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

Graduate Courses

  • EDU 707 - The American School: A Study in Depth

    3 Credit(s) An examination of salient contemporary issues concerning the American School viewed alternately from an historical, philosophical, and social science perspective. Each semester a new issue will be analyzed such as: the education of minorities, school desegregation, the problems of the urban school, the social class structure and the school, educational alternatives, curriculum and instructional innovations, and access to higher education.
  • EDU 708 - Research in Policy, Planning and School Performance

    3 Credit(s) This is a course in the collection and analysis of qualitative and quantitative data on school and community to inform decisions related to policy and strategic planning. Participants will design programs to assess the effectiveness of a school’s curriculum, instructional practices, student services and policies. A pre-practicum, field-based experience is required.
  • EDU 709 - Instruction & Assessment in the Secondary Classroom

    3 Credit(s) Current and prospective middle and high school teachers will develop an understanding of standards-based instruction, develop unit and lesson plans that address standards and adolescents’ learning processes, styles and levels, and create tools for evaluating curriculum and assessing learning. Participants will reflect on the impact of their own learning on their classroom teaching.
  • EDU 710 - Seminar in Action Research Methodology

    3 Credit(s) Each student will learn the rationale, concepts and strategies used in action research in education. Students will review exemplary models and projects with the goal of defining an action research question that can be pursued in the future.
  • EDU 710X - Seminar in Action Research Project

    3 Credit(s) Students will review the uses and techniques of action research methods in education. Students will define an action research question that they can execute. Students will design and implement an action research project, analyze the data and present the results.
    Prerequisite: EDU 710 .
  • EDU 711 - Fundamentals of Computer Technology

    3 Credit(s) Provides an overview of the uses and limitations of computer systems as applied to education. Topics include hardware, operating systems, networks, communications and authoring systems, and their impact on materials design, selection of hardware and software, information management and personal productivity. Credit may not be applied to the major or minor in Computer and Information Studies.
  • EDU 712 - Models of Early Education: Past & Present

    3 Credit(s) Traces the theoretical and social roots of past and present models of early childhood education (e.g. Froebel, Freud, Montessori, Reggio Emilia, Waldorf, Vygotsky, and the Child Study Movement). The social and political impetus for the development of kindergarten, nursery schools, Head Start, day care and other initiatives will be discussed.
  • EDU 717 - Advanced Foundations of Education

    3 Credit(s) Addresses the purpose and effects of education and the role of school in historical and contemporary contexts. Includes critical analysis of curriculum, instruction and the school’s response to contemporary social issues and social change.
  • EDU 718 - Issues and Foundations in Educational Leadership

    3 Credit(s) This course is designed to provide a comprehensive understanding of the evolving nature of educational leadership in a period of significant change. Leadership theory and implications to the improvement of teaching and learning are examined in the context of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.
  • EDU 719 - Student Affairs: Theory, Research and Practice

    3 Credit(s) This course is designed to provide an overview of student development programs in higher education within the United States. The course is intended to provide a broad description of student affairs organizational structure, historical foundations, possible career choices, and the skills and competencies needed to be effective in the field.
  • EDU 720 - Child Growth and Development

    3 Credit(s) Course focuses on the impact of childhood experiences on lifelong behaviors and attitudes, and on understanding the physical, psychosocial and cognitive aspects of development. Participants will explore both traditional and current theories; draw upon their own personal histories and autobiographical writings; and apply theories to classroom observation, management and instruction.
  • EDU 721 - Workshop in Language Development

    3 Credit(s) Research on language development in the cognitive-social learning of young children will be examined. Factors of acculturation, stages of intellectual development, and personality building within the family will be viewed in relation to the role of the school in promoting optimal learning.
  • EDU 723 - The History of Higher Education

    3 Credit(s) The study of higher education requires a historical context. Higher education in the United States has been characterized as a struggle for mission, purpose and identity. This course will proceed both chronologically and topically in examining key historical issues that led to our unique American system of Higher Education.
  • EDU 725 - Introduction to Literacy Development

    3 Credit(s) This introductory course focuses on language and literacy development for diverse learners from preschool to elementary school, including English learners. The processes involved in teaching and assessing reading and writing development, using literature in support of literacy development, and approaches to teaching reading and writing will be explored. Three lecture hours per week.













