Graduate Courses

CRJ 800A - Theories of Crime

CRJ 801 - Criminal Justice Process & Administration

CRJ 802 - Criminal Law & the Judicial System

CRJ 810 - Advanced Research Methods in Criminal Justice

CRJ 812 - Criminal Justice Statistical Analysis

CRJ 813A - Directed Study: Criminal Justice Thesis Preparation I

CRJ 813B - Directed Study: Criminal Justice Thesis Preparation II

CRJ 875/876 - Directed Study

CSC 701 - Software Engineering

3 Credit(s) This course is devoted to the theory and practice of software engineering. It will explore state-of-practice and cutting-edge techniques and tools related to the specification, design, management, implementation, maintenance and evolution of software systems. Topics include: design patterns; Model Driven Architecture (MDA); test-driven development; agile development; design and implementation for reusability and maintainability; secure coding; evolution of support tools and environments. An ongoing group project will be used to gain practical experience with current software engineering practices and a variety of IDEs and CASE tools. Extensive reading and reporting on advanced topics in software engineering discipline are required. Three lecture hours per week.

Pre-requisite:  Matriculated in a computer science graduate program or permission of graduate program coordinator.

CSC 710 - Theory of Computation

3 Credit(s) This course is dedicated to the analysis of important theoretical issues concerning programs, computers, problems, and computation. The course introduces the basic concepts underlying the theoretical study of computing and computers: formal languages, automata, Turing machines, computability, and computational complexity. Three lecture hours per week.

Pre-requisite: Matriculated in a computer science program or permission of graduate program coordinator.

CSC 715 - Analysis of Algorithms

3 Credit(s) This course presents a variety of general algorithms in the computing filed, examines the design and implementation techniques of useful and efficient algorithms, and analyzes algorithmic complexity. Topics include mathematical tools for algorithm analysis, numeric algorithms, tree structures, hashing techniques and recursion, analysis of searching and sorting algorithms, dynamic programming, graph representation and traversal algorithms, pattern matching, computation complexity, and computational geometry. Three lecture hours per week.

Pre-requisite: Matriculated in a computer science graduate program or permission of graduate coordinator.

CSC 725 - Computer Graphics and Games

3 Credit(s) This course covers principles and applications underlying computer graphics and computer games and presents key aspects of computer graphics including graphics pipeline, scene graphs, 2D/3D geometric objects and transformations, viewing, shading, and modeling. Topics related to computer game development include game engines, animation, and behavior and interaction. The course will also introduce techniques of collision detection, illumination, game design and implementation, and the application of graphics libraries and game engines and toolkits. Three lecture hours per week.

Prerequisites: matriculated in a computer science graduate program or permission of graduate program coordinator.

CSC 740 - Artificial Intelligence

3 Credit(s) This course discusses fundamental concepts of artificial intelligence. The course presents the core concepts of intelligent systems like problem solving, reasoning, decision-making, and learning. The course explores variety of artificial intelligence techniques, and their application and limitations. Major topics include: problem solving, heuristic search, knowledge representation, planning, expert systems, learning, neural networks, language processing. Three lecture hours per week.

Prerequisites: CSC 715  and matriculated in a computer science graduate program, or permission of graduate program coordinator.

CSC 746 - Information Visualization

3 Credit(s) This course presents theories and techniques behind information visualization and scientific visualization concerning the use of color, image representation, computer graphics, and scientific visualization. The course describes the principles of visual perception, information data types, and visual encoding of data representations, and then focuses on the study, design, and development of visualization techniques for the analysis, comprehension, explanation, and manipulation of large collections of datasets. The latest visualization toolkits will be applied to design and generate visual interpretation of large amounts of complex data. Three lecture hours per week.

Pre-requisites: matriculated in a computer science graduate program or permission of graduate program coordinator.

CSC 755 - Computer Networks

3 Credit(s) This course studies the fundamental principles in the design and implementation of computer communication networks, protocols, and applications. Topics to be covered include: layered network architectures, network applications, network programming interfaces, transport services, data link protocols, local area networks and network routing. Examples will be drawn primarily from the Internet TCP/IP protocol suite. Three lecture hours per week.

