manage local, regional, national, or international development. All Heller students are committed to bettering human welfare, particularly for those who are vulnerable and who lack the capacity or resources to secure their own well-being.

How to Be Admitted to the Heller Graduate School

Requests for information about the Ph.D. in Social Policy, M.B.A. in Human Services and M.M. programs should be addressed to Lisa Hamlin Sherry, Admissions Officer, Heller Graduate School, MS 035, Brandeis University, P.O. Box 9110, Waltham, MA 02454-9110. Telephone: 781-736-3820. Fax: 781-736-3881. E-mail: hamlin@brandeis.edu.

For information about the M.A. in Sustainable International Development, contact Professor Laurence R. Simon, Director, Sustainable International Development Program, MS 078, Brandeis University, P.O. Box 9110, Waltham, MA 02454-9110. Telephone: 781-736-2770, Fax: 781-736-2774, E-mail: sid@brandeis.edu.

Application deadlines are January 15 for the Ph.D. in Social Policy, March 15 for the M.B.A. (human services) and M.M. day programs, August 1 for the fall admittance to the M.M. evening program, December 1 for Spring admittance, and June 1 for the M.A. in Sustainable International Development program.


Jack Shonkoff, Dean

See the School's catalog for full faculty listing.

Requirements for the Degree of Master of Arts in Sustainable International Development

Program of Study

Students must successfully complete 8 courses and a master’s project. First year students take required courses that concentrate on poverty, community, and the environment and include Master’s Seminar (2 semesters--HS 271a, 272b), Case Studies in Sustainable Development (HS 270a), Economics for Managers, and Ecology for Development Planners (HS 273b). During spring semester, students work with a primary advisor to plan a second year master’s project that can be an internship, field research, or advanced study. In the second year, students work off-campus on the master’s project under the supervision of a Brandeis-affiliated professional from a university in the candidate’s home area.

Residence Requirement

One year residence as a full-time student.

Master’s Project

The master’s paper is required for the granting of the degree.

Requirements for the Degree of Master of Business Administration in Human Services

Program of Study

Students must successfully complete 21 courses as approved by the Program Director: 15 required courses in management, 2 management electives, and 4 policy electives. Students may opt to concentrate in health care; child, youth and family services; or elder and disabled services. Students are also free to pursue an individualized/self-managed program and choose a set of policy courses from the diversified offerings at Heller to suit their particular interests.

Residence Requirement

Students must be in residence for a minimum of 15 months: one academic year and two summers, beginning in June.

Team Consulting Project

Students must complete a Team Consulting Project, including a written report and oral presentation. Working under the supervision of a faculty advisor, teams of three to seven students provide management consulting services to a community-based health or human services agency during a two-and-a-half to three-month period.

Requirements for the Degree of Master of Management

Program of Study

Students must successfully complete 20 courses as approved by the Program Director: 14 required courses in management, 2 management electives, and 4 policy electives. Students may opt to concentrate in health care; child, youth and family services; or elder and disabled services. Students are also free to pursue an individualized/self-managed program and choose a set of policy courses from the diversified offerings at Heller to suit their particular interests.

Residence Requirement

Students must be in residence for a minimum of 15 months: one academic year and two summers, beginning in June.

Team Consulting Project

Students must complete a Team Consulting Project, including a written report and oral presentation. Working under the supervision of a faculty advisor, teams of three to seven students provide management consulting services to a community-based health or human services agency during a two-and-a-half to three-month period.

Requirements for the Degree of Master of Management--Evening Program

Program of Study

Students must successfully complete 16 courses over a three year period as approved by the Program Director: 11 required courses in management, 2 elective courses in management, 2 required courses in policy, 1 elective course in policy. In contrast to the day program, evening students are credited for their ongoing work in place of some courses. Evening students are all considered individualized/self-managed students and are welcome to take policy courses during the day if their schedule permits.

Final Project

Students are required to complete a final project under the direction of a faculty supervisor.

Two-Year Double Master's Program: Heller/Hornstein

This program prepares professional leaders who combine the highest level of management skills with broad knowledge of the contemporary Jewish world. The program is a blending of The Heller School's rigorous management curriculum with the Hornstein Program's integrated approach to Jewish communal work. Graduates of the double degree program receive two master's degrees: a Master of Arts in Jewish Communal Service from the Hornstein Program and a Master of Management from The Heller School. The Double Degree Program requires 24 months of study: two academic years and two summers. The course begins in June.


Students applying to this program are expected to have demonstrated professional and academic capability and the capacity for sustaining an intensive program of study. Applicants must submit a single application in duplicate to the Hornstein/Heller double-degree program.

