Mar 28, 2024  
2017-2018 School of Graduate Studies Catalog 
    
2017-2018 School of Graduate Studies Catalog [ARCHIVED CATALOG]

Graduate Courses


 
  
  • EDU 788N - Technology in 21st Century Classrooms

    3 Credit(s) Through discussion, use of latest hardware and software, laboratory experience and site visits, students explore computer-based, multimedia and communications technologies that enhance curriculum and instructional practice. Course emphasizes changes in the teaching-learning process; issues of equity, ethics and legality; assessment practices related to the use of computers and other technologies; and incorporates new theoretical methodological and technological models. (25 hour pre-practicum required)
  
  • EDU 789 - Workshop in Programs For Multicultural Children

    3 Credit(s) This workshop considers the need of children under pressure in learning situations because of ethnic group frustrations in the community, problems of social adjustments, socioeconomic imbalances, and attendant academic learning problems. The main thrust of the work will examine the role of the school in easing the way for children of various cultures to become valued members of the community through the use of both school and community resources. Methods of teaching and desirable organizational practices will be studied using a means of evaluating current trends.
  
  • EDU 794 - Assessing the Abilities and Achievements of the Second Language Learner (Prek-9)

    3 Credit(s) Students are exposed to principles of assessment in second-language instruction and learning. Students master the techniques of generating reliable and valid language-learning information by which to guide their instructional decision-making processes. Students use various measurement and evaluation theories to resolve second-language instruction issues, thereby deepening their applied language-learning assessment skills. (25 hour pre-practicum)
  
  • EDU 795 - Discourse, Culture and Literacy

    3 Credit(s) Introduces students to the study of discourse and the ways in which this approach has influenced the study of language acquisition and language teaching. Discourse includes conversation and narrative in both oral and literate forms. Exploration of culture, and the role of culture in the acquisition and use of literacy(ies) in society. Diverse theories of literacy and literacy development and use will be considered. Emphasis on the application to the teaching of students from diverse cultures, particularly students of English as a Second Language.
  
  • EDU 801 - Classroom Management and Positive Behavior Supports

    3 Credit(s) This course addresses the study of teaching, learning, curriculum, and environmental factors in classroom management, with a special emphasis on positive behavior support. Meeting the needs of children who are English Language Learners (ELL) and/or from diverse cultures will be addressed. An overview of learning and developmental theories will establish a basis for understanding the goals of behavior modification. A twenty hour pre-practicum is required.
  
  • EDU 803A - Helping Skills for Student Affairs Professionals I

    3 Credit(s) This course will examine helping skills within the wide array of roles in which higher education and student affairs professionals make use of these skills in their work with students and colleagues. Students will learn and practice microcounseling skills, develop multicultural competence in cross-cultural interactions, and become familiar with ethical implications related to their roles as advisor, counselor, mentor, educator, and administrator.
  
  • EDU 803B - Helping Skills for Student Affairs Professionals II

    3 Credit(s) This course will focus on the application of helping skills to the work of Student Affairs professionals. Students will learn to apply microcounseling skills to higher education work in four core areas: counseling, leadership development and education, administration, and academic affairs. The emphasis will be on work with individuals and groups, conflict and crisis management, multicultural competence, ethics, and supervision.
  
  • EDU 808 - The American High School

    3 Credit(s) This course studies the organization, structure, philosophy and curriculum of the American High School. Recent literature concerning high schools will be incorporated. The course will involve comparison of the purposes and results of American and foreign schools as well as public and private schools. Students will be expected to defend positions taken in regard to these topics through review of the literature and/or field research projects.
  
  • EDU 810 - Education For Social and Political Change

    3 Credit(s) This course defines the links among economic, social and political organizations and systems of education. The course provides an understanding of key issues and areas of tension essential to becoming an effective agent of change in education with particular attention to communities and individuals who are outside spheres of power.
  
  • EDU 811 - Administration and Organization in Higher Education

    3 Credit(s) This course will examine the uniqueness and the complexities of higher education institutions within the United States. It will examine the roles of key leaders, the concept of shared governance, the differences of mission based on institutional type, and the impact of external forces on the academy.
  
  • EDU 814 - Reading and Writing in the Content Areas

    3 Credit(s) Students learn strategies for assisting middle and secondary students with reading and writing in the academic disciplines. Topics include assessment of literacy skills, the use of textbooks, trade books, and electronic texts, comprehension strategies, vocabulary development, the writing process, study skills, out of school literacy practices as a bridge to academic literacy, and first and second language and literacy processes. Students will consult the policy briefs by the professional associations in their disciplines, as well as research, and consider how to apply the recommendations in their classrooms.
  
  • EDU 816 - Workshop in Environmental Education

    3 Credit(s) This course offering is in a “hands on” workshop format. The series of workshops shall be team taught with an emphasis on outdoor experiences to be had with children in assisting them to understand and care for their environment. Techniques for field trip lessons, follow up experiences in the classroom, and content-concept building will be the focus points of the workshops.
  
  • EDU 817C - Literacy Intervention Strategies (All Levels)

    3 Credit(s) This course covers literacy intervention strategies and models with an emphasis on linking intervention and instruction to assessment. School-wide and individual assessment information and intervention models will be considered. Requires a 25-hour pre-practicum field experience. Not open to students who have taken EDU817.
    Prerequisites: Must be taken concurrently with or following EDU 741C .