Pre-requisites: CSC 795  and matriculated in a computer science graduate program, or permission of graduate program coordinator.

CSC 775 - Distributed and Cloud Computing

3 Credit(s) This course introduces the design principles, system architectures and applications of parallel, distributed, and cloud computing systems, It aims to acquaint students with supercomputers, distributed and cloud computing systems for high-performance computing, research, e-commerce, social networking, and Internet applications. Topics include clustering, virtualization, cloud platform architecture, service-oriented architecture, cloud programming, security in distributed and cloud computing. Three lecture hours per week.

Pre-requisite: CSC 795  and matriculated in a computer science graduate program, or permission of graduate program coordinator.

CSC 785 - Robotics

3 Credit(s) This course presents the key aspects of autonomous systems including sensors, map-making, and path planning. The fundamentals of robotic manipulation will be presented, including coordinate transformations, manipulator kinematics, and motion. The course gives students hands-on-experience by working with various sensors and robotic kit. Knowledge of Linear Algebra is required before taking this course. Three lecture hours per week.

Pre-requisites: matriculated in a computer science graduate program or permission of graduate program coordinator.

CSC 795 - Computer Systems

ECO 703 - Macroeconomics, Analysis and Policy

ECO 710 - Economics for Managers

ECO 713 - Economic Development

ECO 715 - Managerial Economics and Policy

ECO 725 - Economics of Health Care

ECO 751 - Topics in Economics for Teachers

EDC 705 - Assessment and Instructional Practice

3 Credit(s) In this course, students are introduced to the core concepts of formative and summative assessment. Through an exploration of a variety of assessments, students gain an understanding of how formative and summative assessment support their instructional practice and student outcomes. Students will create assessments and ascertain when and why certain assessments are appropriate. Students will use the Backwards Design approach to lesson planning to ground standards-based lessons. Students will leverage their knowledge of both assessment and instructional practice in the creation of lesson plans throughout the course. Field-based assignments required.

Pre-requisite: EDC406 Literacy Development II

EDC 720 - Literacy Methods in the Early Primary Grades

3 Credit(s) This course emphasizes responsive and developmentally appropriate instructional strategies for teaching literacy in culturally  and linguistically diverse early childhood settings, applying strategies and theories learned in Literacy Development I and II. In this course, students develop and implement instruction for small and large groups by applying evidence-based strategies in support of literacy and language development, as well as national and state standards. The role of literacy assessment in differentiating instruction is emphasized. Students critically evaluate digital and print instructional materials and  assessments in the development of a thematic multicultural unit for use with young children. Field-based assignments are required. To be taken concurrently with pre-practicum fieldwork seminar.

Prerequisite:  EDC 406: Literacy Development II

EDC 721 - Social Studies and Creative Arts in the Early Primary Grades

3 Credit(s) This course consists of the exploration of the Arts and Social Studies as they impact learning experiences in the early primary grades. Visual and performing arts will be emphasized in a learning environment that helps children become more aware of their geographic and social surroundings, promoting play that leads to genuine learning, particularly related to civic understanding and identify. Field-based assignments are required.

Pre-requisite: EDC 406 Literacy Development II

Co-requisite:  EDC 733 
   

EDC 722 - Mathematics Methods in the Early Primary Grades

3 Credit(s) This course will include presentations and experiences in creating active learning environments that foster curiosity, confidence and persistence, getting children actively involved in doing developmentally appropriate mathematics via learning that facilitates discovery. Course will provide current approaches to teaching mathematics in the early childhood setting, where mathematical relationships, number sense, and problem solving, will be emphasized. Field-based assignments are required

Pre-requisite: EDC 406 Literacy Development II

Co-requisite: EDC 734 

EDC 723 - Science Methods in the Early Primary Grades

3 Credit(s) This course is a hands-on, inquiry-based approach to teaching science. Topics will include physical, earth, and life sciences, as well as health and engineering. Students will examine how to approach these subjects in a developmentally appropriate manner in order to achieve instructional objectives in grades pre-K-2. Emphasis will be on learning how students construct an understanding of science concepts and how to design lessons, and integrated units. Field-based assignments are required.

Pre-requisite: EDC 406 Literacy Development II.