Program of Study

There are 27 required courses as approved by the Program Director --15 at Heller and 12 at Hornstein, including one in Israel. In addition there are two academic years of supervised fieldwork experiences in Boston-area Jewish organizations and a team consulting project.

Residence Requirement

Two full years (24 months) residence are required.

Language Requirement

Candidates are expected to establish competence in Hebrew.

Requirements for the Degree of Doctor of Philosophy in Social Policy

Program of Study

Students entering the Ph.D. program in Social Policy must complete a total of 15 courses as approved by the Program Director over a two year period: 3 required core courses in social policy analysis, 2 required and 1 elective course in research methods/statistics, 4 courses related to an area of policy specialization, and 5 open electives. Successful completion of a dissertation orientation seminar and participation in a dissertation seminar related to one’s area of specialization are also required.

Residence Requirement

The minimum residence for the Doctor of Philosophy degree in Social Policy is three years.

Qualifying Paper

Upon completion of coursework, each student must complete an integrative comprehensive paper. This paper is usually administered at the end of the student’s 4th semester.

Dissertation and Final Oral Examination

A dissertation proposal should be submitted soon after the comprehensive paper is completed. The dissertation committee consists of four members--at least two members from the Heller faculty and at least one member from outside of the Heller School or outside the University. To be granted the degree, the student is required to defend the dissertation in a public Final Oral Examination.

Requirements for the Joint Degree of Doctor of Philosophy in Social Policy and Sociology

Program of Study

Students entering the joint Ph.D. program in social policy and sociology are expected to complete a total of 18 courses as approved by the Program Director. At least nine of these courses must be offered by the Brandeis sociology department--six of these courses must be graduate seminars and the remaining three may be advanced undergraduate/graduate seminars or directed readings; at least one of these must be a sociology theory course. A minimum of nine courses must be taken within the Heller Graduate School and at least one of these courses must be on quantitative research methodology (e.g., HS 401b [Research Methods]). In addition, in their first year students are required to participate in a year-long, noncredit Proseminar which introduces the program's faculty and their research interests.

Students are assigned advisors from the sociology department and from the Heller Graduate School. Advisors in both departments work together with students to assure appropriate coherency in their program of courses. An interdepartmental meeting between advisors and students should take place at least once a year.

Residence Requirement

The minimum residence for the joint degree of Doctor of Philosophy in Social Policy and Sociology is three years.

Language Requirement

There is no foreign language requirement for the joint Ph.D. degree.

Qualifying Examinations

Each student must complete a "comprehensive paper" as required in The Heller School curriculum. Students must also show competence in two areas of sociology, as certified through the Guidance-Accreditation Committee (GAC) process (the sociology department equivalent of comprehensive exams). Students elect two areas of interest and develop a contractual set of requirements with a faculty member of each area. When both GACs are completed there is a meeting (typically one to two hours) to discuss the student's interests, directions in the field, and the upcoming dissertation.

Dissertation and the Final Oral Examination

A dissertation proposal should be submitted soon after the comprehensive examination and GACs are completed. The dissertation committee should consist of five members--two faculty members each from the sociology department and the Heller School and one outside member. The joint Ph.D. dissertation may be accepted by the sociology department and the Heller School upon the recommendation of the dissertation committee. To be granted the degree, the student is required to defend the dissertation in a public Final Oral Examination.

Requirements for the Joint Degree of Doctor of Philosophy in Politics and Social Policy

Program of Study

The student must complete three years in residence and complete a minimum of at least 18 courses as approved by the Program Director. At least nine of these courses must be offered in the Politics department. Four of the nine politics courses must be the core courses: American Political Development, Liberalism and Its Critics, Comparative Political Institutions and Public Policy, and The U.S. and World Politics. (The core course requirement of International Relations may be fulfilled with an appropriate substitute.) A minimum of nine courses must be taken in the Heller Graduate School.

Research Tools Requirement

Students must complete at least one statistics course (generally covered by HS 401b Research Methods).

For certain specializations, proficiency (as determined by examination) in a foreign language may be required. Language courses taken in preparation for the examination will not be counted for course credit toward the Ph.D. degree.

Qualifying Examinations

Students must fulfill comprehensive exam requirements in both the politics department and the Heller Graduate School. Students must complete a "comprehensive paper" as required by the Heller School curriculum. For the politics department, students must complete a formal oral and written examination for candidacy for the Ph.D. covering the core courses and all elective politics courses. This examination is normally administered at the beginning of the student's fifth semester.

Dissertation and Final Oral Examination

The student's dissertation committee will consist of five people: two faculty members each from the politics department and the Heller School and another faculty member from outside the department or outside the University. The student must successfully defend the dissertation at a Final Oral Examination conducted by his or her dissertation committee.

