Apr 17, 2024  
2020-2021 School of Graduate Studies Catalog 
    
2020-2021 School of Graduate Studies Catalog [ARCHIVED CATALOG]

Graduate Courses


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

    3.0 Credit(s) This is a semester-long supervised practicum experienced In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning
    objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 772 , EDC 773 ; satisfactory completion of all MTEL tests and program coordinator approval.
    Co-requisite: EDC 882PS  
  
  • EDC 882PS - Practicum Seminar in Teaching History

    3 Credit(s) This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective
    complement to the full-time practicum.
    Pre-requisite: EDC 773  
    Co-requisite: EDC 882P  
  
  • 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) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 774 , EDC 775 , satisfactory completion of all MTEL tests program coordinator approval.
    Co-requisite: EDC 884PS  
  
  • EDC 884PS - Practicum Seminar in Teaching Mathematics

    3 Credit(s) This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective
    complement to the full-time practicum.
    Pre-requisite: EDC 775  
    Co-requisite: EDC 884P  or EDC 885P  
  
  • EDC 885P - Student Teaching Practicum in Mathematics (5-8)

    3 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning
    objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 774 , EDC 775 ; satisfactory completion of all MTEL tests and program coordinator approval.
    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 888P - Practicum Experience in Secondary Science

    3 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 778  & EDC 779 ; satisfactory completion of all MTEL tests and program coordinator approval.
    Co-requisites: EDC 888PS  
  
  • EDC 888PS - Practicum Seminar in Teaching Secondary Science

    3 Credit(s) This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
    Prerequisites: EDC 779  
    Co-requisite: EDC 888P  
  
  • EDC 890P - Student Teaching Practicum in Elementary Physical Education

    3.0 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full semester practicum placement is required.
    Pre-requisites: EDC 780 /SMS 780  ; satisfactory completion of all MTEL tests and program coordinator approval.
    Co-requisite: EDC 890PS  
  
  • EDC 890PS - Practicum Seminar in Teaching Physical Education

    3 Credit(s) This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
    Pre-requisite: EDC 781 /SMS 781  
    Co-requisites: EDC 890P  or EDC 891P  
  
  • EDC 891P - Student Teaching Practicum in Secondary Physical Education

    3.0 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of ail students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 780  /SMS 780 ; satisfactory completion of all MTEL tests and program coordinator approval.

     

                                                                                                                 

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

    3 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester practicum placement is required.
    Pre-requisites: EDC 782 /SPN 751 , EDC 783 /SPN 752 ; satisfactory completion of all MTEL tests and program coordinator approval.
    Co-requisite: EDC 892PS  
  
  • EDC 892PS - Practicum Seminar in Teaching Spanish

    3 Credit(s) This full semester seminar is taken in conjunction with the student teaching practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
    Pre-requisite: EDC 783 /SPN 752  
    Co-requisite: EDC 892P  or EDC 893P .
  
  • EDC 893P - Student Teaching Practicum in Spanish (P-6)

    3 Credit(s) This is a semester-long supervised practicum experience. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester  practicum placement is required.
    Pre-requisites: EDC 782 , EDC 783 ; satisfactory completion of all MTEL tests and program coordinator approval.
    Co-requisite: EDC 892PS  
  
  • 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

    3 Credit(s) This institute will use an economic perspective and basic economic theories to study the people and places in the Commonwealth. This course will demonstrate how the study of institutions such as museums and public organizations, literature, and a basic knowledge of economic terms can create continuity in the history/social science curriculum. Technology enhanced teaching methods will be used to foster economic literacy and stimulate interest in the economics strand as assessed on the MTEL for Economics. VES and Blackboard will be used for communication and research. This class can be repeated as the topics and grade level will vary with each offering.
  
  • EDG 825 - Topics in Place-Based Education

    3 Credit(s) Place-based education (PBE) is an approach that uses all aspects of the local environment as the integrating context for curricular-based cross-disciplinary teaching and learning that promotes civic engagement. This course introduces educators to PBE in partnership with a community organization that represents the cultural, natural, and/or historic resources of a particular location or region. Participants will demonstrate understanding by designing, implementing, and documenting teaching-learning projects with their students that address real-world contexts and needs. Includes site visits. This course may be repeated with new organizational partners and/or themes.
  
  • EDG 830 - Topics in Art Integration in the Museum and Classroom

    3 Credit(s) What can we learn from artists, their creative process and their authentic integration of ideas and approaches from across disciplines? Explore this and much more in an interdisciplinary institute in collaboration with an area museum drawing on its collections and special exhibitions. Presenters will include leaders in education, science, art, and the humanities, including arts integration experts. Delve into museum collections and special exhibitions. Gather pedagogical strategies for your classroom, collaborate with fellow educators and contribute to resource materials. Open to K-12 educators in all disciplines. May be repeated for credit with a different topic, within or between semesters for a maxium of five times.
  
