| |
Special Education |
| |
-
SPED 413 - Student Teaching Practicum: Alternative Setting, ISN (6 credits)
Prerequisite: Acceptance into student teaching
Practicum involves a minimum of 150 hours of observation, assisting, and full-time responsibilities in an alternative program for individuals with intensive special needs. This practicum is done at the 3-21 level, under the supervision of a cooperating practitioner.
|
| |
-
SPED 431 - Student Teaching Practicum: Moderate Disabilities (PreK-8) (6 or 12 credits)
Prerequisite: Acceptance into student teaching; must be taken concurrently with SPED 408
This practicum involves a minimum of 300 hours of teaching in a minimum of two distinct educational settings where students with moderate disabilities (PreK-8) are educated. This experience is supervised by a qualified cooperating practitioner and college supervisor.
|
| |
-
SPED 432 - Student Teaching – Moderate Disabilities (5-12) (6 or 12 credits)
Prerequisite: Acceptance into student teaching; must be taken concurrently with SPED 408
This practicum involves a minimum of 300 hours of teaching in a minimum of two distinct educational settings where students with moderate disabilities (5-12) are educated. This experience is supervised by a qualified cooperating practitioner and college supervisor.
|
| |
-
SPED 433 - Student Teaching – Severe Disabilities (6 or 12 credits)
Prerequisite: Acceptance into student teaching; must be taken concurrently with SPED 408
This practicum involves a minimum of 300 hours of teaching in a minimum of two distinct educational settings where students with severe disabilities are educated. This experience is supervised by a qualified cooperating practitioner and college supervisor.
|
| |
-
SPED 460 - Topics in Special Education (3 credits)
Prerequisite: SPED 202 or SPED 510 or consent of instructor
This course is designed for students who desire to study selected topics in this field; it will allow for timely and relevant information to be explored. Topics change each semester. Repeatable for different topics.
|
| |
-
SPED 485 - Honors Thesis in Special Education (3 credits)
Prerequisite: Open to Commonwealth Honors and Departmental Honors students and to others by consent of the instructor
The Honors Thesis is the culmination of a student’s work in the Honor’s Program, and may consist of either one or two semester’s pursuit of an advanced student-generated project. Students meet regularly with their thesis advisor. The thesis is read for approval by the department honors committee or its designees. Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 498 - Internship in Special Education (3-15 credits)
Prerequisite: Consent of the department; formal application required and admission to the Professional Education Program
Off-campus experiences in areas related to expanding the student’s background in special education. In-depth exposure to such areas as rehabilitation programs, sheltered workshops, day care centers, hospital and institutional programs. Repeatable: may earn a maximum of 15 credits.
|
| |
-
SPED 499 - Directed Study in Special Education (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 501 - Professional Practices in Special Education (3 credits)
Prerequisite: SPED 509 and SPED 575; or consent of graduate program coordinator
This course will develop the professional skills of teachers of students with moderate special education needs in the areas of Response to Intervention (RTI), Individualized Education Plan (IEP) development, Massachusetts common core curriculum frameworks, existing state and federal laws, appropriate use of assistive technologies, collaborating with general educators, supervising paraprofessionals and working with parents and community agencies. Field experiences will be included.
|
| |
-
SPED 502 - Special Education Teacher as a Researcher (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of the graduate program coordinator; matriculation into an MEd program in Special Education; formal application required
This course describes fundamental concepts and practices in educational research in teaching special education. It covers specific applications of educational research methods to problems in special education, and the course emphasizes review and critique of special education research and applied classroom research for teachers. Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 503 - Directed Study (1-3 credits)
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the College of Graduate Studies section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 504 - Curriculum and Instruction for Learners with Special Needs: PreK-8 (3 credits)
Prerequisite: SPED 501 or consent of the program coordinator; and successful completion of all MTEL® requirements for initial licensure in moderate disabilities, PreK-8
This course will cover alternative strategies, techniques and materials to promote successful learning of the learner with special needs at the PreK-8 level. Emphasis will be on the creation of curriculum using evidenced-based practice and the application of direct/explicit instructional strategies. The focus of curriculum and instruction will be in math, language arts and content area subjects stressing Progress Monitoring using Curriculum-Based Assessment. Alternative Assessment will also be examined. Field experiences will be included.
|
| |
-
SPED 505 - Curriculum and Instruction for Learners with Special Needs: 5-12 (3 credits)
Prerequisite: SPED 501 or consent of the program coordinator; and successful completion of all MTEL® requirements for initial licensure in moderate disabilities, 5-12
This course will cover alternative strategies, techniques and materials to promote successful learning of the learner with special needs at the 5-12 level. Emphasis will be on the creation of curriculum using evidenced-based practices in math, language arts and content area subjects for middle school and secondary learners, using progress monitoring in conjunction with Curriculum-Based Assessment. Application of strategies for direct/explicit instruction will be emphasized. Transition planning and Alternative Assessment will also be examined. Field experiences will be included.