  
  • EDU 819 - Principles and Practices of Day Care

    3 Credit(s) This course will examine different models of day care, the laws regulating centers, staffing concerns, management procedures, and effective programming. Students will identify goals and objectives of day care practices, become familiar with the necessary arrangements for establishing a center, and develop criteria for quality day care. Guest lecturers and media presentations will supplement class lectures and discussions.
  
  • EDU 820 - Workshop in Early Childhood Curriculum

    3 Credit(s) This workshop provides an opportunity for students to participate in a team experience in planning, organizing, and implementing individualized, inquiry-based teaching-learning activities in programs for ages 3 to 8 years. Requires 25-hour field-based pre-practicum experience.
    Prerequisites:
    EDU 829  and either EDU 720  or EDU 725 

  
  • EDU 822 - Language Arts and Social Studies for Young Children

    3 Credit(s) Learning possibilities in the language arts-social studies curriculum for the young child are studied in this course for the purpose of promoting children’s literacy skills while fostering their knowledge and understanding of themselves, others, and the world.
  
  • EDU 823 - Science and Mathematics in Early Childhood Education

    3 Credit(s) This course uses the laboratory approach to developing selected topics in science and mathematics for children three to eight years of age. Current programs, research in children’s thinking, inquiry, guided discovery, instructional materials for presentation of representative topics in science and mathematics to young children. Requires 25-hour field-based pre-practicum experience.
  
  • EDU 829 - Accessing and Designing School Services for Students with Exceptional Learning Needs

    3 Credit(s) In this course candidates will investigate categories of disability within the context of the eligibility determination process. Candidates will develop an understanding of the distinctions between IEPs and 504 plans while identifying appropriate accommodations, modifications, and support services for students with special needs. Candidates will read and write IEPs and identify strategies for implementing IEP goals in the context of the general curriculum in various settings.

     

     

  
  • EDU 832A - Administration of Guidance and Counseling Services

    3 Credit(s) Students will learn various models, in particular a developmental model, of organizing and administering effective guidance and counseling services in the elementary, middle, and senior high schools. 25 pre-practicum hours will be required.
    Not open to students who have received credit for EDU832.

     

     

  
  • EDU 837 - Education in a Changing World

    3 Credit(s) This course explores the nature of global education through defining its scope and strategies for infusing and implementing a global perspective in the education profession and process. The course addresses three areas that guide any global education program: world culture, global issues and interdependent global systems related to education.
  
  • EDU 840A - Instructional Reading Clinic

    6 Credit(s) A supervised laboratory experience in diagnosis and correction of reading difficulties of children’s reading difficulties in a summer program. Experience includes: administration of diagnostic measures, evaluation of needs, teaching to meet the specific needs, and preparation of reports of progress. Required individual conferences and group meetings. This course meets part of the practicum requirement in reading.
    Prerequisites:
    EDU 729 , EDU 745A  plus two reading electives, one in children’s or adolescent literature. (Restricted Admission)
  
  • EDU 840P - Practicum for the Reading Specialist

    3 Credit(s) This is a supervised 150-hour practicum experience in diagnosis of reading difficulties, teaching to meet specific needs and literacy leadership. Experience in the practicum will include: Administration of diagnostic measures, design of intervention strategies, teaching, preparation of reports of progress, and design of professional development activities, including coaching. There are required individual conferences with the cooperating practitioner and university supervisor.
    Prerequisites:  ,   ,  , passing score on the Specialist Teacher of Reading MTEL and verification of one-year of employment in the role and at the grade level of the candidate’s initial license. To be taken concurrently with  . Restricted admission.
  
  • EDU 840S - Practicum Seminar for the Reading Specialist License

    3 Credit(s) This is a seminar to accompany the practicum experience that provides support for report writing, diagnostic assessment, intervention strategies, the preparation of portfolios and the design of professional development. Activities in the seminar will include the use of protocols for discussing children’s work and for providing and receiving feedback on instruction.
    Prerequisites:  ,   ,   and  . To be taken concurrently with  . Restricted admission.
  
  • EDU 841 - Reading Institute

    3 Credit(s) The Reading Institute is a one-week program offered annually in the summer. Each year a theme related to some aspect of children’s literature is selected, and the course is developed around the selected theme. Lectures, discussions, and workshop segments are planned for classroom teachers, librarians, reading specialists, supervisors, and administrators.
  
  • EDU 845 - Literacy Leadership, Collaboration and Coaching

    3 Credit(s) This course focuses on organizational change, professional development and group process skills to assist the literacy specialist in working with the wider school community and provides an introduction to literacy coaching for the experienced educator. Students will experience coaching first-hand as they are coached by peers and the course instructor. Students will develop awareness of the federal and state policy decisions that influence the delivery of reading and writing in schools and will understand how to advocate for needed organizational and instructional changes to promote effective literacy instruction. Requires a 25-hour pre-practicum field experience.