  • EDG 840 - Emotional Literacy: Fundamentals and Practice

    3 Credit(s) This highly interactive class will introduce students to emotional literacy fundamentals and practice through a peer listening model that includes demonstrations, readings, classroom exercises, discussions, paired listening sessions, and written assignments. Students will be expected to move quickly from theory to practice, and learn by doing. Out of class listening sessions with a classmate will be required.
  
  • EDG 845 - Teaching About the Holocaust and Genocide

    3 Credit(s) Taking an interdisciplinary approach to teaching about the Holocaust and genocide, this course provides present and future teachers with conceptual and pedagogical tools to explore human behavior from historical and contemporary perspectives. Through reading, discussion, dialogue, reflective writing and experiential activities, we will apply inquiry, analysis, interpretation and judgment to the events leading up to, including and following Holocaust and genocide. Includes resources and strategies for applying knowledge to teaching practice.
  
  • EDG 850 - Issues in Mathematics Education: Programs and Trends

    3 Credit(s) Students will analyze historical, mathematical and psychological influences in mathematics curricula. Factors that impact mathematics education, such as learning theories, research projects, professional organizations, and international perspectives will be presented and examined.
  
  • EDG 851 - Mathematics for All Learners

    3 Credit(s) Mathematics educators will explore appropriate strategies to use in regular classrooms containing a variety of learners. Strategies for effectively instructing students with learning disabilities, second language learners, and gifted and talented populations will be presented.
  
  • EDG 852 - Action Research in Math Education

    3 Credit(s) This course will examine the quantitative and qualitative techniques needed to design a significant action research project on a current issue in mathematics education. Research design including sampling, design of survey instruments, analyzing data, validity and reliability will be presented. Students will design an action research project to test an hypothesis which will be carried out in their clinical experience.
  
  • EDG 900A - School Adjustment Counseling Practicum I

    1.5 Credit(s) This small group weekly seminar is based on the first half of a 450 hour, year long, supervised placement in an approved school setting. Students will participate in peer supervision, developing their counseling skills through readings, practice, reflection and feedback. Restricted admission. Permission of the School Counseling Program Coordinator required.
  
  • EDG 900B - School Adjustment Counseling Practicum II

    1.5 Credit(s) This small group weekly seminar is based on the second half of a 450 hour, year long, supervised placement in an approved school setting. Students will participate in peer supervision, developing their counseling skills through readings, practice, reflection and feedback. Restricted admission. Permission of the School Counseling Program Coordinator required.
    Pre-requisite: EDG 900A .
  
  • EDG 900S - Seminar I in School Adjustment Counseling

    1.5 Credit(s) Seminar participants will explore the theory and practice of school adjustment 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 based clinicians. Students will integrate their formal preparation in school based mental health into a multidimensional program of integral services. These include counseling, assessment, diagnosis, family outreach, leadership, advocacy, consultation, and collaboration. 1.5 lecture hours per week.
    Seminar to accompany practicum. Permission of the School Adjustment program coordinator required.
    Co-requisites: EDG 900A , and EDG 901A , EDG 900B , EDG 901B , and EDG 901S  
  
  • EDG 901A - Practicum I in School Adjustment Counseling for LMHC and Social Workers

    1.5 Credit(s) School Adjustment Practicum provides students with broad range of school based clinical experiences to meet the School Social Worker/School Adjustment Counselors requirements for Massachusetts K-12 initial licensure. Students are required to serve either 900 hours or 450 hours (depending on your prior discipline) as a school social worker/school adjustment counselor practicum student. This practicum must be under the supervision of an appropriately certified Cooperating Practitioner in a school setting approved by the program coordinator. Seminar to accompany practicum. Permission of the School Adjustment program coordinator required. 1.5 lecture hours per week.
    Co-requisites: EDG 900A , EDG 900B , EDG 901B , and EDG 901S  
  
  • EDG 901B - Practicum II in School Adjustment Counseling for LMHC and Social Work

    1.5 Credit(s) School Adjustment Practicum provides students with broad range of school based clinical experiences to meet the School Social Worker/School Adjustment Counselor requirements for Massachusetts K-12 initial licensure. Students are required to serve either 900 hours or 450 hours (depending on your prior discipline) as a school social worker/school adjustment counselor practicum student. This practicum must be under the supervision of an appropriately certified Cooperating Practitioner in a school setting approved by the program coordinator. Seminar to accompany practicum. Permission of the School Adjustment Program Coordinator required. 1.5 lecture hours per week.
    Co-requisite:  EDG 900A  and EDG 901A , EDG 900B , and EDG 901S  
  