Co-requisite: EDC 734 

EDC 733 - Fieldwork Seminar III: Creating Effective Learning Environments in the Early Primary Grades

1.5 Credit(s) This pre-practicum seminar, taken in conjunction with field-based methods courses on how to teach content in the early primary grades, focuses on how to create warm, nurturing, intellectually challenging, and educationally effective learning environments for young children. Topics include how to talk to children, how to help children learn to self-regulate, and child-guidance strategies. This seminar will also provide a forum for students in this cohort-based program to process what they are seeing in their field placements and to build connections within their program cohort. Includes required weekly fieldwork of two mornings per week.

Pre-requisite: EDC 406 Literacy Development II

EDC 734 - Fieldwork Seminar IV: Creating Effective Learning Environments in the Early Primary Grades

1.5 Credit(s) This pre-practicum seminar, taken in conjunction with field-based methods courses on how to teach content in the early primary grades, focuses on how to create warm, nurturing, intellectually challenging, and educationally effective learning environments for young children. Topics include how to use play to advance children’s learning, how to use effective questioning techniques, and methods of assessment. This seminar will also provide a forum for students in this cohort-based program to process what they are seeing in their field placements. Includes required weekly fieldwork of two mornings per week.

Pre-requisite: EDC 406, Literacy Development II

EDC 740 - Methods of Teaching Literacy in Elementary School

3 Credit(s) This course emphasizes responsive and developmentally appropriate instructional strategies for teaching literacy in culturally and linguistically diverse elementary settings, applying strategies and theories learned in Literacy Development I and II. In this course, students design and implement instruction for small and large groups by applying evidence-based strategies in support of reading and writing development, as well as national and state standards. The course emphasizes the role of literacy assessment in differentiating instruction. Students critically evaluate digital and print instructional materials and assessments. Field based assignments are required. To be taken concurrently with pre-practicum fieldwork seminar. Three lecture hours per week.

Pre-requisite:  EDC 406 Literacy Development II

EDC 741 - Social Studies Methods in Elementary Grades

3 Credit(s) This course promotes best practices in various inquiry-based, developmentally-appropriate, hands-on teaching strategies in the social studies that shape effective lesson planning, implementation, and assessment for elementary grade students of varied abilities. The goal of social studies education is to facilitate active citizenship by increasing procedural and informational knowledge and critical thinking about the national and state standards for social studies content and skills. This course is geared toward increasing teacher candidates’ awareness and knowledge of what social studies education is, and how best to teach the subject area by examining the intricate history of relationships between individuals and the local, national and global communities in which they reside. New technologies and advancements in teaching will be introduced and examined. Field-based assignments are required.

Pre-requisite: EDC 406 Literacy Development II.

Co-requisite: EDC 753 

EDC 742 - Mathematics in Elementary Grades

3 Credit(s) This course will offer experiences in teaching concepts in numeration, computation, estimation, problem solving, time and space, geometry, modeling, measurement and graphs, and inference, Developmentally appropriate current approaches to teaching mathematics in the elementary grades will be presented. Emphasis will be given to the “how and why” in order to support teachers as they help students become actively involved in doing mathematics via learning experiences that facilitate discovery. Field based assignments are required.

Pre-requisite: EDC 406 Literacy Development II

Co-requisites: EDC 754 

 

EDC 743 - Science Methods in Elementary Grades

3 Credit(s) This hands-on approach to science will include topics from physical, earth, health, engineering, and life sciences. This course will help students set and achieve instructional and content objectives in the elementary grades. Emphasis will be on learning how students construct knowledge and understand science concepts and how to design developmentally appropriate lessons using appropriate instructional technology. Field-based assignments are required.

Pre-requisites: EDC 406 Literacy Development II.

Co-requisite:  EDC 754 

EDC 753 - Fieldwork Seminar III; Classroom Management in the Elementary Grades

1.5 Credit(s) This course is the first semester of a two-part senior year pre-practicum, which contains the field experience necessary for the methods courses. Through this intentional learning community seminar, students will engage in conversations relevant to their growing skills as elementary educators. The backdrop to the seminar will be the pre-practicum field experience, including observation and engagement in elementary classrooms, with a focus on classroom management and community building in the elementary classroom. This seminar will also provide a forum for students in this cohort-based program to process what they are seeing in their field placements. Includes required weekly fieldwork of two mornings per week.