Special Notes Relating to the Doctoral Program

Students enrolled in the Ph.D. program in Social Policy may elect to pursue a joint master's degree in women's studies and social policy (in lieu of a master's degree in social policy), with their advisor's permission as well as the agreement of the Women's Studies Program. This degree option replaces a master's degree in social policy in the student's program and must be entered prior to the award of a Master's degree in Social Policy.

Courses of Instruction

(100-199) For Both Undergraduate and Graduate Students

HS 104b American Health Care: A System in Crisis

[ cl22 ss ]

Enrollment limited to 220.

This course will examine and critically analyze the United States health care system, emphasizing the major trends and issues that have led to the current sense of "crisis." In addition to providing a historical perspective, this course will establish a context for analyzing the current, varied approaches to health care reform. Usually offered every year.

Messrs. Altman and Thier

HS 110a Wealth and Poverty

[ cl44 ss ]

Enrollment limited to 140.

Examines why the gap between richer and poorer citizens appears to be widening in the United States and elsewhere, what could be done to reverse these trends, and how the widening disparities affect major issues of public policy. Usually offered every year.

Mr. Reich

(200 and above) Primarily for Graduate Students

HS 200a Computer Lab for Managers

Not for credit.

Instructs students primarily on the use of spreadsheet programs (Excel) as well as presentation software (PowerPoint) in a PC environment (Windows NT). Teaches basic concepts and skills while utilizing the software in a task-driven approach to prepare for classroom and future workplace applications.

Mr. Fournier

HS 202a Computer Fundamentals for Management

Not for credit.

Instructs students in the fundamentals of computers: operating systems (Windows NT), word-processing (Word), spreadsheet analysis (Excel), presentation management (PowerPoint), and accessing the World Wide Web (Netscape).

Mr. Fournier

HS 215b Corporate Finance

Introduces the modern theory of corporate finance and the institutional background on financial instruments and markets. Considers many alternative forms of financing and ways to analyze them, as well as the financing tools appropriate for both for-profit and nonprofit organizations.

Mr. Friedman

HS 230a Team Consulting Analysis

Introduces students to the content and process of team consulting. Mr. Breakstone

HS 231a Introduction to Human Services

Explores basic policy issues related to students' areas of concentration. A seminar-based course, students participate in discussions with chairpersons of their respective concentrations, guest speakers, and peers on contemporary policies and their management implications within health and human services.


HS 235a Child, Youth, and Family Policy Management Seminars I and II

Welfare and education reform are two areas of social policy having dramatic effects on children and families throughout the United States. This course is organized around a set of management questions inherent in implementing these policies including: What have we learned about defining standards, progress indicators, and outcomes for human service and education programs/systems? How do we design and implement inter-agency partnerships and system-level case management systems? How do policies and practices at the national, state, and local level reflect or incorporate human development theory? How do you gather, analyze, interpret, and use data for policy influence and advocacy purposes?

Ms. Curnan

HS 240a Health Policy Management Seminar I and II

Provides a concrete overview of the implementation of abstract theory and policy in contemporary health markets. Students gain an understanding of the major dimensions of managed care and the influence of managed care in public and commercial payer markets; recognize the value of data systems to system management; and develop a knowledge of quality improvement strategies and quality improvement processes.

Messrs. McCarty and Tompkins

HS 248b Financial Management

Covers financial management and control issues encountered by today's human services professionals, including understanding and analyzing financial statements, budgeting and forecasting, managing growth, applying discounted cash flow and risk analysis techniques, and funding development.

Mr. McLaughlin

HS 250a Financial Accounting

Introduces financial accounting terminology and concepts. Focuses on preparing and interpreting basic financial reports--such as annual reports--of health and human services organizations from the perspective of managers and outside parties who work with or finance these organizations. Also emphasizes management of revenues, expenses, and cash flow.

Ms. Anderson or Staff

HS 251 Managerial Accounting and Control

Provides conceptual and technical skills needed to manage special financial and strategic control problems facing health and human services managers. Topics include budgeting, cost accounting, pricing, programming, and evaluation reporting.

Mr. Chilingerian or Staff

HS 252b Strategic Management

Teaches students to articulate organizational goals, identify opportunities, and find optimal management strategies for for-profit, not-for-profit, and public agencies, consistent with ethical, environmental, and political constraints.

Ms. Babcock

HS 253b Leadership and Organizational Behavior

Signature of the instructor required.

Integrates the behavioral sciences of psychology, sociology, anthropology, and political science. Develops an ability to diagnose organizational problems by identifying important behavioral and contextual variables. We sharpen interpersonal skills for enhancing team and group situations, and leadership skills for taking action after information has been acquired and processed. Usually offered every year.