|
| |
-
SPED 508 - Strategies for Diversity: Sheltered English Immersion Endorsement Course (3 credits)
This course will provide students with techniques and strategies of curriculum design to meet the needs of a diverse student body, inclusive of Sheltered English Immersion (SEI). It will investigate the many levels of culture defined within the macroculture of U.S. society, and federal and Massachusetts laws and regulations as to that instruction. In this course, students will be instructed as to how to effectively demonstrate knowledge of methods, resources and materials for an inclusive classroom. Additionally, the course meets the requirements for SEI endorsement from the Massachusetts Department of Elementary and Secondary Education.
|
| |
-
SPED 509 - Teaching Reading to Learners with Disabilities (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B”
This course addresses the identification and instruction of special needs students with reading disabilities. Specifically, the course focuses on the reading process and the learning to read process; instructional strategies and programs; reading assessment; the role of disabilities in learning to read; and the roles of culture, second language learning, linguistics, and environment in learning to read. A field experience is required.
|
| |
-
SPED 510 - Teaching Exceptional Children in Schools (3 credits)
This course will provide an overview of the characteristics, definitions, and classroom accommodations and modifications for individuals with exceptional learning needs as identified under IDEEA. Included is an exploration of the professional roles, organizations and service providers related to special education. Emphasis will be on legal requirements and assessment procedures supporting individualized education programs, and an understanding of instructional strategies, remedial methods and curriculum materials used for individuals with exceptional learning needs in both inclusive and segregated settings. A minimum of 30 field-based observational hours are required.
|
| |
-
SPED 512 - Organization and Administration of Special Education (3 credits)
A comprehensive study of the psychological diagnosis, the personnel, the curriculum, the facilities, and the pupil services in an effective special education program. Introductory background information in special education is beneficial to succeed in this course.
|
| |
-
SPED 517 - Language Skills for Special Needs Learners (3 credits)
Prerequisite: Matriculation in the Master’s Degree Program in Special Education
This course is designed to provide students with an understanding of language development, analyses and language-based disorders in school age children. Emphasis will be placed upon the development of an appropriate language curriculum for learners with special needs. Students will explore both formal and informal measurements of children’s language usage and etiology as well as classroom intervention and support strategies.
|
| |
-
SPED 518 - Advanced Literacy Strategies in Special Education (3 credits)
Prerequisite: SPED 509 with a minimum grade of “B”
This advanced course will cover the diagnosis of and instructional alternatives for students who need special education literacy instruction. Participants will explore a variety of informal diagnostic tools and evidenced-based methods utilized in special education literacy instruction. Teaching approaches will be analyzed as they apply to the instruction of reading in a small group or 1:1 setting, in literacy/language arts classes, and teaching literacy in content areas. A required field-based experience allows students to incorporate new information and implement new ideas in a practical setting.
|
| |
-
SPED 520 - Special Topics in Special Education (1-3 credits)
Prerequisite: Course prerequisites may be specified depending upon the nature of the topic
Special topics of current relevance in special education will be offered from time to time. The topic to be addressed will be announced prior to registration. Repeatable with the consent of advisor.
|
| |
-
SPED 521 - Teaching Reading in the Content Areas to Students with Special Needs (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
This course provides the knowledge, skills, and dispositions required to enable special needs students in grades 5-12 to read, write, learn and think with all forms of text across various content areas. Specifically, this course focuses on learning content with new literacies; planning instruction for content literacy; guiding reading comprehension; developing vocabulary and concepts; writing across the curriculum; developing study strategies; and engaging in culturally responsive teaching across all content areas in diverse classrooms. Offered fall, spring, and summer.
|
| |
-
SPED 522 - The Inclusion Classroom: Philosophy and Implementation (3 credits)
This course will enable the participants to identify and apply appropriate strategies, techniques and curriculum adaptations to promote success for students with exceptional learning needs in the general education classroom. Consideration will be given to the philosophical and legal considerations for inclusion/main-streaming. Field experiences will be required.
|
| |
-
SPED 523 - Advanced Literacy for Students with Severe Disabilities (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
This course covers the areas of research-based diagnosis and instructional alternatives in literacy for students with severe special needs. Participants will explore a variety of diagnostic tools as well as specific direct instruction models/programs used by teachers of students with severe/intensive special educational needs. A field-based experience allows students to incorporate new information into practical application. Offered fall, spring, and summer.