  • EDU 727 - Literacy Learning: History, Theory & Research

    3 Credit(s) This course focuses on major contributions to our understanding of literacy development and literacy processes, including brain research, within historical/social contexts. Child and adolescent development are emphasized as contexts for literacy development and age-appropriate instruction.
  • EDU 728 - The School Principalship in Contemporary Society

    3 Credit(s) This is a course in understanding the roles, responsibilities and related competencies required to be an effective principal in contemporary society. The course begins with the principal as the keeper of the vision and the trustee of the students and the parents and addresses the design and management of the key elements of a quality school. A pre-practicum, field-based experience is required.
  • EDU 729 - Literacy Coaching & Collaboration

    3 Credit(s) This course reviews evidence-based theories, practices, and programs for teaching reading and writing and provides an introduction to literacy coaching for the experienced educator. The processes involved in literacy development, such as word analysis, vocabulary, fluency, writing, and comprehension, will be emphasized, as well as the fundamentals of professional collaboration. Students will experience coaching first-hand as they are coached by peers and the course instructor. Requires a 25-hour pre-practicum field experience involving conducting demonstration lessons for classroom teachers.
  • EDU 730A - Fundamentals of College Admissions Counseling

    3 Credit(s) This course explores the college admissions process, with emphasis on current issues confronting school counselors, application and admissions criteria for various types of colleges, and college counseling for special student populations. Students will gain an understanding of the resources available to counselors in the college admissions process including printed material, software, web sites and professional organizations.
  • EDU 734 - Measurement of Intelligence (Wechsler)

    3 Credit(s) This course gives special emphasis to the administration, scoring, and interpretation of the Wechsler Intelligence Scales, including the WAIS, WISC, and WPPSI. A survey of other individual and group tests of intelligence will be included. 20 pre-practicum hours will be required.
    Pre-requisites: EDU 738  and PSY 733  or permission of the Program Coordinator.
  • EDU 735N - Career Education and Development: Information, Planning and Placement

    3 Credit(s) Students will study theories and methods of career counseling to help individuals understand, analyze and select their career goals. Experiential activities related to career development from early childhood through adulthood will be explored in depth. 25 pre-practicum hours will be required.
  • EDU 736 - Psychology of Learning: Educational, Neurobiological, and Psychosocial Perspectives

    3 Credit(s) This course will cover brain based learning strategies such as retention of learning, transfer of training, concept learning, motivation, and emotion. Additionally, students will learn about common learning disorders encountered in the schools and how to provide appropriate intervention. Learning disorders will be examined from an educational, neurobiological and psychosocial perspective.
  • EDU 737 - Applying Human Development to Teaching and Assessment

    3 Credit(s) This course introduces students to selected theories and topics in human development from early childhood to adolescence, with a special emphasis on how people learn. Students in this course will apply these theories and research on learning to standards-based instruction, and to their thinking about learning environment design and family engagement. Participants will build an understanding of teaching that is developmentally-informed and responsive to all students in their present or future classrooms. Three lecture hours per week.
  • EDU 738 - Educational Research Across the Curriculum

    3 Credit(s) This research course is designed to enhance teachers’ knowledge and ability to understand and undertake research in the classroom. Students will survey and practice quantitative and qualitative educational research techniques and critically examine the research literature appropriate to their teaching levels and curriculum area of interest. Students will develop and implement a research project focusing on one or more curriculum areas guided by faculty members with expertise in the research area.
  • EDU 739 - Literacy Instruction and Assessment in the Early Childhood and Elementary Classroom with field experience

    3 Credit(s) This course emphasizes responsive and developmentally appropriate instruction for teaching literacy in culturally and linguistically diverse early childhood and elementary settings. Candidates design and implement instruction for small and large groups by applying assessment data and evidence-based strategies in support of reading and writing development and include state standards. The role of assessment in differentiating instruction is emphasized. Candidates evaluate digital and print instructional
    materials and integrate literacy into other disciplines in their practice. Fieldwork and field-based assignments required; hours dependent on program. Three lecture hours per week.
    Pre-requisites:   ,   or permission of student’s program coordinator. Required: 25 hour Pre-practicum field experience
  • EDU 741C - Literacy Assessment (All Levels)

    3 Credit(s) Taking a developmental approach, this course explores informal literacy assessments (including observation) and commercial reading and writing tests and evaluates assessments to provide diagnostic instruction of students with diverse learning profiles, including dyslexia and multilingual learners. Conducting literacy assessments and writing reports for different audiences are required.
    Pre-requisites: EDU 739  or permission of the Program Coordinator.
  • EDU 742A - Reading, Writing, and Child Development in Early Childhood