  
  • EDU 846 - Facilitative Leadership

    3 Credit(s) This course builds students’ ability to facilitate group meetings, build consensus, make group decisions, and have difficult conversations. The course uses group theory and dynamics to help students learn the practical skills needed to build sustainable agreements and build professional communities that are reflective, collaborative, and built on shared norms and values.
  
  • EDU 850 - Community Service-Learning and Social Action

    3 Credit(s) Participants will explore the implications of teaching and learning beyond the classroom. We will address the theory and practice of experiential learning, constructivist approaches in educational pedagogy, authentic instruction and assessment and thematic/integrated curriculum. The history of community service-learning and current research will be included in the content of this course. Participating teachers will have an opportunity to develop and implement service-learning curricula with their own students.
  
  • EDU 851 - Enrichment Education for the Gifted and Talented

    3 Credit(s) This course provides a survey of theories and issues in the field of talent development and gifted education. The course includes an examination of the nature of exceptional abilities, lives of eminent individuals, student characteristics, and major scientific studies in talent development and superior abilities. Readings and discussion content will address selected program models, curriculum/content modifications in the regular classroom, curriculum differentiation, creativity and parental roles.
  
  • EDU 852 - Urban Education

    3 Credit(s) This course is designed to examine the problems confronting the inner-city teacher; attitudes and expectations toward teaching in deprived areas; problems of instruction and learning; the effects of economics and cultural deprivation on the personality development of youth in these areas; and the implications of learning theory, curriculum and instruction in the urban classroom.
  
  • EDU 855 - Community Resources Workshop

    3 Credit(s) Through trips to unique educational and cultural resource centers and events within the Salem and Boston areas, participants are assisted in developing strategies and approaches for incorporating community-study experiences as an integral part of instruction. This summer course emphasizes the relationships that exist among educational problems related to assisting students in developing goals of citizenship and civic responsibility, understanding social life, and achieving both vocational understanding and economic efficiency.
  
  • EDU 856 - Technology as a Catalyst for Change in Education

    3 Credit(s) This course orients the teacher, leader or administrator to state and national goals, programs, and initiatives. It addresses issues relating to technology use in schools, effective curriculum integration and assessment, good models for planning and assessment and effective strategies for professional development and change. The focus of this course is on technology as applicable to education.

  
  • EDU 857A - Consultation and Collaboration in School Settings

    3 Credit(s) This course explores various consultation theories and methodologies for providing school based mental health professionals the tools for engaging in challenging and constructive conversations with parents, colleagues, administrators, and teachers. This course will include a review of consultation models, theories and evidence based intervention. Included in this course are real world case studies in which students will have the ability to conceptualize the collaboration needed to implement appropriate school based intervention. Three lecture hours per week.
  
  • EDU 858 - Connecting Science, Math and Technology to Workforce and Community

    3 Credit(s) This course will help teachers strengthen students’ understanding of science, technology, engineering, and math (STEM) by applying a direct experience in the STEM workforce to curriculum and instruction. Participants will experience a full time summer externship in a STEM career setting related to their teaching field and engage in research and activities development, synthesizing instructional strategies that bring what they learn into their classrooms. Participants will use their “real world” experiences as vehicles to make learning content meaningful and introduce their students to STEM careers.
    Prerequisites
    : Initial teaching license and current teaching position. Department consent required.
    Co-requisite: Acceptance into a full time teacher externship arranged through Salem State University.
  
  • EDU 861 - Assessment and Evaluation in Student Affairs

    3 Credit(s) Assessment can provide credible evidence of the need, value and effectiveness of projected and established programs. The purpose of this course is to examine the critical need for good assessment practice in Student Affairs and to assist the student to develop the skills necessary to conduct effective assessment programs. Three lecture hours per week.
    Pre-requisite: EDS 755  
  
  • EDU 865 - Finance in Higher Education

    3 Credit(s) This course will explore and examine the issues, concepts and complexities of financing higher education institutions in the United States. The course is intended to provide university administrators a theoretical perspective of how higher education is funded and a hands on perspective to financial concepts, processes and associated tools.
  
  • EDU 869A - Design and Production of Media Materials

    3 Credit(s) This course explores a range of presentational techniques and examines the ways in which teaching and learning are impacted by visual, aesthetic, linguistic, emotional, and auditory choices made by educators. Focus will be on actual presentational techniques as used by instructors and on completing representational projects. (25 hours of pre-practicum experience required for those in the licensure track).
    Prerequisite: EDU 703  or permission of the instructor.
  
  • EDU 875A - Directed Study

    An independent research project supervised by a member of the Education faculty. Credits will be determined according to the depth and breadth of the project. This course is repeatable up to a total of 6 credits.
  
  • EDU 876 - Global Perspectives in Cultural Diversity

    3 Credit(s) Provides an appreciation of the increasing diversity of school children and the importance of a global perspective on culture and education. Includes an analysis of the effect of culture and language on learning and behavior, strategies to teach social and communication skills, and curriculum links to global concerns.
  
  • EDU 877N - Integrating Technology in the Reading Classroom

    3 Credit(s) The focus of this course is integrating technology throughout the PreK-12 reading program. Strategies and resources for using multimedia equipment, software, and the Internet in reading and content area classrooms are explored. Some basic knowledge of computers and reading instruction is expected.
  