Pre-requisites: EDC 452 Fieldwork Seminar II: Critical Issues and Effective Practices in the Elementary Grades.

EDC 754 - Fieldwork Seminar IV: Classroom Management in the Elementary Grades

1.5 Credit(s) This course is the second semester of a two-part senior year pre-practicum, which contains the field experience necessary for the methods courses. Through this intentional learning community seminar, students will engage in conversations relevant to their growing skills as elementary educators. The backdrop to the seminar will be the pre-practicum field experience, including observation and engagement in elementary classrooms, with a focus on classroom management and community building. This seminar will also provide a forum for students in this cohort-based program to process what they are seeing in their field placements. Includes required weekly fieldwork of two mornings per week.

Pre-requisites: EDC 753 

EDC 760 - Adolescent Literacy in the Disciplines

3 Credit(s) What strategies do effective middle and high school teachers use to engage students with complex content area texts and topics? Why do adolescents often have difficulty reading and writing content area texts? To address these questions, aspiring teachers in this course will learn how to: assess both students and texts and match them appropriately; select and teach academic vocabulary; plan reading and writing instruction that promotes disciplinary literacy and content-area learning. Participants will learn to adapt these strategies for a wide variety of learners and apply them in a range of classroom contexts. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: EDC 115 Exploring Education; acceptance into the licensure program.

EDC 762 - Technology Methods

1.5 Credit(s) This course is designed to provide candidates in the teacher licensure program with an introduction to educational technology while they are taking the Methods I pre-practicum course. Through hands-on experience with computer hardware, software, and web-based tools, participants will gain knowledge and confidence in using technology to facilitate teaching and learning appropriate for the needs of diverse learners and across varied subject areas. This course covers topics including best practices in classroom technology and instructional design, lesson planning with technology, and ethical concerns. One and a half lecture hours per week. Field-based assignments are required.

Pre-requiste: acceptance into the licensure program.

Co-requisite: Program-specific Methods I course

EDC 763 - Classroom Management and Community Building

1.5 Credit(s) In this course, the concrete experience of observation will serve as the foundation to examine a wide array of philosophies, programs, and strategies that facilitate a caring, inclusive, respectful classroom where learners and the adults who care for them feel safe and empowered. The course will create an environment that models communities of practice. Teacher candidates will explore the age appropriate learning theories and the social skills necessary for positive interaction within a community. Various social emotional programs and classroom organizational strategies for diverse school will be surveyed. The backdrop to cohort building will be the pre-practicum field experience, including observation and engagement in classroom management and community building. One and a half lecture hours per week. Field-based assignments are required.

Pre-requisite: acceptance into the licensure program

Co-requisite: Program-specific Methods II course

EDC 770 - Methods of Teaching English I

3 Credit(s) This course is designed to provide students with the training to be a teacher of English at the secondary level. It will offer a general study of the background and philosophies of teaching English, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 762  

EDC 771 - Methods of Teaching English II

3 Credit(s) This course is designed to provide students with the training to be a teacher of English at the secondary level by continuing and extending the conversations and learning begun in EDC 770  . It will offer a general study of the background and philosophies of teaching English, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 763  

EDC 772 - Methods of Teaching History and the Social Sciences I

3 Credit(s) This course is designed to provide students with the training to be a teaching historian. It will offer a general study of the background and philosophies of teaching History, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisite: Permission of the department chairperson

Co-requisite: EDC 762  

EDC 773 - Methods of Teaching History and the Social Sciences II

3 Credit(s) This course is designed to provide students with the training to be a teaching historian by continuing and extending the conversations and learning begun in EDC 772  . It will offer a general study of the background and philosophies of teaching History, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 763  

EDC 774 - Methods of Teaching Mathematics I

3 Credit(s) This course is designed to provide students with the training to be a teacher of Mathematics at the middle or high school level. It will offer a general study of the background and philosophies of teaching Mathematics, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the NCTM professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 762  