|
| |
-
SPED 524 - Curriculum Development for Learners with Severe Disabilities I (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of the graduate program coordinator
This course will focus on best policy and practice for students with severe disabilities. It will focus on legal protocols for process in special education, implementation of PCP strategies, IEP development, and strategies for collaboration including applying integrated-related service models for therapeutic services. Curricula decisions for balancing academic and non-academic content areas for students with severe disabilities from ages 3-22 is emphasized. Systemic transitions from early intervention to special education, and from special education to adult life, with an emphasis on self-determination skills, is a consistent theme throughout this course. Significant field-based assignments are required.
|
| |
-
SPED 525 - Curriculum Development for Learners with Severe Disabilities II (3 credits)
Prerequisite: SPED 524 with a minimum grade of “B” and successful completion of all MTEL® requirements for initial licensure in severe disabilities
This course is an advanced development of issues introduced in SPED 524. Interventions that promote independence and self-determination with living, learning, employment and social network outcomes are detailed. Application of skills for documenting alternate assessment portfolios, progress monitoring, and community-based instruction is critical. Coordinating strategies among multiple students to generalize meaningful skills among varieties of community-based environments is essential to the outcomes of this course. Substantial field-based experiences are required.
|
| |
-
SPED 527 - Early Childhood Learner with Special Needs (3 credits)
This course will examine early childhood special education practices for both the inclusive and substantially separate settings. Areas of concentration will include: the history of early care for children with exceptionalities, a review of normal early childhood development, risk conditions in pre- and post-natal care, assessment of young children, procedures for referral and placement, and developmentally appropriate curriculum strategies. Special attention throughout the course will be placed on the role of families in partnership with caregivers and educators.
|
| |
-
SPED 529 - Comprehensive Assessment for Students with Severe Disabilities (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
Comprehensive Assessment for Students with Severe Disabilities is an advanced graduate course designed to provide students with an overview of assessment practice, methodologies, and instruments used to assess learner capacity, achievement and progress. Participants will learn pragmatic skills for observing, recording, analyzing and reporting learner performances. The course facilitates practical opportunities to administer formal and informal assessment techniques using contemporary problem-solving models reflecting current emphasis on inclusion and accountability in education for all children. The course will emphasize ecological assessment strategies and discrepancy analysis techniques targeting students with severe learning challenges. Significant fieldwork using formal and informal assessment techniques with actual subjects at the levels of licensure sought is an ongoing expectation of this course. Offered fall and spring semesters.
|
| |
-
SPED 530 - Assessment Procedures in Special Education (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of instructor
This advanced assessment course will enable students to identify, administer, analyze, and interpret selected formal and informal assessment instruments to appropriately determine the special needs of individuals. Nondiscriminatory procedures consistent with social, racial and linguistic differences will be emphasized. Case writing to include recommended intervention strategies consistent with assessment results will be stressed. Pre-practicum monitored field-based experiences are required at the level of license sought: PreK-8 or 5-12.
|
| |
-
SPED 532 - Introduction to Transition Planning (3 credits)
Prerequisite: Matriculation in a special education licensure program or consent of graduate program coordinator
This course is designed to introduce students to the methods and procedures that can be used to prepare students with disabilities for adulthood. This course will review the foundations and implementation of transition education by demonstrating a range of up-to-date, evidence-based transition practices, including practices that support college career readiness standards and an understanding of complex adult services systems. This course requires 10 hours of field-based experience which may be completed at volunteer or paid employment settings. Offered annually. This course may be used as an elective in the Special Education Masters programs or may be included in seeking the Transition Specialist Endorsement. This course may not be used for initial licensure.
|
| |
-
SPED 533 - Assessment Procedures for Transition in Special Education (3 credits)
Prerequisite: Matriculation in a Special Education licensure program or consent of graduate program coordinator
Assessment Procedures in Transition is an advanced three-credit graduate course that is designed to provide previously licensed students with an overview of transition assessment practice, methodologies and instruments used to assess learner capacity, achievement and progress, as well as system evaluation of the transition process for a school district, program or school. Assessment strategies include but are not restricted to, conducting, interpreting, and overseeing individualized formal and informal transition assessments to ascertain interests, strengths, preferences, aptitudes and needs related to competitive employment, education, training, and independent living; developing individualized appropriate measurable postsecondary goals, and annual Individualized Educational Program goals based on the individualized transition assessment results; and transition service delivery. Offered annually. This is the second of a four course sequence whereby qualified candidates will earn a Transition Specialist Endorsement from the DESE.