  • EDG 901S - Seminar II in School Adjustment Counseling

    1.5 Credit(s) Seminar participates will explore the theory and practice of school adjustment 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 based clinicians. Students will integrate their formal preparation in school based mental health into a multidimensional  program of integral services. These include counseling, assessment, diagnosis, family outreach, leadership, advocacy, consultation, and collaboration. Permission of the School Adjustment Program Coordinator required. 1.5 lecture hours per week.
    Co-requisites: EDG 900A  and EDG 901A , EDG 900B , EDG 901B  and EDG 900S  
  
  • EDG 950E - Clinical Action Research in Teaching Elementary Spanish (P-6)

    3 Credit(s) A full semester classroom teaching experience in an elementary school setting with College supervision and occasional seminar. Students will conduct an action research project related to a current issue of curriculum and/or assessment. Designed for those students seeking professional licensure and the graduate degree, MAT in Spanish for grades Pre-K through six. Students must have completed the professional level education courses in the program of studies.
    Prerequisites: Students must have initial licensure in Spanish and must have completed the professional level EDU courses in the MAT in Spanish (P-6) program of studies as well as Research in Teaching Spanish (P-6).
  
  • EDG 950S - Clinical Action Research in Teaching Secondary Spanish (5-12)

    3 Credit(s) A full semester classroom teaching experience in a middle or secondary setting with College supervision and occasional seminar. Students will conduct an action research project related to a current issue of curriculum and/or assessment. Designed for those students seeking professional licensure and the graduate degree, MAT in Spanish for grades five through twelve. Students must have completed the professional level education courses in the program of studies. Prerequisites: Students must have initial licensure in Spanish and must have completed the professional level EDU courses in the MAT in Spanish (5-12) program of studies as well as Research in Teaching Spanish (5-12).
  
  • EDG 980A - Educational Leadership Practicum I

    1.5 Credit(s) Part one of the culminating experience for students seeking licensure as a principal. The practicum is at least 500 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist, and carry out the responsibilities of the role. Applicants for the practicum must have completed all course and pre-practicum requirements.

     

  
  • EDG 980AS - Seminar in Educational Leadership I

    1.5 Credit(s) This seminar uses an intentional learning community model to help aspiring school leaders reflect on their pre-practicum experience, build a shared understanding of effective leadership practice, construct a professional learning community, and practice the skills of facilitative leadership. One and a half seminar hours per week. Includes 37.5 required pre-practicum hours.
     
  
  • EDG 980B - Educational Leadership Practicum II

    1.5 Credit(s) A continuation of the culminating experience for students seeking licensure as a principal. The practicum is at least 500 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. 
  
  • EDG 980BS - Seminar in Educational Leadership II

    1.5 Credit(s) This seminar continues to use an intentional learning community model to help aspiring school leaders reflect on their pre-practicum experience, build a shared understanding of effective leadership practice, construct a professional learning community, and practice the skills of facilitative leadership. One and a half seminar hours per week. Includes 37.5 required pre-practicum hours.
     
  
  • EDG 980C - Educational Leadership Practicum III

    1.5 Credit(s) This 125-hour practicum is for students seeking licensure as a principal/assistant principal. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist and carry out of the their full responsibilities of the role. Applicants for the practicum must have completed all prior course and pre-practicum requirements. Permission of Program Coordinator required.
    Co-requisite: EDG 980CS  
  
  • EDG 980CS - Seminar in Educational Leadership III

    1.5 Credit(s) This seminar helps aspiring school leaders to reflect on their field-based practicum experiences related to: supervision and evaluation, building a shared understanding of adaptive leadership practice, constructing a professional learning community, and practicing the skills of facilitative leadership. One and a half seminar hours per week.
     
  
  • EDG 980D - Educational Leadership Practicum IV

    1.5 Credit(s) This final 125-hour practicum is for students seeking licensure s a principal/assistant principal. 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 prior course and pre-practicum requirements. Permission of Program Coordinator required.
    Co-requisite: EDG 980DS  
  
  • EDG 980DS - Seminar in Educational Leadership IV

    1.5 Credit(s) This culminating seminar in the school leadership program helps aspiring school leaders to reflect on their field-based practicum experiences related to: designing and supporting school-community partnerships, building a shared understanding of adaptive leadership practice, constructing a professional learning community, and practicing the skills of facilitative leadership. One and a half seminar hours per week.    
     
  
  • EDG 992 - Clinical Experience in Middle School Mathematics

    3 Credit(s) This course will provide an opportunity for a college supervisor, the school system representative and the student to work in concert to provide a full semester experience, the hub of which is the action research project EDG 852  Action Research in Mathematics Education.
    Prerequisite: EDG 852 .
  
  • EDG 999 - Education Capstone: Action Research II

    3 Credit(s) This course is part two of the two-part capstone experience in the M.Ed. advanced programs. In this course, students will carry out the teacher action research project planned in the preceding course of this culminating experience. Students will plan a careful change in practice based on data from their classrooms, implement the change, collect new data, and analyze these data. Students will present findings from their research through formal written and oral presentations.
  