Mr. Chilingerian

HS 254b Human Resource Management

Provides an overview of the problems and opportunities in managing people. Covers topics such as selecting, retaining, and motivating employees and managing issues such as performance appraisal, compensation, benefits, job classification, and Equal Employment Opportunity (EEO) regulations.


HS 255a Management Information Systems

Prerequisite: HS200a, HS202a, or permission of instructor.

Examines the importance of the role of information in organizations. Focus is on basic M.I.S. concepts, the use of computers to improve the performance of organizations, systems development processes, and a range of critical applications and issues.

Mr. Pivnicny

HS 258a Operations Management

Covers a broad array of operations decisions made in service organizations, dealing with the acquisition of the necessary resources, and the choice of technology and methods of designing and delivering services. Focuses on managerial decisions that convert broad policy directives into specific actions.

Ms. Babcock, Mr. Schulz, or Staff

HS 260a Writing, Speaking, and Rhetoric for Social Policy and Management

Examines communications concepts, analyzes the specific communications functions of a manager, and focuses on developing and enhancing communications skills.

Mr. Breakstone

HS 262b Conflict Resolution by Negotiation

Develops an understanding of nature, advantages, and limitations of negotiation as a conflict resolution tool and provides a normative and practical framework for pursuing negotiation strategies as a method of resolving disputes. Students are placed in simulated negotiations followed by instructor and peer feedback.

Messrs. Prottas and Shactman

HS 280a Statistics for Managers

Provides students with knowledge of basic statistical concepts and methods used by managers. Enables participants to prepare, review, and critically analyze numerical descriptions of the various activities and responsibilities associated with health and human services management. Students utilize SPSS for Windows for applications of course material.

Mr. Fournier

HS 282a Measurement and Statistical Analysis for Managers

Provides students with the background needed to use statistics for descriptive and analytical purposes. Develops a solid framework for understanding the myriad uses of data in management. The basic concepts and statistical methods used by managers are studied, especially as they relate to the various activities and responsibilities associated with health and human services management.

Mr. Fournier

HS 285a Marketing for Service Organizations

Surveys marketing practices and focuses on using practical, low-cost marketing techniques to help service organizations achieve their goals. Topics include marketing, customer service, competitive positioning, public relations, advertising, cause-related marketing, personal selling, fund-raising, pricing, distribution, market research, and strategic planning.

Ms. Chunn or Ms. Fuchs

HS 290a Economic Analysis for Managers

Introduces economic approaches to managerial and policy decision-making. Covers supply and demand, market structures, pricing, and market failure, as well as useful tools such as optimization and game theory. Concepts are reinforced with case analyses and examples from the health and human services sectors; some calculus required.

Mr. Hodgkin

HS 295b M.B.A. Capstone

Integrates all aspects of the M.B.A. (human services) curriculum using comprehensive cases. Develops executive leadership skills for large organizations. Ethical issues, organizational design, management of technology and capital assets, venturing, and technological innovations are covered.


HS 299b Team Consulting Project

Teams of three to seven students provide management consulting services to a community-based health or human services agency.


HS 300a Social Context of Policy Issues

Signature of the instructor required.

Serves as a foundation for the "Work, Inequality, and Social Change" specialization, but is open to all Heller students. Develops theoretical perspectives on social policy, social values, and social change, and a framework for analyzing and developing social policies. Usually offered every year.

Mr. Gil

HS 301a Oppression: Sources, Dynamics, Effects, Manifestations

Explores oppression in contemporary and past human societies, from local to global levels. An advanced seminar in the "Work, Inequality and Social Change" specialization, but is open to all Heller students. Assumes that all types of oppression throughout social evolution have common origins, functions, and dynamics. Examines these common aspects, as well as specific manifestations, such as racism, sexism, class-discrimination, colonialism, etc. Explores also short-range and long-range social change strategies to resist and overcome oppression.

Mr. Gil

HS301b Applying Ethical Theory to Management Practice

Introduces students to the discipline of ethical analysis and its application to human services management practices using a case study approach. Students will have an opportunity to examine different methods of value clarification, sources of ethical conflict, and the structure of ethical arguments.

Mr. Sciegaj

HS303a Historical and Contemporary Developments in Social Welfare

Examines the development of social welfare over time by reviewing policy arguments within a historical context, and uses an analytic framework centered on eligibility, benefits, administration, financing, and behavioral incentives for assessing perennial issues in social welfare and to analyze contemporary challenges.

Mr. Callahan

HS 312a Managing Organizations Serving Elders and People with Disabilities

Prepares students for management positions in organizations serving older people and/or people with physical disabilities, mental illness, and developmental disabilities-mental retardation. Emphasizes examining issues across these different populations. Provides opportunities for students to focus on one population of interest through assignments, special projects, and guest speakers.