EDC 775 - Methods of Teaching Mathematics II

3 Credit(s) This course is designed to provide students with the training to be a teacher of Mathematics at the middle or high school level my continuing and extending the conversations and learning begun in EDC 774 . It will offer a general study of the background and philosophies of teaching Mathematics, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of national standards and the Massachusetts Common Core, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisite: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 763  

EDC 776 - Methods of Teaching Art I

3 Credit(s) This course is designed to provide students with the training to be a teacher of Visual Arts for grades PK-12. It will offer a general study of the background and philosophies of teaching Visual Arts, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of state standards, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 762  

EDC 777 - Methods of Teaching Art II

3 Credit(s) This course is designed to provide students with the training to be a teacher of Visual Arts for grades PK-12 by continuing and extending the conversations and learning begun in EDC 776  . It will offer a general study of the background and philosophies of teaching Visual Arts, with a focus on methods and materials in the classroom, curriculum issues and professional concerns, analysis of the teaching/learning processes, reinforcement of state standards, and an introduction to the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 763  

EDC 782 - Methods of Teaching Spanish I

3 Credit(s) This course is designed to provide students with the training to teach Spanish. To accomplish this, it will survey a general study of the background and philosophies of teaching Spanish, focus on methods and materials in the classroom, investigate curriculum issues and professional concerns, analyze the teaching/learning processes, reinforce National Standards and the Massachusetts Framework, and introduce the appropriate professional organization requirements. Pre-practicum field experience. Three lecture hours per week. Field-based assignments are required.

Pre-requisite:  Permission of the department chairperson.

Co-requisites: EDC 762  

EDC 783 - Methods of Teaching Spanish II

3 Credit(s) This course is designed to provide students with the training to be a Spanish teacher. To accomplish this, it will survey a general study of the background and philosophies of teaching Spanish, focus on methods and materials in the classroom, investigate curriculum issues and professional concerns, analyze the teaching/learning processes, reinforce National Standards and the Massachusetts Framework, and introduce the appropriate professional organization requirements. Three lecture hours per week. Field-based assignments are required.

Pre-requisite:  Permission of the department chairperson.

Co-requisites: EDC 763  

EDC 784 - Methods of Teaching Theatre I (PK-5)

3 Credit(s) This course is designed to provide students with the training to be a teacher of Theatre in grades PK-5. The course offers a general study of the background and philosophies of teaching dramatic arts in elementary and early childhood classrooms. Students will explore methods and materials, investigate curriculum issues and professional concerns, and analyze the teaching/learning processes, The course also reinforces National Association of Schools of Theatre standards and the Massachusetts Arts Frameworks and introduces the appropriate professional organization requirements. Examination of theatre programs in local schools will be part of the course. Drama across the curriculum and drama for ELLs and students with special needs will be addressed. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 762  

EDC 785 - Methods of Teaching Theatre II (Secondary)

3 Credit(s) This course is designed to provide students with the training to be a teacher of Theatre at the secondary level. The course offers a general study of the background and philosophies of teaching dramatic arts in middle and high school classrooms. Students will explore methods and materials, investigate curriculum issues and professional concerns, and analyze the teaching/learning processes, The course also reinforces National Association of Schools of Theatre standards and the Massachusetts Arts Frameworks. Examination of and participation in theatre programs in local schools will be part of the course. Drama across the curriculum and drama for ELLs and students with special needs will be addressed. Three lecture hours per week. Field-based assignments are required.

Pre-requisites: Permission of the department chairperson and acceptance into the licensure program.

Co-requisite: EDC 763  

EDC 804 - School-Based Internship

3 Credit(s) Building on the student teaching experience, this course provides students with an opportunity to inquire into problems of educational practice, as they synthesize and apply their knowledge in the real-world context of a school. In collaboration with school staff and with the approval of the course instructor, students will investigate a question or problem that will advance both the work of the school and their own professional development and use data to inform the project design and evaluation. A weekly seminar will assist students with project design, data collection and analysis, identification of resources, implementation, and shared reflection on the experience. Three lecture hours per week. Field-based assignments are required.