  • EDU 882 - Multicultural Issues in Counseling

    3 Credit(s) This course explores issues related to ethnicity, race, class, gender, and physical difference as they affect counselors, clients, and the counseling relationship. Students are expected to engage in the learning process from personal as well as intellectual perspective. 25 pre-practicum hours will be required.
  
  • EDU 884 - Curriculum Issues in the Middle School

    3 Credit(s) This course is organized to develop main ideas about middle level curriculum by looking at the historical background of curriculum and nature of the students to be served, describing curriculum elements and their interrelationships, implementing instruction and assessment, and synthesizing planning of thematic instruction. Students will fully understand the elements that must be considered as schools attempt to develop programs appropriate for young adolescents.
  
  • EDU 889 - Partnerships for Families: An Interprofessional Approach

    3 Credit(s) “Helping professionals” - educators, social workers and nurses - will share perspectives and learn new ways of working effectively with children and their families in school settings. Drawing on the knowledge bases and resources of each field and using a family-centered approach, participants will increase their understanding of family processes, cultural contexts and strategies for promoting professional-family partnerships.
    Prerequisites:
    Intended for working professionals and for graduate students with permission of Instructor.
  
  • EDU 890 - Approaches to Mainstreaming

    3 Credit(s) Special needs students are being incorporated into the regular classroom, but many teachers have no special preparation to work with them. To help the classroom teacher feel more confident and work more successfully with special needs students, we are offering a professional workshop.
  
  • EDU 897 - Critical Reading and Thinking Across the Curriculum

    3 Credit(s) Today’s society is constantly bombarded with information which is printed, spoken, or pictured, not all of which is accurate or truthful. This course will help the teacher assist the student in evaluating information. Among the topics considered will be fact-opinion, false authority, valid and invalid argument, statistics, connotation inference and point of view of information services. Teachers will have the opportunity to construct materials for their own class in a workshop situation.
  
  • EDU 898 - Mathematic Methods in Elementary Schools

    3 Credit(s) This course presents methods and materials that foster the construction of mathematical concepts and skills for elementary school children, grades 1-6. Emphasis will be placed on using problem solving and communication as frameworks for teaching with the goal of fostering mathematical literacy in the areas of number sense, geometry, data analysis and probability, and algebraic reasoning. Strategies for getting children actively involved in doing mathematics via learning experiences that facilitate discovery will be presented. Requires 25 hours of pre-practicum experience during the course.
    Pre-requisites:   or   and   or  
     
  
  • EDU 899 - Social Studies Methods in Elementary Schools

    1.5 Credit(s) Teacher candidates will plan lessons and units that introduce children to a sense of wonder, curiosity, and participation in their world, their country, and their neighborhood. Their planning will facilitate elementary students’ investigation of the physical contours of their planet and the relationships among people through the study and research of history, economics, geography, government and civics. Special emphasis throughout on inquiry, creativity and critical thinking. Three hours per week for half a semester. Required for Initial Licensure.
    Pre-requisites:    and   or  
    Co-requisite:   
  
  • EDU 911 - Current Trends in Middle School Education

    3 Credit(s) This course will examine middle school education in light of current trends in education. A review of the history of the middle school movement in relation to its present state will be discussed. Topics include middle level curriculum for the 21st century, issues of practice, and the role of the community in educating the early adolescent.
  
  • EDU 911MH - Practicum in Teaching History in Middle School

    3 Credit(s) A full semester practicum of at least 300 hours in history middle school classroom(s). Practicum students are supported by cooperating teachers and college supervisors as they develop their professional knowledge and skills working with early adolescents. Restricted to candidates for the middle school history licensure program who have completed all required courses.
    Co-requisite:  EDU 925HS 
  
  • EDU 920EC - Action Research in Early Childhood Education

    3 Credit(s) Students will review the uses and techniques of action research methods in education. Students will design and implement an action research project related to Early Childhood Education (ECE), analyze data, and present results. Includes a 400-hour field experience in an ECE setting.
    Prerequisite: Written permission of the Program Coordinator.
  
  • EDU 920X - Practicum in Early Childhood Education

    The Practicum in Early Childhood Education addresses the needs for specialists in preschool and primary settings. The practicum is concerned with teaching young children, Pre-K to Grade 3, in a developmentally appropriate setting that is sensitive to the needs of all children with diverse backgrounds and learning styles. Students will be expected to integrate all aspects of the Early Childhood curriculum in this half- to full-semester of field experience.
    Prerequisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
    Co-requisite:
    EDU 920XS .
  
  • EDU 920XS - Practicum Seminar in Early Childhood Education

    A weekly seminar, to accompany the practicum experience, that provides instruction in classroom management, teaching strategies, measurement, evaluation and other issues for student teachers working in early childhood settings.
    Prerequisites:
    Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
    Co-requisite:
    EDU 920X .
  
  • EDU 921 - Seminar in Early Childhood Education and Child Development

    3 Credit(s) This culminating seminar will help advanced degree candidates come to a deeper understanding of the field by synthesizing central issues in early childhood education and child development.
  