  • EDG 999THE - Master’s Thesis in Education

    3 Credit(s) Course provides candidates with a structured learning environment to complete their Master’s Thesis. Students work individually with faculty members to implement a research project in a P-12 classroom. Students are expected to produce a substantive research project by the end of this course. Periodic face to face meetings, both small group and individual, with substantial online work. Students are expected to have completed previous coursework in advanced research methodology.
    Prerequisites: EDU 738 ; minimum 27 credits of program completed and Program Coordinator approval.
  
  • EDS 710 - LGBT Issues in Higher Education

    3 Credit(s) This course will explore the growing body of literature focusing on the needs of LGBT students, faculty and staff on our college campuses. We will examine the pathways various institutions have taken to create space within the academy to address LGBT issues at times in the face of considerable resistance. These questions have implications for every aspect of campus life including faculty recruitment and retention, curriculum, student affairs, and creating a welcoming campus climate.
  
  • EDS 720 - Legal Aspects of Higher Education

    3 Credit(s) This course concentrates on the legal issues relevant to colleges and universities within the United States. This course includes an examination of the major court cases, statutes, constitutional laws and corresponding articles as they relate to higher education. These will include FERPA, institutional governance, liability, sexual harassment, civil rights of students, Americans with Disabilities Act, Affirmative Action, Admissions, Due Process Clause, student conduct/discipline, Bill of Rights, criminal acts, sex offenders and homicide on campuses.
  
  • EDS 722 - Methods of Teaching ESOL in Varied Contexts

    3 Credit(s) This course provides an introduction to teaching English to speakers of other languages in varied contexts in the United States and abroad. Current methods and approaches will be explored and practiced. Topics include working with diverse populations, teaching language in context, developing lessons and curriclum for specific age groups and situation, aspects of literacy, and issues surrounding culture and identity. Field experience hours are required. This course is not required for those seeking licensure in K-12 schools.
  
  • EDS 728 - TESOL Methods in PK-12 Schools

    3 Credit(s) This course is designed to prepare English as a Second Language (ESL) licensure candidates to plan, implement, and manage standards-based ESL, bilingual, and Sheltered English Immersion (SEI) content instruction in PreK-12 schools. Students will apply their knowledge of evidence-based ESL practices and strategies to classrooms that serve English learners (ELs) from diverse backgrounds across grade levels and program models. Emphasis will be placed on developing and integrating language skills within the context of thematic units aligned to the Massachusetts curriculum frameworks. Students will also learn to evaluate, adapt, and develop materials and assessments for ELs in PreK-12 contexts. Three lecture hours per week. Field based assignments are required.
    Pre-requisites:  ENG 770N  or EDS 770N  and ENG 792  or EDS 792  
  
  • EDS 739 - Literacy and Disabilities

    3 Credit(s) This course explores research, theory, and best practice in the acquisition and development of literacy by students with exceptional learning needs.Course content includes a focus on the assessment of students’ literacy levels, strategies for acquiring and continuously improving literacy competencies, and methods of integrating literacy instruction and support in the content areas. Candidates will learn how to provide access to the standard curriculum for students who have disabilities that affect the fluency of their literacy.
    Prerequisite: EDU 725  
  
  • EDS 740 - Mathematics and Disabilities

    3 Credit(s) This course introduces students to an inquiry-based approach to teaching mathematics to children with exceptional learning needs. Students will explore the interactions between specific disabilities and the acquisition of math competencies. Emphasis will be on learning how students construct an understanding of math concepts and designing investigations using differentiated instruction strategies. Coursework draws on required pre-practicum fieldwork experience. Three lecture hours per week.
  
  • EDS 750 - Applied Leadership in Higher Education

    3 Credit(s) This course will give students a solid foundation in leadership theory and to help them develop multiple frames to reflect upon and improve their practices as leaders. The course is grounded in current challenges facing higher education and the leadership skills needed from all stakeholders. Throughout the course students reflect on how their values are enacted in their day-to-day leadership decisions and practices. They also demonstrate leadership in the course itself.
  
  • EDS 770N - Context and Culture in Teaching English to Speakers of Other Languages

    3 Credit(s) This course provides a foundation for understanding the field of teaching English to speakers of other languages. Local, national, and international contexts are examined and used in investigating various historical and current approaches to teaching English learners. Topics include laws and language policies, cultural identity, language diversity, and culturally responsive teaching to forge family and or community relations. Field-based assignments are required.

     

     

  
  • EDS 771 - Sociolinguistics

    3 Credit(s) This course investigates the relationship between language and human society. Students will evaluate current and classic sociolinguistic theory and research and will gather original data in an original research paper. Students will become familiar with a variety of topics applicable to this field including language variety; language and ethnicity; language, literacy and education; language choice; language and
    gender; and aspects of language and culture. Three lecture hours per week. Not open to students who have received credit for ENG 771.
    Pre-requisite: ENG 770N/EDS 770N
  
  • EDS 776 - Linguistics for Language Teachers

    3 Credit(s) This course will provide in depth analysis of the components of language: syntax, phonetics, phonology, morphology, and semantics. Students will apply concepts to language teaching and learning. Three lecture hours per week. Field-based assignments are required.
    Pre-requisite:
    ENG 770N  /EDS 770N   Not open to students who have received credit for ENG 776 .
    .
  