Pre-requisite: Student teaching practicum

EDC 805 - The Professional Lives of Teachers: Connecting Policy, Research, and Practice through Collaborative Inquiry

3 Credit(s) This course introduces students to some of the local, state and federal educational policies and reforms that shape schools and classrooms today. It invites participants to collaboratively explore policy, research and practice connections related to school-based challenges. Participants will become active consumers of educational research and policy documents and consider how they can act as advocates on behalf of their students both within the walls of the school and beyond. Participants will build an understanding of how classrooms and schools are situated within larger districts that, in turn, are influenced by state and federal policies. They will explore ways in which they can work collaboratively with colleagues and draw upon outside resources in order to act as change agents within schools or larger educational contexts through the use or careful critique of policy and research, all on behalf of the students in their classrooms and schools.Three lecture hours per week.

Pre-requisite: Matriculation in a graduate Education program at Salem State University
 

EDC 810 - Technology Methods in the Early Primary and Elementary Grades

1.5 Credit(s) This course is designed to provide early childhood and elementary students with an introduction to common educational technology while they are in their full practicum. Through hands-on experience with computer hardware, software, and web-based tools, participants will gain experience-based knowledge and confidence in using technology to facilitate learning appropriate for the needs of diverse learners and across varied subject areas in early primary and elementary grades. This course covers topics including best practices in classroom technology and instructional design, age appropriate lesson planning with technology, and ethical concerns. One and a half lecture hours per week. Field-based assignments are required.

Pre-requisite: EDS 860 

EDC 815 - Legal and Ethical Issues for Early Childhood and Elementary Educators

1.5 Credit(s) While working to meet the unique needs of students in our classrooms, teachers often encounter dilemmas that highlight the legal and ethical decisions that one must make as a professional working with young people. This course will introduce prospective early childhood and elementary teachers to their legal responsibilities regarding children’s well-being and begin to engage them in conversations about challenging ethical issues that they might encounter in their practice. For example, students will consider when and how to involve external services in advocating on behalf of a child’s rights and well-being or how to negotiate with colleagues who hold different viewpoints. Field-based assignments required.

Pre-requisite: EDS 860 

EDC 830 - Practicum I in Early Childhood Education

3 Credit(s) This is the field placement component portion of a semester-long student teaching experience in an early primary grade. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the early primary grades. Full-day, full semester field placement is required.

Pre-requisite: EDC 720  

Co-requisite: EDC 835  

EDC 831 - Practicum II in Early Childhood Education

3 Credit(s) This is the field placement component portion of a semester-long student teaching experience in an early primary grade. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the early primary grades. Full-day, full semester field placement is required.

Pre-requisite: EDC 830  

Co-requisite: EDC 836  

EDC 832 - Half-Practicum in Early Childhood Education

1.5 Credit(s) This is the field placement component portion of a half-semester-long student teaching experience in an early primary grade. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the early primary grades. Full-day, half-semester field placement is required.

Pre-requisite: EDC 830  

Co-requisite: EDC 837  

EDC 835 - Practicum Seminar I in Early Childhood Education

3 Credit(s) This full semester seminar is taken in conjunction with the Practicum in Early Childhood Education practicum. The seminar provides pedagogical and content support to enhance the student teaching field experience. Along with the practicum, this course is designed exclusively for those students seeking Initial Licensure in Early Childhood Education.  Full-day, full semester field placement is required.

Pre-requisite: EDC 720  

Co-requisite: EDC 830  

EDC 836 - Practicum Seminar II in Early Childhood Education

3 Credit(s) This full semester seminar is taken in conjunction with the Practicum in Early Childhood Education practicum. The seminar provides pedagogical and content support to enhance the student teaching field experience. Along with the practicum, this course is designed exclusively for those students seeking Initial Licensure in Early Childhood Education. Full-day, full-semester field placement is required.

Pre-requisite: EDC 830  

Co-requisite: EDC 831  

EDC 837 - Half-Practicum Seminar in Early Childhood Education

1.5 Credit(s) This half semester seminar is taken in conjunction with the Half-Practicum in Early Childhood Education practicum. The seminar provides pedagogical and content support to enhance the student teaching field experience. Along with the practicum, this course is designed exclusively for those students seeking Initial Licensure in Early Childhood Education. Full-day, full-semester field placement is required.