  • EDU 925A - Practicum in Secondary Education

    3 Credit(s) A half practicum of field experience in a secondary school classroom working with a tenured practitioner for those students with documented prior teaching experience. Appropriate supervision is supplied by the college in conjunction with weekly seminars. Designed exclusively for those students seeking initial licensure.
  
  • EDU 925E - Practicum in Teaching English (8-12)

    3 Credit(s) A full semester of field experience in a secondary school English Language Arts classroom working with a tenured practitioner. Appropriate supervision is supplied by the college in conjunction with weekly seminar experiences at the college. Designed exclusively for students seeking Initial Licensure in English.
    Prerequisites: Program Coordinator approval.
    Co-requisite: EDU 925ES 

  
  • EDU 925ES - Practicum Seminar in Teaching English (8-12)

    3 Credit(s) A weekly seminar, to accompany the practicum experience, that provides support in the development of the Practicum portfolio and instruction in classroom management, teaching strategies, measurement, evaluation, and other issues as needed for student teachers working in secondary-level English Language Arts settings.
    Prerequisite: Permission of Program Coordinator.
    Co-requisite:
    EDU 925E 

  
  • EDU 925H - Practicum in Teaching History

    3 Credit(s) A full semester practicum of at least 300 hours in a high school history classroom. Practicum students are supported by cooperating teachers and college supervisors as they develop their professional knowledge and skills working with adolescents. Restricted to candidates for secondary history licensure program who have completed all required courses.
    Co-requisite:  EDU 925HS 
  
  • EDU 925HS - Practicum Seminar in Teaching History

    3 Credit(s) This seminar, culminating the Secondary History Initial Licensure program, provides support for the practicum experience. Activities include a review of professional standards, completion of program assessments and preparation of a portfolio.
    Prerequisites:  Completion of coursework in middle school or secondary History program and approval of the Program Coordinator.
    Co-requisite: EDU 925H  or EDU 911MH 
  
  • EDU 925MA - Practicum/Internship Seminar in Teaching Mathematics

    1.5 Credit(s) This course is designed to help initial teacher candidates develop confidence in their skills and abilities to meet the challenges of being new mathematics teachers, and develop positive mental habits and professional attitudes. Weekly seminar supports an internship or practicum of at least 150 hours in a middle or secondary school math classroom. Seminar format will facilitate communication between practicum students/interns, their college supervisors and teaching professionals from their home schools.
    Prerequisites: Completion of initial licensure program coursework, approval of Program Coordinator, and current position in the role of the license sought.
  
  • EDU 925MB - Practicum/Internship Seminar in Teaching Mathematics

    1.5 Credit(s) A continuation of EDU 925MA , this course is designed to help students develop into teaching professionals by exploring advanced classroom strategies, resources for practice, and opportunities for professional growth. Seminar supports an internship or practicum of at least 150 hours in a middle or secondary school mathematics classroom. Seminar format will facilitate communication between practicum students/interns, their college supervisors and teaching professionals from their home schools.
    Prerequisites: EDU 925MA , completion of initial licensure program coursework, approval of Program Coordinator, and current position in the role of the license sought.
  
  • EDU 925MP - Practicum in Teaching Mathematics (8-12)

    3 Credit(s) This course is a full semester of field experience in a secondary mathematics classroom(s) working with a professionally licensed cooperating teacher. Practicum students are supported by cooperating teachers and college supervisors as they develop their professional knowledge and skills working with adolescents. Designed exclusively for those seeking Initial Licensure in Mathematics.
    Prerequisite: Approval of program coordinator. Co-requisite:  .
  
  • EDU 925MS - Practicum Seminar in Teaching Mathematics (8-12)

    3 Credit(s) This course is a weekly seminar, to accompany the practicum experience, that provides support in the development of the practicum portfolio and instruction in classroom management, teaching strategies, measurement, evaluation and other issues as needed for student teachers working in secondary mathematics settings.
    Prerequisites: Program Coordinator approval. Co-requisite:  .
  
  • EDU 925SCA - Practicum/Internship Seminar in Teaching Science

    1.5 Credit(s) This course is designed to help initial teacher candidates develop confidence in their skills and abilities to meet the challenges of being new science teachers, and develop positive mental habits and professional attitudes. Seminar supports an internship or practicum of at least 150 hours in a middle or secondary school science classroom. Seminar format will facilitate communication between practicum students/interns, their college supervisors and teaching professionals from their home schools.
    Prerequisites: Completion of initial licensure program coursework, approval of Program Coordinator, and current position in the role of the license sought.
  
  • EDU 925SCB - Practicum/Internship Seminar in Teaching Science

    1.5 Credit(s) A continuation of EDU 925SCA , this course is addresses advanced classroom strategies and opportunities for professional growth. Seminar supports an internship or practicum of at least 150 hours in a middle or secondary school science classroom. Seminar format will facilitate communication among practicum students/interns, their college supervisors and teaching professionals. Candidates will develop portfolios documenting their teaching-learning experience.
    Prerequisite:
    EDU 925SCA .
  
  • EDU 925X - Practicum Secondary Education

    6 Credit(s) A full semester of field experience in a secondary school classroom working with a tenured practitioner. Appropriate supervision is supplied by the college in conjunction with weekly seminar experiences at the college. Designed exclusively for those students seeking initial licensure.
  