Ms. Lanspery and Mr. Sciegaj

HS315a Comparative Social Policy

Examines political, economic, and social developments in social policy from a comparative, international perspective. Introducing current methodological approaches, we place social policy into the comparative, historical context of alternative approaches to social organization. Attention will be given to the special issues related to developing countries and their relationship to industrialized nations.


HS 316a Violence in Everyday Life: Sources, Dynamics, and Prevention

Signature of the instructor required.

Explores the meaning, sources, and dynamics of social-structural and interpersonal violence, and relations among these destructive phenomena. We trace the social, psychological, economic, political, and cultural dimensions of violence and counter-violence in everyday life, with special emphasis on links between the organization and quality of work in society and levels of violence. It also explores approaches toward reducing and eventually eliminating violence in human relations from local to global levels. Usually offered in even years.

Mr. Gil

HS 319a Work, Individual and Social Development, and Social Welfare

[ cl15 ]

Signature of the instructor required.

Explores changes in the definition, organization, and design of work and the exchange of work products throughout the evolution of human societies. We examine work as a universal, existential process, whose structure and dynamics were shaped and reshaped by individuals and societies throughout history as they interacted with one another and with natural environments. We explore essential attributes of modes of work conducive to optimal human development and liberation. Usually offered every year.

Mr. Gil

HS 326a Race, Gender, and Public Policy

[ cl12 ]

Signature of the instructor required.

Examines race, ethnicity, class, and gender in the United States. Selected historical and theoretical perspectives are compared, and attention is given to how they shape attitudes and policies. The economic impact of race and gender, pluralism, the experience of European and non-European groups, and the changing composition of the U.S. population are covered. Usually offered every year.

Ms. Williams

HS 333b Women, Law, and Social Policy

[ cl12 ]

Signature of the instructor required.

Provides a systematic introduction to the way claims of gender and discrimination are and have been treated by the American legal system, and acquaints students with the structure of constitutional and statutory legal doctrine that governs this area. In addition, it introduces students to the ways law treats important social policy issues of concern to women; and it explores contemporary feminist thinking about the possibilities and limits of using law as an instrument of political reform.

Usually offered every year.

Ms. Stone

HS 350a Economics for Management and Social Policy

Introduces techniques of economic analysis, mainly from microeconomics. These tools are applied to problems of management social policy. Uses case studies and frequent exercises to develop application and quantitative skills.

Mr. Friedman

HS 371a Social Science Concepts, Theories, and Values

Examines key concepts, theories, and values in the social sciences from the perspectives of various disciplines (primarily economics, sociology, and political science). Makes a special effort to (a) relate and contrast the theories, concepts, and views of one discipline with those of others; (b) explore how different disciplines assist in understanding poverty; and (c) examine the underlying social values and ethical principles that influence policy decisions.

Messrs. Schulz and Sirianni

HS 372b Economic Theory and Social Policy

Prerequisite: HS371a and a recent course in microeconomics.

Applies economic analysis to problems of importance to social policy. The particular applications may vary from year to year, but may include such topics as unemployment, inflation, and wages; income distribution; and markets for human services.

Mr. Friedman

HS 400a Introduction to Statistics

[ qr ]

Signature of the instructor required.

Introduces students to basic statistical techniques, including two-way analysis of variance, regression, and correlation, with a basic introduction to multiple regression. This course includes a computer lab and problem sets using SPSS. Usually offered every year.


HS 401b Research Methods

Signature of the instructor required.

Covers basic issues in research design beginning with an overview of conceptions of knowledge, the development and use of theory, the creation of empirical research models and basic strategies for empirical research. Class lectures review issues of sampling and measurement, basic research strategies including survey research, experimental designs, and field observation methods. Usually offered every year.


HS 403b Qualitative Research

Limited to second year students in the Heller School Ph.D. program.

Acquaints students with the theory and practice of qualitative research. Provides basic experience in pure observation, participant observation, keeping memos and field notes, in-depth interviewing, interpretation, and presentation of findings. Readings and discussion focus on philosophical, historical, theoretical, and foundations of qualitative methods and their practical relevance for social policy. Students will also grapple with issues related to reliability and validity, as well as political and ethical dimensions of qualitative research.

Ms. Francis and Ms. Williams

HS 404b Applied Regression Analysis

This is an applied course in multiple regression analysis. Emphasis is placed on the assumptions underlying the regression model, how to test for violations, and corrections that can be made when violations are found.

Mr. Fournier

HS 405a Applied Econometrics

Prerequisite: HS 404b. Limited to second year students in the Heller Ph.D. program.