    3 Credit(s) Examines scientific theories, research, practices, and programs for teaching reading and writing in early childhood classrooms including pre-school. Addresses developmental context of early literacy. Includes an analysis of skill areas and comprehension, and the incorporation of children’s literature in literacy programs. Designed for experienced early childhood teachers.
  • EDU 743 - Reading and Study in the Middle School

    3 Credit(s) This course is designed to provide an in-depth study of the reading needs of students of grades 5-9 stressing quality reading instruction, inquiry learning, research and study skills in content reading or reading across the curriculum, literature, and the development of independent or life long readers. Included are a variety of strategies and procedures for teaching the use of texts, trade books, library references, literature, periodicals, magazines, and newspapers.
  • EDU 745A - Literacy, Language and Diversity

    3 Credit(s) This course focuses on language structure and theories of first and second language acquisition as they relate to the literacy development and instruction of native speakers of English and multilingual learners. Candidates study word identification, structural analysis, and vocabulary, components of language (i.e., phonology, morphology, semantics, and syntax), the relationship between reading, writing, listening, and speaking, and approaches to adapting instructional materials to meet diverse needs, Requires a 25-hour pre-practicum field experience.
  • EDU 748 - Literature for Young Adults

    3 Credit(s) This course is designed to acquaint teachers and librarians with the latest in literature for the junior and senior high schooler. It explores the literary tastes of today’s young adults and suggests relevant material for inclusion in the literature program. Emphasis is placed on teaching techniques which will encourage young people of varying abilities to read widely and voluntarily.
  • EDU 749 - Topics in Teaching Literacy

    3 Credit(s) The purpose of this course is to consider topics, problem areas, or issue related to areas in the teaching of literacy and to explore one in depth. Each year a designated problem will be investigated in lecture and workshop sessions. The major purpose of this course is to develop a full understanding of the topic as supported by current theory and practice.
  • EDU 750E - Theory and Practice in Elementary Curriculum (Pre-Practicum)

    3 Credit(s) Content includes factors affecting elementary school curriculum decisions, the subject matter of elementary education, learning standards, models of effective instructional practice and lesson/unit planning. 25 hours of field experiences required for students seeking pre-practicum for elementary teacher licensure.
    Pre-requisites: EDU 720  or EDU 737  and EDS 829  or EDU 990 V. Not open to students who have completed EDU750N.
  • EDU 756 - Using Literature in Mathematics For Grades 1-8

    3 Credit(s) This course examines reasons for integrating the study of mathematics and literature, and instructional methods that help children and adults better understand literature, mathematics and themselves. Standards useful in assessing children’s mathematical trade books will be presented. Participants will explore ways of enhancing children’s books to enrich the reader’s mathematical and literary experiences.
  • EDU 758 - Using Literature Across the Curriculum

    3 Credit(s) This course is designed to improve comprehension in the content areas through the use of children’s literature. Recent research in the areas of vocabulary, comprehension, and study skills will be applied to the development of literature-based learning activities. A variety of literary genre appropriate for both older and younger readers will be considered. Techniques for integrating the reading and writing processes will also be explored.
  • EDU 759N - Mathematics For Elementary and Middle School Teachers

    3 Credit(s) For teachers in elementary and middle schools, this course is designed to give a thorough knowledge of the mathematics content in the elementary and middle school curriculum, as designated by the Massachusetts Curriculum Frameworks. Emphasis will be placed upon understanding the interrelation of mathematical ideas, and the attainment of the related mathematical skills examined on standardized tests that define mathematical literacy.
  • EDU 762 - Science Methods in the Elementary Schools

    2 Credit(s) A hands-on approach to science with presentations and experiences in teaching physical, earth, health,
    engineering, and life sciences, appropriate for setting and achieving instructional objectives in grades 1-6.
    Emphasis will be on learning how students construct understanding of science concepts and how to design
    lessons and learning experiences to actively involve students in inquiry and hands-on discovery. Two
    lecture hours per week. Field-based assignments are required.
    Pre-requisites:    and   or  
  • EDU 763 - Mathematics for Young Children

    3 Credit(s) Emphasis on the intuitive development of arithmetic and geometric concepts appropriate to teaching young children from a logical point of view. Psychological influences in contemporary curricula, materials and techniques including Piaget, Dienes, Nuffield, Cuisenaire and current American programs are presented for discussion and study.
  • EDU 764 - Modern Math for the Middle School (Grades 4-8)