  • EDU 940NP - Seminar in Reading

    3 Credit(s) The seminar in reading must be included in the last nine hours of graduate study, and prior to taking the comprehensive examination in reading. It includes research in reading, current practices in teaching reading, administration, and evaluation of reading programs.
    Prerequisites: EDU 840A , EDU 845 , and EDU 727 . (Restricted Admission)
  
  • EDU 949A - Clinical Experience in Elementary School Administration

    6 Credit(s) The clinical is required of students concentrating their M.Ed. studies in School Administration. The clinical must be in the role and at the level of the certificate sought. A clinical must be full time for one semester or half time for two semesters, include at least 400 clock hours at the practicum site. Each student will document the hours of observing, assisting, and carrying out the full responsibilities of the role. Students must complete 24 semester hours of course work including all of the pre-practicum courses and practicum, EDU949X before seeking approval of the program coordinator to enroll in the Clinical Experience.
  
  • EDU 949B - Clinical Experience in Middle School Administration

    6 Credit(s) The clinical is required of students concentrating their M.Ed. studies in School Administration. The clinical must be in the role and at the level of the certificate sought. A clinical must be full time for one semester or half time for two semesters, include at least 400 clock hours at the practicum site. Each student will document the hours of observing, assisting, and carrying out the full responsibilities of the role. Students must complete 24 semester hours of course work including all of the pre-practicum courses and practicum, EDU949X before seeking approval of the program coordinator to enroll in the Clinical Experience.
  
  • EDU 949C - Clinical Experience in High School Administration

    6 Credit(s) The clinical is required of students concentrating their M.Ed. studies in School Administration. The clinical must be in the role and at the level of the certificate sought. A clinical must be full time for one semester or half time for two semesters, include at least 400 clock hours at the practicum site. Each student will document the hours of observing, assisting, and carrying out the full responsibilities of the role. Students must complete 24 semester hours of course work including all of the pre-practicum courses and practicum, EDU949X before seeking approval of the program coordinator to enroll in the Clinical Experience.
  
  • EDU 949D - Educational Leadership Practicum

    3 Credit(s) The Educational Leadership Practicum is required of students concentrating their M.Ed. or C.A.G.S. Studies in Educational Leadership. The practicum must be in the role and at the level of the certificate sought. A practicum is at least 300 clock hours at the practicum site(s). Each student will document the hours of observing, assisting, and carrying out the full responsibilities of the role. Students must complete 24 semester hours of course work including all of the pre-practicum classes before seeking approval of the coordinator to enroll in the Educational Leadership Practicum.
    Co-requisite: EDU 949DS 
  
  • EDU 949DA - Educational Leadership Practicum l: Principal/Assistant Principal

    1.5 Credit(s) Part I of the culminating experience for students seeking licensure as a principal/assistant principal, the practicum is at least 250 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist and carry out of the full responsibilities of the role. Applicants for the practicum must have completed all course and pre-practicum requirements. Permission of Program Coordinator required.
  
  • EDU 949DB - Educational Leadership Practicum II: Principal/Assistant Principal

    1.5 Credit(s) Part II of the culminating experience for students seeking licensure as a principal/assistant principal, the practicum is at least 250 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist and carry out of the full responsibilities of the role. Applicants for the practicum must have completed all course and pre-practicum requirements. Pre-requisite:  
    Co-requisite:  . Permission of Program Coordinator required.
  
  • EDU 949DS - Seminar in Educational Leadership

    3 Credit(s) This seminar uses a Critical Friends Group model to help aspiring school leaders reflect on their practicum experience, build a shared understanding of effective leadership practice, construct a professional learning community and practice the skills of facilitative leadership. Permission of Program Coordinator required.
    Co-requisite: EDU 949D  

     

  
  • EDU 958 - Clinical Experience in Special Education

    6 Credit(s) In this course the college coordinator, the school system special educator and the initially licensed teacher will work cooperatively to prepare a satisfactory schedule of work to meet the full semester standard required for the Clinical Experience. The student will come to campus for four seminar meetings with the coordinator to receive direction, instruction, and support and to meet with peers to discuss experiences. Four additional meetings will be held at the site of the Practicum with the college supervisor, the school system special educator and the student to discuss the student’s program. 400 hours of supervised fieldwork are required. Prerequisite: Approval of Program Coordinator.
  
  • EDU 961P - Practicum Experience in Elementary Education

    1.5 - 3.0 Credit(s) A full semester of field experience in an elementary school classroom working with a tenured practitioner with appropriate supervision, and classroom visitations supplied by the College. This course along with EDU 961PS  is designed exclusively for those students seeking Initial Licensure in Elementary Education to be eligible to work in Massachusetts public schools grades 1-6. Prerequisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
  
  • EDU 961PS - Practicum Seminar in Elementary Education

    1.5 - 3.0 Credit(s) Seminar is taken in conjunction with EDU 961P  as part of the full semester field experience in an elementary school classroom working with a tenured practitioner. The seminar provides pedagogical and content support to enhance the field experience. With EDU 961P  these courses are designed exclusively for those students seeking Initial Licensure in Elementary Education to be eligible to work in Massachusetts public schools grades 1-6.
    Prerequisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
  