Focuses on applications of regression analysis and extensions to areas where the standard assumptions do not hold. Introduces applications of logit, probit, tobit, corrections for sample selection bias, duration analysis, simultaneous equations, and analysis of longitudinal data. Each student will design and carry out a research project.

Mr. Friedman

HS 406a Factor Analysis and Multivariate Design

Prerequisite: HS404b or equivalent.

Students are introduced to multivariate methods. Assignments include the completion and report of a multivariate analysis using computer techniques. Normally the project is allied with the student's potential dissertation topic.

Mr. Jones

HS 407b Survey Research Methods

Prerequisite: HS400a or equivalent.

Focuses on processes and techniques of survey research methods. Special attention is devoted to different modes of questionnaire design, development, and administration. Implementation issues consider interviewing strategies and other data collection procedures, field supervision, code book development, and documentation data management. Data analysis issues included scale and index construction, reliability and validity assessments, and general analysis strategies.

Ms. Krauss

HS 409b Causal Modeling

Prerequisite: HS406a and knowledge of computer procedures.

Models based on theoretical knowledge of the causal links between variables representing a social or economic system may be tested against empirical data using various computer algorithms such as LISREL (linear structural relation) modeling. Students execute a modeling exercise as a requirement.

Mr. Jones

HS 410b Applied Research Seminar

Designed to provide students with a series of formal exercises simulating the major steps in the dissertation process. Students will gain competency in: manipulating data from a large, complex data set; summarizing the methodology of and findings from previous studies; synthesizing and communicating the results of data analysis; and placing study objectives and results in the context of prior research.

Ms. Francis, Mr. Jones, and Ms. Levine

HS 412b Substance Use and Societal Consequences

Provides an overview of the use and abuse of alcohol, tobacco, and other drugs. Examines the consequences of abuse from a societal perspective and reviews types of policy approaches to dealing with the problems associated with substance abuse. Specific topics range from an overview of biological and clinical aspects, theories of addictive behavior, epidemiology, medical and economic consequences, prevention and education, and policy approaches including taxation and regulation.


HS 413b Advanced Issues in Social Inquiry

A module course covering the following topics: introduction to SAS, ethical issues in social science research, scale reliability and validity, cost-effectiveness analysis, meta-analysis, and persuasion. Designed for advanced doctoral students.

Mr. Prottas

HS 443a Social Forecasting Methodology

Prerequisite: HS404b and knowledge of computer procedures.

Introduces students to methods of analysis for time series data. Topics include univariate and multivariate ARMA models and spectral analysis. Students will complete a project using time series data.

Mr. Jones

HS 472b Policy and Program Implementation

Provides doctoral students with frameworks of use for the study of the implementation public policies. Considers the implementation process in the United States from a board perspective, ranging from the context of legislation and the role of courts to how the role of street-level bureaucrats can be studied. Political science, organizational theory, and sociological perspectives are used to develop frameworks for understanding the process through which public policy is realized and how it impacts institutions and individuals.

Mr. Prottas

HS 503a Social Issues and Problems: Inequality and Work

Provides students with a deeper understanding both of the structure of the economy and of why earnings, wealth, and opportunity are diverging in the United States and other advanced nations. Intended to provide insights into the consequences of this divergence, and possible means of reversing it. Classes begin with a particular case-study, but expand to include background readings.

Mr. Reich

HS 506a Health Care Policy and Politics from Inside and Outside

Prepares students to deal with health policy making in a politicized environment. Students entering management positions in either private or public sector organizations must deal with public sector legislation, statutes, regulations, procedures, and oversight. Helps students to understand the nature and realities of politics and provides perspective and understanding of the policy making process.

Mr. McDonough

HS 509a Achieving Goals: Implementing and Evaluating Human Services Policies and Programs

For students who have learned how to manage in a turbulent health or human services policy environment, and wish to know whether the public policies they are helping to implement are working. Reviews methods, tools, and strategies to help managers assess measurable impacts of implementation of both policies and programs. Teaches students how to assess policies and to evaluate programs--what evaluation is, how to do it, and most importantly, how to critically review studies done by others.

Mr. Hahn

HS 511b Contemporary Issues in the Management of Child, Youth, and Family Services

Managing human service systems and programs to benefit children, youth, and families in America today means managing people in a time of fiscal constraint; dramatic social, economic, and political change; and on the other hand, in a time of great organizational and civic innovation. We build on analytic tools students have begun to hone in the master's program and help them learn how to apply these tools to effectively implement policies and programs in the not-for-profit sectors.

Ms. Curnan

HS 513a Issues in National Health Policy

An overview of the U.S. health care system is followed by a critical analysis of the major issues and trends in the health care field. Examines the role of private and public financing programs with particular attention to developing a rationale for understanding the relationship among the federal government, state governments, and private health care providers. Also explores the reasons behind rising health care costs and efforts to alter payments to providers; the changing delivery system with particular emphasis on the evolution of managed care; governmental regulatory efforts; and the efficiency and effectiveness of introducing more competition.