  • EDS 778N - Assessment of English Learners

    3 Credit(s) This course examines the assessment of English Learners (ELs) for a variety of purposes including documenting the effects of instruction on student learning and using assessment to inform instruction. Students will design performance assessments and indicators for second language learners in English as a Second Language (ESL) and Sheltered English Immersion (SEI) classrooms. Students will also become familiar with placement and content-area tests that meet state requirements and will design original assessments focused on content and language development designed to measure academic achievement for linguistically diverse students. Three lecture hours per week. Field-based assignments are required.
    Pre-requisites: ENG 770N  / EDS 770N  
  
  • EDS 779 - Seminar in Teaching English to Speakers of Other Languages

    3 Credit(s) In this graduate seminar, students will, as part of a professional learning community, create a standards-based professional portfolio and prepare and present materials that demonstrate mastery of state and national standards related to the teaching of English Learners (ELs). Three lecture hours per week. Consent of program required.
  
  • EDS 780 - Issues and Trends in International Student Affairs

    3 Credit(s) This course provides participants with an in-depth exposure to best practices for supporting international students. Participants in this course will consider trends in international student enrollment, international student experiences within the campus climate, cultural competencies necessary for supporting international students, and financial and other motivations related to increased international student enrollment. Finally, participants will analyze challenges and opportunities relative to the experiences of international students and make recommendations designed to improve campus services.
  
  • EDS 790 - Introduction to Special Education

    3 Credit(s) This course provides an overview of definition, identification, classification, and etiology of students with exceptional learning needs. The course uses a conceptual framework related to neurological underpinnings of students with exceptional learning needs to examine developmental, cognitive, language, perceptual, social, academic, and behavioral characteristics of students with exceptional learning needs. Field-based assignment
    required.
     
  
  • EDS 792 - Introduction to TESOL Methods

    3 Credit(s) This course focuses on applying theories, principles, and evidence-based methods of second language acquisition to the development of materials, lessons, and curricula for teaching English to speakers of other languages. Students will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer-assisted materials, and realia, and demonstrate their understanding of critical issues in TESOL. Field-based assignments are required. Three lecture hours per week.
     
  
  • EDS 793 - Second Language Acquisition

    3 Credit(s) This course provides an overview of current research on learning a second language including linguistic, cognitive, socio-emotional, and cultural factors. Students will investigate the process of language acquisition through an in-depth case study of an English learner. Field-based assignments are required.

     

  
  • EDS 796A - Half-Practicum in Teaching English as a Second Language

    1.5 Credit(s) A 150 hour supervised student teaching experience in teaching English learners (ELs) in a Sheltered English Immersion (SEI) or English as a Second Language (ESL) classroom. Practicum students are supported by cooperating teachers and Salem State University faculty supervisors as they develop their professional knowledge and skills in teaching ELs. Designed to meet DESE guidelines for licensed teachers seeking an additional teacher educator license in ESL.
    Co-requisites:  , Permission of program coordinator is required.
  
  • EDS 796F - Field Experience in Teaching ESOL in Varied Contexts

    3 Credit(s) A 50-hour supervised field experience in varied TESOL contexts. Students will be placed, and supported by supervising practitioners, in a language teaching agency, school, after-school, postsecondary, or community-based program. Students develop the professional knowledge and skills in English language teaching (ELT) that include, but are not limited to, the development of original unit plans or lesson plans, ELT program management, curriculum design, and material development appropriate for the context in which they are placed.

     


     

  
  • EDS 796N - Graduate Practicum in Teaching English as a Second Language

    3 Credit(s) A 300 hour supervised student teaching experience in teaching English learners (ELs) in a Sheltered English Immersion (SEI) or English as a Second Language (ESL) classroom. Practicum students are supported by cooperating teachers and Salem State University faculty supervisors as they develop their professional knowledge and skills in teaching ELs. Designed to meet DESE guidelines for seeking an initial teacher educator license in ESL.
    Co-requisites: EDS 779 , Permission of program coordinator is needed.
  