  • EDU 961VA - Practicum in Elementary and Middle School Visual Arts Education

    3-6 Credit(s) This course is designed to help elementary and middle school visual arts initial licensure candidates build confidence in their skills and abilities to meet the challenges of being new visual arts teachers. Student teachers spend a minimum of 300 supervised hours observing, assisting and teaching with a licensed, mentor teacher of professional status in visual arts. This course will meet weekly as a group seminar.
    Prerequisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
  
  • EDU 961VA-PS - Practicum Seminar in Elementary and Middle School Visual Arts

    In this seminar participants will explore the theory and practice of art teaching as it relates to their experience in the elementary and /or middle school. Participants will reflect on their own progress and process, and discuss substantial issues as visual art teachers-in-training. Throughout this course students will document their professional learning and instructional materials and compile a teaching portfolio linked to the state licensure standards in Visual Art.

    Prerequisite: Permission of the Coordinator and application to the student teaching practicum.

    Co-requisite: EDU 961VA  

  
  • EDU 962AR - Clinical Experience and Action Research in Early Childhood Education

    3 Credit(s) A 400 hour supervised field experience in an early childhood setting in which students will conduct two action research projects.
    Prerequisite:
    Written permission of the Program Coordinator.
  
  • EDU 962VA - Practicum in Secondary Visual Arts Education

    3-6 Credit(s) This course is designed to help secondary visual arts initial licensure candidates build confidence in their skills and abilities to meet the challenges of being new visual arts teachers. Student teachers spend a minimum of 300 supervised hours observing, assisting and teaching with a licensed, mentor teacher of professional status in visual arts. This course will meet weekly as a group seminar.
    Prerequisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval
  
  • EDU 962VA-PS - Practicum Seminar in Middle and High School Visual Arts

    3 Credit(s) In this seminar participants will explore the theory and practice of art teaching as it relates to their experience in the middle and/high school. Participants will reflect on their own progress and process, and discuss substantial issues as visual art teachers-in-training. Throughout this course students will document their professional learning and instructional materials and compile a teaching portfolio linked to the state licensure standards in Visual Art.

    Prerequisite: Permission of the Coordinator and application to the student teaching practicum.
    Co-requisite: EDU 962VA
     

  
  • EDU 963R - Education Capstone: Action Research I

    3 Credit(s) This course is part one of the two-part capstone experience in the advanced M.Ed. programs. Teacher action research allows teachers to examine practice, develop new approaches and interventions, and to examine the results of these newly implemented ideas. In this course, students will explore the field of teacher research, gain a solid understanding of the relationship between teacher research and instructional improvement, and develop a proposal for a teacher research project.
  
  • EDU 965 - Clinical Experience Secondary

    6 Credit(s) A full semester (400 hours) of classroom teaching experiences with accompanying weekly seminar on topics related to effective secondary teaching. Seminar topics include school restructuring and current developments in curriculum and instruction, interdisciplinary planning and teaching, community resources, and models of inclusion.
    Prerequisites: Provisional Certification and completion of professional course sequence.
  
  • EDU 966 - Internship in Instructional Technology

    3 Credit(s) A 15-week field experience with accompanying seminars. Time will be divided equally among each of three school settings. Students will observe and assist in each of these roles: (1) computer teacher, (2) instructional technology facilitator, and (3) technology coordinator.
    Prerequisite:
    Completion of all course requirements in the M.Ed.: Professional Studies-Technology in Education program.
  
  • EDU 968A - School Counseling Practicum I

    3 Credit(s) The school counseling practicum is designed to provide students with a broad range of school counseling activities designed to meet School Guidance Counselor requirements for licensure in the Commonwealth of Massachusetts. In School Counseling Practicum I, students are required to serve 250 hours under the supervision of an appropriately licensed cooperating practitioner in a public school setting that is pre-approved by the program coordinator. Restricted Admission. Permission of the School Counseling Program Coordinator required.

    Co-requisite: EDU 969A  

  
  • EDU 968B - School Counseling Practicum II

    3 Credit(s) The school counseling practicum is designed to provide students with a broad range of school counseling activities designed to meet School Guidance Counselor requirements for licensure in the Commonwealth of Massachusetts. In School Counseling Practicum II, students are required to serve 250 hours under the supervision of an appropriately licensed cooperating practitioner in a public school setting that is pre-approved by the program coordinator. Restricted Admission. Permission of the School Counseling Program Coordinator required.

    Co-requisite: EDU 969B  

  
  • EDU 969A - Practicum Seminar in School Counseling I

    3 Credit(s) In this semester participants will explore the theory and practice of school counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school counselors-in-training. Throughout this course students will integrate their formal preparation in school counseling into a multidimensional program of integral services.These include leadership, advocacy, counseling, consultation, collaboration, and assessment. Restricted admission. Permission of the School Counseling Program Coordinator required.

    Co-requisite: EDU 968A  

  
  • EDU 969B - Practicum Seminar in School Counseling II

    3 Credit(s) In this seminar participants will explore the theory and practice of school counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school counselors-in-training, Throughout this course students will integrate their formal preparation in school counseling into a multidimensional program of integral services. These include leadership, advocacy, counseling, consultation, collaboration, and assessment. Restricted admission. Permission of the School Counseling Program Coordinator required.