Messrs. Altman and Wallack

HS 515a Race, Ethnicity, Gender and Health Care

Explores how race/ethnicity and gender are factors in health care policies and programs in the United States. Evidence for race/ethnicity and gender differences in health care needs, utilization, and outcomes are presented for differing age groups. The importance of these differences is discussed in terms of alternate concepts of justice for health care. A broad range of theoretical perspectives on the causes of race/ethnicity and gender effects on health care are reviewed. Implications of inequitable access by race/ethnicity and gender for heath care practice, organizational management, and policies are examined.

Mr. Capitman

HS 515b State Health Policy

Examines the role of the states in the health care system. Surveys state activities in health, with an emphasis on state responsibilities for managing health programs and institutions. Major state health programs, such as Medicaid, are examined in depth, as well as state efforts to reform their health care systems. Implementation issues in state health policy are also emphasized, since the states have major operational responsibility for health programs and institutions.


HS 518a Health Care Management

Introduces students to the theoretical basis and practical problems of managing health care institutions. Case material is drawn from hospitals, HMOs, group practices, public health agencies, and for-profit companies. Students gain a better understanding of the range of strategic and operations problems faced by managers and the tools available to help solve them. Messrs. Chilingerian and Rosenbloom

HS 519a Health Economics

Prerequisite: an introductory microeconomics course.

Economic models of demand, production, and markets for goods and services can be used to analyze the key resource allocation questions in health care. Applies economic models to questions of demand concerning the utilization and distribution of health care and to questions of supply, encompassing issues of cost, efficiency, and accessibility of care. The incentives and behavior of consumers and producers of health care are considered using these models.

Ms. Bishop

HS 520a Payment and Financing of Health Care

Examines current payment practices to health care providers, the problems with current methods and possible modifications. As reimbursement principles vary widely by provider type, we focus only upon hospital care, physician services, and prepaid plans. Managed care organizations are covered in more depth, including the relative contributions of organizational structures, rules, and incentives.

Mr. Wallack

HS 521a Health Care Politics and Organization

Focuses on refining the analytical skills useful to students for understanding the political organization factors influencing health care and health care policy. The readings and issues discussed are not a survey of current issues in health politics. Most readings were selected because they represent an innovative, interesting, or challenging piece of analysis.

Mr. Prottas

HS 523a Economics of Aging

Provides students with experience in applying social policy analysis to issues related to the economic status of the elderly. Discusses the economic impact of demographic aging, measures of economic status, work and retirement policies, social security, employer-sponsored pensions, means tested programs for the elderly, and potential "intergenerational conflict."

Mr. Schulz

HS 524a Long-Term Care: A Policy Perspective

One of the most important health policy issues facing the nation this decade is how to finance long-term care to chronically ill and disabled persons. We survey current information on the size and characteristics of the population at risk, the nature of service delivery systems, and methods of financing and managing existing services. Primary focus will be on the aged, but other populations with disabilities will be considered. The performance of the current system will be evaluated against several policy objectives and major unresolved issues will be identified. The underlying issues of values and ethics will be raised throughout the course.

Mr. Leutz

HS 525a Aging Issues and Policies

Provides students with a base of knowledge about the policy arena and the politics of aging, and an opportunity to explore selected policy issues in some depth. Focuses on a few areas that provide fertile ground for policy development and/or analysis and has three components: (1) lectures covering background information; (2) discussions critically evaluating readings; and (3) student presentations. Projects and papers provide students opportunities to examine issues surrounding the design and implementation of particular policies, develop curriculum for particular topics, or undertake critiques of policies already in place.

Ms. Mutschler

HS 529a Social Policy and Population Groups

Surveys the various specializations in the Heller Graduate School by examining alternative accounts of inequality and exclusion with respect to population characteristics such as: age, gender, race/ethnicity, and disability. A range of demographic and social science concepts and methods are used to explore the changing definition, life chances, social and health program experiences, and political participation of groups defined by these demographic characteristics.

Mr. Capitman and Ms. Giele

HS 535a Organizing Communities and Public Policy

Examines the process of organizing and empowering communities, and how these are linked to public policy in the United States. A broad range of approaches will be examined, with cases drawn from diverse arenas: urban community organizing and community development, health and human services, civic environmentalism, and public journalism. The process of civic innovation will be placed in the context of debates on social capital and civil society, as well as those on the limits of the welfare state and the public lobby regulatory regime.

Mr. Sirianni

HS 540b Families, Work, and the Changing Economy

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Prerequisite: ECON 2a for economic concentrators. Signature of the instructor required.