Pre-requisite:  EDC 830  

Co-requisite:  EDC 832  

EDC 850 - Practicum I in Elementary Education

3 Credit(s) This is the field placement component portion of a semester-long student teaching experience in an elementary school. This course provides intensive guidance in planning,  implementing, and assessing learning experiences for children in the elementary grades. Full-day, full-semester field placement is required.

Pre-requisite: EDC 740  

Co-requisite: EDC 855  

EDC 851 - Practicum II in Elementary Education

3 Credit(s) This is the field placement component portion of a semester-long student teaching experience in an elementary school. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the elementary grades. Full-day, full-semester field placement is required.

Pre-requisite: EDC 851  

Co-requisite: EDC 856  

EDC 852 - Half-Practicum in Elementary Education

1.5 Credit(s) This is the field placement component portion of a half-semester-long student teaching experience in an elementary school. This course provides intensive guidance in planning, implementing, and assessing learning experiences for children in the elementary grades. Full-day, half-semester field placement is required.

Pre-requisite: EDC 850  

Co-requisite: EDC 857  

EDC 855 - Practicum Seminar I in Elementary Education

3 Credit(s) This full semester seminar is taken in conjunction with the elementary practicum. The seminar provides pedagogical and content support to enhance the field experience. Along with the practicum, this course is designed exclusively for those students seeking Initial Licensure in Elementary Education.  Full-day, full-semester field placement is required.

Pre-requisite: EDC 740  

Co-requisite: EDC 850  

EDC 856 - Practicum Seminar II in Elementary Education

3 Credit(s) This second full semester seminar is taken in conjunction with Practicum II. The semester will continue to focus on strengthening the teacher candidate’s role in the classroom and provide students opportunities to develop fields of expertise in a school organization. Under the advisement of the classroom teacher, the supervisor and the seminar leader, the student will develop further areas of expertise in elementary education. The seminar provides pedagogical and content support to enhance the field experience. With the practicum, this course is designed exclusively for those students seeking Initial Licensure in Elementary Education. Full-day, full-semester field placement is required.

Pre-requisite: EDC 850  

Co-requisite: EDC 851  

 

EDC 857 - Half-Practicum Seminar in Elementary Education

1.5 Credit(s) This half-semester seminar is taken in conjunction with EDC 852  Elementary Half-Practicum. The seminar provides pedagogical and content support to enhance the field experience. Along with the practicum, this course is designed exclusively for those students seeking Initial Licensure in Elementary Education. Full-day, half semester field placement is required.

Pre-requisite: EDC 850  

Co-requisite: EDC 852  

EDC 880P - Student Teaching Practicum in English (8-12)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson.

Co-requisite: EDC 880PS  

EDC 880PS - Practicum Seminar in Teaching English

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in English Language Arts education, such as interdisciplinary approaches and integration of the arts and humanities, as well as instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisite:  Permission of department chairperson and program coordinator; application to the student teaching practicum

Co-requisite: EDC 880P  

EDC 882P - Student Teaching Practicum in History (8-12)

3.0 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson.

Co-requisite: EDC 882PS  

EDC 882PS - Practicum Seminar in Teaching History

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in history education, such as the use of primary sources and technology in history instruction, as well as instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisites: Permission of the department chairperson and program coordinator; application to the student teaching practicum.

Co-requisite: EDC 882P  or EDC 883P  

EDC 883P - Student Teaching Practicum in History and the Social Sciences (5-8)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in a middle school History classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson.

Co-requisite: EDC 882PS  

EDC 884P - Student Teaching Practicum in Mathematics (8-12)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester, All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisite: Permission of department chairperson

Co-requisite: EDC 884PS  

EDC 884PS - Practicum Seminar in Teaching Mathematics

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in Mathematics education, such as interdisciplinary approaches and integration of the arts and humanities, as well as instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisites: Permission of the department chairperson and program coordinator; application to the student teaching practicum.