    Co-requisite: EDU 968B  

  
  • EDU 985A - Practicum in Student Affairs I

    3 Credit(s) Provides students with an opportunity to integrate theory and practice and become familiar with the role of professionals in higher education. Students complete 135 hours in a supervised internship within an approved higher education or student affairs department. In addition, students participate in a practicum seminar that meets 15 hours a semester to facilitate reflection on the field experience.
     

    Prerequisites: EDU 719 , EDU 723  and EDU 773 .

  
  • EDU 985B - Practicum in Student Affairs II

    3 Credit(s) The purpose of the practicum is to place the student in a setting where he/she can become familiar with the role, mission, operation and activities associated with an area within Student Affairs. Includes four four-hour seminars and a 135 hour supervised practice field experience.
    Prerequisite:
    EDU 985A .

  
  • EDU 990E - Effective UDL Classroom Practices

    3 Credit(s) In this course, participants will explore current research-based practices used to support students with exceptional learning needs in a range of educational settings. Participants will learn, practice, and evaluate the use of Universal Design for Learning’s principles to support students’ achievement. Fieldwork required. Non-special education majors will be required to complete an assignment focused on Special Education eligibility, Section 504, and IDEA.
  
  • EDU 990M - Enhancing Teacher Responses to Students’ Needs

    3 Credit(s) This course is designed to provide educators with a structured approach to assess students’ needs and respond to their questions and disclosures. Strategies for referring appropriately for students’ needs will be examined. Sources of legal, community and support services will be explored. Special focus on communicating with parents will be included.
  
  • EDU 990PH - Practicum in Middle School Humanities

    3 Credit(s) A full semester of at least 300 hours in humanities middle school classroom(s). Practicum students are supported by cooperating teachers and college supervisors as they develop their professional knowledge and skills working with early adolescents. Restricted to candidates for the middle school humanities licensure program who have completed all required courses.
    Co-requisite: EDU 990SH 
  
  • EDU 990PM - Practicum in Middle School Math/Science

    3 Credit(s) A full semester of at least 300 hours in mathematics/science middle school classroom(s). Practicum students are supported by cooperating teachers and college supervisors as they develop their professional knowledge and skills working with early adolescents. Restricted to candidates in the middle school math/science licensure program who have completed all required courses. Co-requisite: EDU 990SM .
  
  • EDU 990SH - Practicum Seminar in Middle School Humanities

    3 Credit(s) This seminar, culminating the Middle School Humanities Initial Licensure program, provides support for the practicum experience. Activities include a review of professional standards, completion of program assessments and preparation of a portfolio.
    Prerequisites: Completion of coursework in the middle school humanities licensure program and approval of the Program Coordinator. Co-requisite: EDU 990PH .
  
  • EDU 990SM - Practicum Seminar in Middle School Math/Science

    3 Credit(s) This seminar, culminating the Middle School Math/Science Initial Licensure program, provides support for the practicum experience. Activities include a review of professional standards, completion of program assessments and preparation of a portfolio.
    Prerequisites:
    Completion of coursework in the middle school math/science licensure program and approval of the Program Coordinator.
    Co-requisite:
    EDU 990PM .

  
  • EDU 991K - Leadership for Excellence in Education

    3 Credit(s) This course emphasizes the role of shared leadership in centers and schools. It considers the role of formal leaders such as principals and directors, as well as the contribution of informal leaders including teachers, union officials and community members. Through the review of theory and research on leadership, the study of organizational culture and the principles necessary to support change, the course will help participants to understand how they may influence the direction and quality of the institutions where they work. Attention will be paid to the development of skills and habits which support effective leaders.
  
  • EDU 992A - Managing Dysfunctional Students in the Classroom

    3 Credit(s) Designed for regular classroom educators as well as special education personnel, this institute will review and investigate ecologies and techniques which will enable dysfunctional students to perform successfully and adapt productively in various educational settings. Participants will develop strategies for dealing with such students and their families within and beyond established educational settings.
  
  • EDU 992D - Differentiating Instruction for English Language Learners

    3 Credit(s) This course provides examination of the issues and approaches used in the education of diverse PK-12 English language learners (ELLs) with a variety of special needs. Students will learn the methods and approaches used to assess, evaluate, and determine eligibility for placement of ELLs in special education programs. Students will design curriculum that differentiates instruction for ELLs with special needs and discuss ways of communicating with their parents and advocating on their behalf.
    Pre-requisites:   or   and   or   
     
  
  • EDU 999AN - Creating-Brain Compatible Learning

    3 Credit(s) The course presents new research related to the brain and its applications to teaching and learning strategies. It examines learning styles and theories of multiple intelligences. Participants will design learning environments that best suit the diverse instructional needs of students with a better understanding of how they learn.
  
  • EDU 999C - Teaching Students to Write (Pre K-12)

    3 Credit(s) This course presents research-based and classroom tested ways to teach writing effectively. Topics include varied writing programs, models of instruction, organizing writing workshops and writing conferences, teaching skills in the context of children’s writing, assessment, writing in the content areas, the reading/writing connection, research in teaching writing and an emphasis on teacher as writer.


 

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