Studies families in relation to social policies and private sector initiatives through an economic lens. Its aim is to increase understanding of the interaction between the changing economic context--productivity, labor market characteristics, earnings and income distribution, and increasing diversity in families--composition, roles, economic status. Readings are by economists, social policy analysts, and feminists. Usually offered every year.

Ms. Kahne

HS 541b Knowledge, Politics, and Children

Engages students in a critical examination of the relation between knowledge and advocacy, and the influence of both on the development of early childhood policy in the United States. Readings are drawn from both academic and popular sources, including theoretical work, empirical studies, journalistic writings, and novels. Classroom discussion focuses on the analysis of "different ways of knowing" and different rules of evidence with respect to the resources, needs, and life circumstances of young children and their families. Selected child policy issues are examined from both state-level and federal perspectives.

Mr. Shonkoff

HS 544a Children and Youth At Risk

Signature of the instructor required.

Provides managers and public policy analysts with an introduction to major themes in child and adolescent policy. We focus on policies and programs that promote the self-sufficiency of disadvantaged young Americans through job training, education, income support, and other anti-poverty strategies. We cover historical themes as well as the current status of children and youth in the economy and society. We examine policy responses and implementation lessons. Usually offered every year.

Mr. Hahn

HS 549a Family Policy

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Signature of the instructor required. A library intensive course.

Develops a theory of family policy that outlines major causes of public concern about the family and key strategies for solving social problems in the family and children's field. We compare several alternative theories and examine the key policies that have been adopted to address the problems of parents, families, and children. Usually offered every year.

Ms. Giele

HS 570a Mental Health Policy and Management

Enables students to analyze major policy initiatives and trends, to apply their understanding to systemic problems and dilemmas facing the field, and to strengthen their ability to raise cogent questions for research in mental health. Explores the formulation of federal and state mental health policies and deals with such critical areas as managed care, children's mental health, legal issues, minorities, consumer impact, and other matters affecting the quality and distribution of services.

Mr. Callahan

HS 572a Economics of Mental Health

Applies economic analysis to policy problems in mental health. Areas addressed include: cost-benefit and cost-effectiveness analysis of mental health services; managed care and regulation; financing acute and chronic care. Students should be familiar with basic concepts of microeconomics and statistics.

Mr. McGuire

HS 586a Issues in Substance Abuse Treatment

Provides an overview of issues related to clinical prevention and treatment services for alcohol, tobacco, and other drug abuse. Examines the organization, delivery, and financing of abuse services. Specific topics range from the structure of the treatment system, access to service, the process of treatment, and the effectiveness, cost, cost-effectiveness, and quality of treatment. The impact of managed care in public and private sectors is examined on the way services are organized and delivered and on clinical outcome.

Ms. Horgan


HS 270a Case Studies in Sustainable Development

A library intensive course.

A critical examination of specific cases illustrating the policies and practices that affect sustainability. In specific areas, students analyze data (e.g., food production, natural resources, energy, demography, and health) and grapple with the decisions that confront planners. Usually offered every year.

Mr. Simon

HS 271a Master's Seminar in Sustainable Development I

Considers topics useful to students for informed decision making; may include modules on watershed management, public health, geographic information systems, gender, and participatory appraisal. There will be field visits. Usually offered every year.

Mr. Simon and Staff

HS 272b Master's Seminar in Sustainable Development II

A continuation of HS 271a. Considers energy options, communications, and conflict resolution, selected field visits. Students prepare proposals for second-year field projects. Usually offered every year.

Mr. Simon and Staff

HS 273b Applied Ecology in Sustainable Development

Introduces basic principles governing terrestrial and aquatic ecosystem functions: population dynamics, community structure, and bio-diversity. Achieving sustainable management of ecological processes by preserving and restoring biotic integrity is presented in case histories. Usually offered every year.

Mr. Klein

HS 274a and HS 274b Directed Readings in Sustainable Development

Usually offered every year.


HS 275a and HS 275b Directed Research

Usually offered every year.


Noncredit Dissertation Seminars

HS 600c-01 Dissertation Orientation Seminar

HS 600c-02 Aging Policy Dissertation Seminar

HS 600c-03 Family and Child Policy Dissertation Seminar

HS 600c-04 Health Policy Dissertation Seminar

HS 600c-05 Mental Health Policy Dissertation Seminar

HS 600c-06 Mental Retardation and Disability Policy Dissertation Seminar

HS 600c-07 Work, Inequality, and Social Change Dissertation Seminar

HS 600c-08 Substance Abuse Policy Dissertation Seminar

Cross-Listed Courses

SOC 218b

Advanced Topics in Social Theory and Methods