  • EDS 799 - Teaching Reading, Writing, and Vocabulary to English Learners

    3 Credit(s) This course prepares students to teach reading and writing to English learners (ELs) across content areas. Students will learn how to integrate academic reading, writing, and vocabulary development. The relationship between oral language development and literacy will be examined. The process of writing and writing in different genres across the curriculum will be linked to reading comprehension and reading different types of texts. Students will develop an original portfolio of literacy-based instructional materials, including the use of technology, in different content areas. Three lecture hours per week. Field-based assignments are required.
    Pre-requisite:

      or   

     

  
  • EDS 810 - Adaptive and Assistive Technology

    1.5 Credit(s) This course will provide students with a background in specific kinds of adaptive, assistive and augmentative technologies that enhance the teaching and learning of students with disabilities. Topics will be based on the MADESE Assistive Technology Guide. The course will guide students in researching, choosing, advising, and supporting the use of technology for the entire range of needs of students, from simple differentiation to serious
    mobility and sensory issues. Field experience required.

     

  
  • EDS 812 - Special Education History and Law

    1 Credit(s) This course examines current state and federal laws pertinent to the delivery of special education services. These include but are not limited to: MA Chapter 766; MA 603 state regulations; IDEA (PL 94-142- 2004); Section 504 of the Rehabilitation Act of 1973; Every Student Succeeds Act (2015), the Americans with Disabilities Act of 1990 (ADA) with its amendments; and, the Education Reconciliation Act of 2010. Participants will focus on understanding the historical foundations of special education to provide context for examination of current case law and how this is perceived in today’s classrooms and school environments. Advocacy opportunities will be emphasized. One lecture hour
    per week.
     
  
  • EDS 815 - Planning and Managing Technology in K-12 Schools

    3 Credit(s) This course will explore the management of hardware, software, training and support of technology assets in the educational environment. The course will investigate Total Cost of Ownership (TCO), procurement, short and long-term budgeting and planning as well as staffing requirements. Case studies will be used to illustrate current trends in the field.
  
  • EDS 824 - Curriculum and Assessment in Special Education

    3 Credit(s) This course strengthens candidates’ use, administration, analysis, and interpretation of both informal and formal assessments to identify students’ learning needs. Testing results will be looked at to design and implement specific instructional recommendations in the classroom. Both standardized and non-standardized assessment tools in the field of special education will be used for progress monitoring, creating goals and objectives, and designing lesson plans to best meet the needs of individual learners. Field experience required.
    Prerequisites: EDS 790 , EDU 990E , EDS 810  

     

     

     


     

  
  • EDS 825 - Connecting Research, Policy, and Practice in Education

    3 Credit(s) As teachers, we often focus exclusively on the needs of the particular students in our classrooms. However, to fully meet the needs of these students, teachers must also understand the complex educational context within which they work. This course introduces students to the educational policies and reforms that inevitably shape their work in schools and classrooms. Participants in this course will become active consumers of educational research and policy documents, will learn how to read, write, and teach like an advocate, and will learn how to identify and begin to answer questions about classroom practice using research and policy as guides. Students 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 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.
  
  • EDS 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 exceptional learning needs. Candidates will read and write IEPs and transition plans as they identify strategies for implementing IEP and transition goals in the least restrictive environment. Field experience is required.
    Pre-requisites:EDS 790 , EDU 990E , EDS 810 , and EDU 801 .
  
  • EDS 830 - Consultation and Collaboration in Education

    1.5 Credit(s) This course will provide candidates with the background, knowledge-base, experience and personal contact to work collaboratively with parents and professionals. Candidates will learn consultation and collaboration skills to support and advocate for individual student learning needs. The focus will be on creating positive outcomes through wrap-around services for students through home-school-community partnerships. Field experience required.
    Pre-requisite:  EDU 990E  
  
  • EDS 835 - Data-Driven Instruction

    3 Credit(s) This course will enable students to systematically understand and examine the data generated by various student work assignments and assessments. Discussions and course experiences will help students develop strategies for using these various forms of data in order to carefully plan instruction focused on data-determined student needs. Additionally, students will learn about how teams of educators can work together to develop assessments, examine data, and determine student needs in order to ultimately improve student learning.
  
  • EDS 839 - Research in Teaching English to Speakers of Other Languages

    3 Credit(s) This course examines current research methods in the field of ESL teaching and students will develop the ability to read and conduct classroom research. Quantitative and qualitative methods, such as ethnography, focus group, case study, and action research will be considered. Teacher research in the ESL classroom will be emphasized. Students will develop a detailed research proposal and conduct a pilot study designed to investigate language acquisition and language teaching.
    Pre-requisite:   or   
  
  • EDS 840 - Autism Spectrum Disorders: An Overview

    3 Credit(s) This course provides working professionals and families an overview of the characteristics, strengths and challenges of children identified with an Autism Spectrum Disorder (ASD). Topics will include historical background, medical diagnostic criteria, theories (medical, neurodevelopmental, biological, and environmental) in etiology, eligibility for special education services, and first-person accounts of individuals with ASD. Field hours required; 35 field-hours are needed for endorsement. Three lecture hours per week.
  