Co-requisite: EDC 884P  or EDC 885P  

EDC 885P - Student Teaching Practicum in Mathematics (5-8)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in a middle school Mathematics classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson

Co-requisite: EDC 884PS  

EDC 886P - Student Teaching Practicum in Art (5-12)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisite: Permission of department chairperson

Co-requisite: EDC 886PS  

EDC 886PS - Practicum Seminar in Teaching Art

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in art education, such as the inclusion of contemporary social issues and visual culture curriculum, as well as instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisites:  Permission of the department chairperson and program coordinator; application to the student teaching practicum.

Co-requisite: EDC 886P   or EDC 887P  

EDC 887P - Student Teaching Practicum in Art (PK-8)

3 Credit(s) A full time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisite: Permission of department chairperson. 

Co-requisite: EDC 886PS                           

EDC 890P - Student Teaching Practicum in Elementary Physical Education

3.0 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson.

Co-requisite: EDC 890PS  

EDC 890PS - Practicum Seminar in Teaching Physical Education

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in physical education, such as best professional practices, as well as instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisite:  Permission of department chairperson and program coordinator, application to the student teaching practicum

Co-requisites: EDC 890P   or EDC 891P  

EDC 891P - Student Teaching Practicum in Secondary Physical Education

3.0 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisite: Permission of department chairperson. 

Co-requisite: EDC 890PS                                                                                                                       

EDC 892P - Student Teaching Practicum in Spanish (5 -12)

3 Credit(s) A full-time classroom experience in a local middle or high school setting with on-site supervisory support with periodic classroom observation and evaluation by a university supervisor. Measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Minimum of 300 clock hours per semester. The course is conducted in Spanish. All Licensure Program prerequisites including MTEL tests and approval from Program Coordinator and Department Chair must be met prior to practicum assignment. A weekly Practicum Seminar, EDC 892PS  is a co-requisite.

EDC 892PS - Practicum Seminar in Teaching Spanish

EDC 893P - Student Teaching Practicum in Spanish (P-6)

EDC 894P - Student Teaching Practicum in Theatre (PK-12)

3 Credit(s) A full-time classroom experience in a local school setting providing the teacher candidate with on-site supervisory support in the Theatre classroom and periodic observation and evaluation by a university supervisor at the school placement site. The practice of measuring and evaluating student achievement will also be examined as an integral part of the teaching/learning process. Students are also required to attend weekly seminar sessions as part of a co-requisite seminar. Minimum of 300 clock hours per semester. All licensure program prerequisites must be met prior to practicum assignment.

Pre-requisites: Permission of department chairperson.

Co-requisite: EDC 894PS  

EDC 894PS - Practicum Seminar in Teaching Theatre

3 Credit(s) This course is a weekly seminar that serves as a companion to the practicum experience. Topics may include adapting classroom activities to serve different types of learners, current trends in Theatre education and instruction in evaluation and classroom management. Three lecture hours per week.

Pre-requisite: Permission of the department chairperson and program coordinator, application to the student teaching practicum.

Co-requisite: EDC 894P  

EDG 705 - Culturally Responsive Teaching

3 Credit(s) Students will explore and reflect upon the opportunities and challenges they will encounter teaching students from diverse backgrounds.This course provides an introduction to the goals of multicultural education, strategies of culturally responsive teaching, and the habits of mind needed to become effective educators. Students will gain an understanding of the ways in which culture impacts and informs teaching, learning, and classroom climate. Issues to be addressed include ethnicity, race, socio-economic status, gender, gender orientation, gender identity, sexual orientation, language and other facets of identity. Includes current theory and research, as well as effective strategies to promote learning, intercultural relations, and self-esteem among all learners. Three lecture hours a week. Field-based assignments will be required.

EDG 751 - Topics in Economics for Teachers

EDG 790 - Introduction to Special Education

EDG 825 - Topics in Place-Based Education

EDG 830 - Topics in Art Integration in the Museum and Classroom

EDG 840 - Emotional Literacy: Fundamentals and Practice

EDG 845 - Teaching About the Holocaust and Genocide

EDG 850 - Issues in Mathematics Education: Programs and Trends

EDG 851 - Mathematics for All Learners

EDG 852 - Action Research in Math Education

EDG 900A - School Adjustment Counseling Practicum I

EDG 900B - School Adjustment Counseling Practicum II

EDG 900S - Seminar I in School Adjustment Counseling