    3 Credit(s) The real number system for a semi-rigorous point of view will be presented. Intuitive geometry including metric and non-metric topics from a modern point of view will be covered, as well as modular arithmetic and the algebra of inequalities will be treated.
  • EDU 766N - Helping People Learn Math: A Research Based Mindset Approach

    1.5 Credit(s) This course provides current brain research based approaches to teaching and learning mathematics. Topics will include: science of the brain, productive struggle, creativity in mathematics, mathematically rich tasks, assessment that encourages learning, strategies to increase students’ motivation and achievement, teaching through open, creative mathematics for a growth mindset. Hands-on activities will be a major component of the course. 1.5 lecture hours per week.
  • EDU 767 - Literature for Children

    3 Credit(s) This course builds knowledge of children’s print/digital literature representing our diverse society, Criteria for book selection and teaching procedures are examined in the Pre-K-Grade 6 classroom as well as ways to encourage children’s critical literacy. Emphasis is on the use of children’s books to support literacy and language development, motivation, learning across the curriculum, global awareness, and critical thinking.
  • EDU 770 - Education Law, Public Policy and Political Systems

    3 Credit(s) This course will focus on issues of law, public policy and community political systems which confront educational leaders in contemporary schools. Included are the following: state and federal roles, civil and criminal cases, constitutional issues, student discipline, staff discipline and dismissal, curriculum, education reform, tort liability and community power structures. A pre-practicum, field-based experience is required.
  • EDU 771 - School as a Learning Organization

    3 Credit(s) This course connects teaching and learning to the organization of schools and the understanding of human behavior in schools. Participants will address the enduring structure of schools in light of organizations theory and then engage in the restructuring of schools as learning organizations. A pre-practicum, field-based experience is required.
  • EDU 772 - Literature in the Middle Grades

    3 Credit(s) This course provides an examination of literature for children in the middle grades with particular attention to criteria for evaluation. Individual interests and abilities, new trends in children’s books for the middle grades, conducting book discussions, and ways of sharing books will be discussed. Attention will also be focused on the place of poetry, literature workshop, literature to enrich the content areas, and the role of independent reading in an effective literature program in the middle grades.
  • EDU 773 - Theories of College Student Development

    3 Credit(s) Student development focuses on the development that college students experience during their collegiate years. This course will examine the major theories related to college students, including psychosocial theories and cognitive-structural theories and their application to practice. Theories that examine majority and minority students will be provided.
  • EDU 776 - Current Issues in Student Affairs

    3 Credit(s) This course will examine a broad array of contemporary issues that student affairs practitioners will face. The overriding themes of retention and diversity will be woven into the course content. It will explore both institutional programs/services issues and student characteristic issues that impact the work of student affairs professionals.
  • EDU 780 - Practicum in Bilingual Education

    3 Credit(s) A full time five week (150 hours) teaching experience with accompanying weekly seminar on topics related to effective teaching for English language learners receiving bilingual instruction at the grade level of the certificate sought (PreK-12). One week, or thirty clock hours will be spent in a regular education classroom at the same level. Seminar topics will include parents as partners, reading and writing in the native language, language and literacy development through the content areas, teaching to diverse learning styles, the role of culture in learning, and assessment and evaluation.
  • EDU 782 - School Financial and Personnel Management

    3 Credit(s) This is a course in school finance and personnel management, including the following: budget development and control, administration of student support services and facilities, employee contract management and collective bargaining, and technology to facilitate financial and personnel management. A pre-practicum, field-based experience is required.
  • EDU 786 - Theories and Techniques of Supervision and Evaluation of School Personnel

    3 Credit(s) This course deals with the development of various theoretical models related to supervision of personnel and instruction, specific techniques and strategies related to supervision and evaluation, and the development and utilization of various evaluation instruments. (Nursery School through Secondary School) This course includes a pre-practicum, field-based experience.
  • EDU 787 - Theories of Curriculum Design and Evaluation

    3 Credit(s) This course examines and appraises the curriculum in the elementary, middle, and senior high school of the United States. It includes the study of the evolution of the present curriculum with the presentation of basic curriculum models with reference to formative and summative evaluation. (Nursery School through Secondary School) This course includes a pre-practicum, field-based experience.
  • 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 strengthens candidates’ understanding of the relationships between classroom environment, behavior, curriculum, and learning. Candidates will gain an understanding of disciplinary and management models and practice applying these in classrooms. Focus will be on pro-active, interactive, and reflective decision making to shape classroom management at the individual student and whole-class level. Field experience required.
  • EDU 803 - Helping Skills for Student Affairs Professionals