  • EDS 845 - Autism Spectrum Disorders: Interventions in the Classroom and Home

    3 Credit(s) This course looks at interventions used with individuals with autism. Students will critically analyze diagnostic assessments specific to ASD. Students will understand and use appropriate culturally-relevant formative and summative assessments to inform instruction and monitor individual student progress. Students will use peer-reviewed research to identify best practices for addressing environmental, academic, transition and employment needs. All of this knowledge will be applied as students create an Individualized Education Program (IEP) that showcases best practices associated with ASD. Field hour required; 40 field-hours are needed for endorsement. Three lecture hours per week.
  
  • EDS 850 - Autism Spectrum Disorders: Applied Behavior Analysis

    3 Credit(s) This course provides working professionals and families with an overview of the core principles of Applied Behavior Analysis (ABA). ABA is commonly used to support children on the Autism spectrum. The course will include comprehensive research-based procedures to systematically reduce inappropriate behaviors and promote socially adaptive behavior in the classroom. Three lecture hours per week and a total of 12 hours of fieldwork during the semester observing a child identified on the Autism spectrum.
     
  
  • EDS 852 - Autism Spectrum Disorders: Social and Behavioral Interventions

    3 Credit(s) This course will look at communication skills, social skills, and behavioral interventions used with individuals with autism. It will look at typical and atypical patterns in communication and social development. Supportive technology, including appropriate use of augmentative and alternative communication, will be applied across environments. Co-morbidity of sensory-processing disorders and behavioral manifestations will be addressed through appropriate environmental modification, collaborative decisions from related-service providers, and the creation of behavior intervention plans. Field hours required; 40 field-hours are needed for endorsement. Three lecture hours per week.
  
  • EDS 855 - Autism Spectrum Disorders: Family Impact and Advocacy

    3 Credit(s) This course provides working professionals an opportunity to explore and understand the profound impact on the family when a child is identified with an Autism Spectrum Disorder (ASD). Stages of acceptance and the impact on siblings will be addressed. In this course, students will also examine federal and state legislation specific to ASD and keep families informed about such legislation.  Avenues for collaboration and advocacy will be emphasized. Field hours required; 35 field-hours are needed for endorsement. Three lecture hours per week.
  
  • EDS 859 - Teaching Grammar to English Learners

    3 Credit(s) This course examines the theory and practice of grammar instruction in the second language context. Students will apply the study of grammatical forms and structures of English to teaching English in context. Students will develop original lesson plans that incorporate grammar instruction and technology into a standards-based framework. Three lecture hours per week. Field-based experience are required.
     
  
  • EDS 860 - Sheltering Content for English Language Learners

    3 Credit(s) This course will prepare students with knowledge and skills to more effectively implement sheltered content instruction to English Language Learners. Students will develop strategies and approaches that help ELLs at varying stages of proficiency to acquire English language skills while meeting content-area standards. This course is designed to meet the requirements of the Sheltered English Immersion endorsement course as described by the MA Department of Elementary and Secondary Education. Topics include: second language acquisition, linguistic awareness, sheltered English immersion, the WIDA English language standards and assessment, differentiated instruction, and socio-cultural factors affecting language acquisition. Field-based assignments are required.
  
  • EDS 861 - Leadership for Schools with English Language Learners

    3 Credit(s) This course is designed to equip school and district administrators with the knowledge and skills they need to provide effective leadership for schools that serve English language learners (ELLs). Leaders will develop strategies for identifying the social and academic needs of ELLs and ensuring that ELLs are provided with the instructional programming and services they need to achieve academic success.
  
  • EDS 890 - Transitions in Special Education

    3 Credit(s) This course addresses how design, implement, and assess transition plans for students beginning in early intervention through post-secondary services. The course will focus on supporting students and families in developing self-advocacy and self-determination skills. Core transitions addressed include early intervention into preschool, preschool into elementary programs, and high school into post secondary settings. A 10 hour pre-practicum is required.

    Not open to students who have received credit for EDU990C.

  
  • EDS 891 - Methods and Materials in Special Education

    3 Credit(s) This course addresses Universal Design for Learning, differentiated instruction, and classroom management strategies across educational settings. In this course, candidates design and implement instruction for small and large groups by applying evidence-based practices and assistive technology so that all students can access the curriculum, environment, and instruction. Design and modification of curriculum, instruction, and environment (in collaboration with general education teachers) for students with exceptional learning needs is a key focus. Field experience required. Pre or co-requisites: EDS 824 and EDS 829
     
  
  • EDS 910P - Practicum in Student Teaching Spanish (P-6)

    3 Credit(s) A full semester of field experience of at least 300 hours in an elementary school classroom working with a tenured practitioner. Designed exclusively for those students seeking initial licensure in elementary Spanish. This course is a co-requisite with EDS 910S , the weekly seminar component of the course at the college. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDU 911P.
  