    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 in the areas of counseling, leadership development and education, administration, and academic affairs. Students will 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 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) Candidates learn strategies for assisting students with reading and writing in the academic disciplines. Topics include disciplinary literacy habits of mind, the use of textbooks, trade books, and electronic texts, the writing process, and out-of-school literacy practices as a bridge to academic literacy. Candidates will consult the policy briefs and research by the professional associations in their disciplines and will consider how to apply the recommendations in their classroom and for various audiences in their school
    and district.
  • 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) Candidates design literacy intervention and evaluate intervention models with an emphasis on linking
    assessment to intervention for students with diverse learning profiles. Based on current research and
    students’ needs, candidates will evaluate individual student data, print and digital texts for text complexity
    and other dimensions of text, school-wide assessment tools, and the process of curriculum selection and
    evaluation. Requires a 25-hour pre-practicum field experience.
    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.
    Pre-requisites: EDS 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 will explore ways of enhancing children’s natural tendencies to observe, explore and discover the world around them. Students will design engaging integrated mathematics and science experiences that support and nurture these tendencies as they establish a sound foundation for the wonder of and enthusiasm for math and science. Students will practice a variety of assessment techniques that will inform their instruction as they take children’s diversity of prior experiences, cultures, background and abilities. Three lecture hours per week. Requires 25 hours of field-based pre-practicu experience.
  • 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 practicum experience in the diagnosis of students’ literacy difficulties and teaching to meet the students’ specific needs. Experience in the practicum will include: Administration of diagnostic measures, design of intervention strategies to meet needs in one-on-one and small group settings, coaching activities, and preparation of reports of progress for various audiences. There are required individual conferences with the cooperating practitioner and university supervisor. This experience meets part of the practicum requirement in reading.
    Pre-requisites: EDU 741C , EDU 745A , EDU 814 , EDU 817C . To be taken concurrently with  . Restricted admission.
  • EDU 840S - Practicum Seminar for the Reading Specialist License

    3 Credit(s) This seminar accompanies the practicum and provides support for report writing, diagnostic assessment, and intervention strategies. Activities in the seminar include the use of protocols for discussing children’s literacy development and for providing and receiving feedback on instruction.
    Prerequisites:  ,  , EDU 814 ,  . 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 collaborative leadership, organizational change, and adult learning theories that support the literacy specialist in working with the wider school community and provides an introduction to literacy coaching for the experienced educator. Candidates will engage in coaching activities (e.g., mentoring, planning and leading professional development, developing schoolwide vision based on data) in a school setting, will develop awareness of the federal and state policy decisions that influence students’ literacy opportunities 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.
    Pre-requisites: EDU 840S  and EDU 840P  or EDU 741C  and EDU 817C  or permission of Program Coordinator.


  • 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.
    Pre-requisites: 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 teach how to use relevant research and best practices as the student develops the skills necessary to conduct effective assessment programs. Three lecture hours per week.
  • 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 tools and examines ways in which teaching and learning are impacted by visual, aesthetic, linguistic, emotional, and auditory choices made by educators. Focus will be computer applications and web-based multimedia technology tools for professional and instructional use and assessment. Representative projects will be completed. Appropriate criteria for the selection and evaluation of multimedia technology based materials to support instructional methods will be examined.
  • 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.
    Pre-requisites: 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

    2 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  
  • 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 920 - Practicum in Early Childhood Education

    3 Credit(s) The practicum in Early Childhood Education addresses the needs for specialists in this field to work, designing and administering a program for young children. The program is concerned with developmental needs of children, the integration of the Early Childhood curriculum innovations in all areas and involvement in parent education. An Action Research project will be completed in this practicum.
  • 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.
    Pre-requisite: 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.
    Pre-requisites: 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.
    Pre-requisites: Satisfactory completion of all applicable MTEL tests and Program Coordinator approval.
    Co-requisite: EDU 920X 
  • EDU 921 - Capstone Seminar in Early Childhood Education and Child Development

    3 Credit(s) This culminating seminar will help advanced degree candidates demonstrate the knowledge, expertise, and skills gained through graduate coursework in early childhood education as well as develop a more in-depth understanding of teaching and learning in early childhood settings. The requirements include preparation of a reflective project that focuses on supporting the diverse needs of young learner and incorporates teaching philosophies, research, and developmentally-appropriate teaching and learning practices.
  • 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.

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