  • EDS 910S - Seminar in Student Teaching Spanish (P-6)

    3 Credit(s) A weekly seminar supporting a full semester of field experience in an elementary school classroom working with a tenured practitioner. This course offers appropriate supervision to practicum in student teaching Spanish in the form of weekly seminar experiences at the college. Designed exclusively for those students seeking initial licensure and the graduate degree, MAT in Spanish for grades P-6. This course is a co-requisite with  , the practicum component of the course. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS911S.
  
  • EDS 913P - Practicum in Student Teaching Spanish (5-12)

    3 Credit(s) A full semester of field experience of at least 300 hours in a middle or high school classroom working with a tenured practitioner. Designed exclusively for those students seeking initial licensure in secondary Spanish. This course is a co-requisite with EDS 913S , the weekly seminar component of the course at the college. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS 912P.
  
  • EDS 913S - Seminar in Student Teaching Spanish (5-12)

    3 Credit(s) A weekly seminar supporting a full semester of field experience in a middle or secondary school classroom working with a tenured practitioner. This course offers appropriate supervision to practicum in student teaching Spanish in the form of weekly seminar experiences at the college. Designed exclusively for those students seeking initial licensure and the graduate degree, MAT in Spanish for grades 5-12. This course is a co-requisite with EDS 913P , the practicum component of the course. Permission of the MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS 912S.
  
  • EDS 959P - Practicum/Internship in Moderate Special Needs

    1.5 - 3.0 Credit(s) This is the field placement component portion of a semester-long practicum teaching experience in a special education setting. In this course, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful student assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. Full-day, full-semester field placement is required. The 1.5 credit course requires 150 hours and previous work experience as a classroom teacher.
    Pre-requisites: EDS 891  or EDS 491
     
  
  • EDS 959S - Initial License Seminar in Special Education

    3 Credit(s) This full semester seminar is taken in conjunction with the special education practicum. The seminar provides pedagogical and content support to enhance the field experience. With a particular emphasis on effective strategies to collaborate with families as well as processes for collaborating effectively with colleagues, this seminar provides students seeking an initial license with a reflective complement to the full-time practicum.
    Pre-requisites: EDS 891  /EDS491
  
  • EDS 969P - Practicum in Instructional Technology

    3 Credit(s) A 150 hour field experience working with a licensed practitioner in a K-12 school setting in which technology is integrated as a tool for learning. Course work includes online discussion and meetings with both the College supervisor and the cooperating practitioner. Required for those students seeking initial certification as an Instructional Technology Teacher (all levels).
    Prerequisite: Approval of Program Coordinator.
  
  • EDS 987 - Special Education Law

    3 Credit(s) This course will focus on the practical analysis of legislation, regulations and case law relating to the education of students with disabilities. Topics will include the current Individuals with Disabilities Education Act (IDEA) and Section 504 regulations; eligibility categories and cases; least restrictive environment and inclusion issues; IEP issues, including related services and assistive technology; discipline, including Functional Behavior Assessments and Manifestation Determination; and compensatory education.
  
  • EDS 988 - Capstone Seminar in Student Affairs

    3 Credit(s) This seminar is designed to promote the integration of the core curriculum and practitioner experiences of the masters degree program in HESA and to prepare students for their transition to professional positions within student affairs upon graduation.
    Pre-requisites: EDU 719 , EDU 723 , EDU 773 , and EDU 811 . Requires permission of Program Coordinator.
  
  • EDS 992 - Special Topics in Higher Education and Student Affairs

    3 Credit(s) This course provides an in-depth examination of an important topic related to the the study of higher education and/or the student affairs profession. The specific content of the course will be designated by the instructor(s). Instruction may be take the form of seminars or institutes. The course may be repeated once for credit with a different topic. Three lecture hours per week
  
  • EDU 700 - Research Methods in Education

    3 Credit(s) This course will enable the student to select, and to implement appropriate methodologies for conducting salient educational research and to report results of such research. It will also enable the student to interpret empirical research extracted from appropriate educational journals.
  
  • EDU 702 - Advanced Educational Psychology

    3 Credit(s) This course is designed to study the application of psychological principles to the development of formal learning situations. Reinforcement, cognition processes, concept formation, language development, emotional growth, motivation, creativity and group interaction will be examined and explored. The course will cover the contemporary work of Bruner, Erikson, Piaget, Rogers, Gilligan, Kohlberg, Skinner and other developmental theorists.
  
  • EDU 703 - Electronic Media and Design

    3 Credit(s) An overview of current theory and methods of designing with digital design tools. Students gain experience with digital imaging, layout and multimedia software, and elements of web design. Principles of design for both traditional print media as well as electronic media will be addressed in the context of a variety of learning styles.
  
  • EDU 704 - Multicultural Issues in Student Affairs

    3 Credit(s) This course will examine key issues related to multiculturalism, diversity and social justice within higher education. Theories related to racial identity development, multicultural competence, gender and class, and retention of college students will be explored. Students will assess their own skills and competencies related to multiculturalism and social justice.
 

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