|
| |
-
SPED 534 - Curricula and Program Design for Transition in Special Education (3 credits)
Prerequisite: Matriculation in a special education licensure program or consent of graduate program coordinator
This is an advanced three-credit graduate course that is designed to provide previously licensed special education candidates with specific competencies for implementing best practice in postsecondary education, competitive integrated employment, independent living and community participation. Program development strategies include but are not restricted to, implementing social skills training, positive behavioral supports, assistive technology as related to transition goals, and development of self-determination skills across all settings. Offered annually. This is the third of a four course sequence whereby qualified candidates will earn a Transition Specialist Endorsement from the DESE.
|
| |
-
SPED 550 - Capstone Seminar in Special Education (3 credits)
Prerequisite: EDMC 530 with a minimum grade of “B” or SPED 502 with a minimum grade of “B”; and completion of 24 semester hours in the MEd in Special Education program; and consent of graduate coordinator
This seminar course provides participants direct experience in designing, implementing and publishing an action research project in special education. Implementation strategies, data analysis techniques and summarizing project results are emphasized. The seminar is a capstone course for the MEd programs in special education.
|
| |
-
SPED 551 - Autism Spectrum Disorders (3 credits)
This course examines the spectrum of disorders associated with Autism, a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. The characteristics of the various conditions found within the umbrella of “Autism Spectrum Disorders” will be examined and reviewed in relationship to the specific needs of children with such characteristics. Issues including the emergence of the broad range of associated disorders; trends in treatment; effective behavior management strategies; implications for parents, families, and caregivers; medical factors; early intervention techniques; speech and language difficulties; and school connections will be explored. An emphasis will be placed on techniques to effectively address the behavioral needs of children with Autism Spectrum Disorders in the classroom. The importance of family involvement and strategies for teaming with parents will be emphasized throughout all discussions.
|
| |
-
SPED 555 - Field Experience in Special Education (3-6 credits)
Prerequisite: Completion of 24 credits in the MEd in Special Education program or consent of the advisor
A field experience that offers qualified students the opportunity to gain practical off-campus experience in special education. Placements are in public and private agencies and are designed to complement the student’s study in special education; a minimum of 10 clock hours per credit is required in the field.
|
| |
-
SPED 559 - Study Tour: Multicultural Perspectives in Special Education and Communication Disorders (3 credits) Cross Listed with COMD 559
Prerequisite: Dependent on itinerary
This is a faculty led study tour to investigate how individuals with special needs and/or communication disorders are treated educationally and socially in cultures outside the United States. Repeatable for different itineraries.
|
| |
-
SPED 560 - Teaching Students with Special Needs through Direct/Explicit Instruction (3 credits)
This course will provide students with information on the design of instruction for students with diverse learning needs. Procedures will be addressed which examine the relationship between the academic achievement of students and instructional design. Critical instructional design dimensions and teacher delivery include a) knowledge forms, b) the generic instructional set, and c) a principle design network. These dimensions will be applied and illustrated in the areas of language, beginning reading, mathematics, reading comprehension, expressive writing, content instruction and management.
|
| |
-
SPED 561 - Advanced Strategies in Behavior Management (3 credits)
Prerequisite: SPED 302 or SPED 575
This course will provide advanced information relative to management strategies for the behavior and emotional problems of all learners. This course will go beyond the basics of behavior management and behavioral analysis. It will focus on interventions from all approaches including the psychodynamic, biochemical and ecological models, including commercial programs. A practical application emphasis will be highlighted.
|
| |
-
SPED 562 - Educational Psychology and Special Education (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
This course examines the psychology of learning and teaching and the study of the nature and development of children and adolescents. The purpose of the course is to provide students with an understanding of the major historical and contemporary theories of human development, learning including cognitive development, individual learning differences, effective learning environments, and teaching for optimum learning and motivation and their educational implications for school children with exceptional learning needs.
|
| |
-
SPED 563 - Ethical and Legal Issues in Special Education (3 credits)
This course is designed to assist professionals to develop a critical and reflective sense of how law, ethics and democratic ideals affect the contexts of teaching in general and special education. Topics include the effective educator, school law, rights and responsibilities, CEC Standards: Code of Ethics and Professional Practice, current events and best practice. Participants will analyze specific school controversies and critically evaluate legal trends, parental safeguards and ethical dilemmas in special education.
|
| |
-
SPED 565 - Instructional Strategies for Students with Mathematics Learning Difficulties (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
This course will cover the areas of research, assessment and instructional alternatives for students with moderate needs who need individualized or small group mathematics instruction. Participants will explore formal, informal and curriculum based assessment tools, as well as specific instructional methods for conceptual and procedural knowledge and problem-solving skills. Participants will also develop a deeper understanding of the essential mathematics skills required for students and teachers.
|
| |
-
SPED 575 - Behavior Interventions in Special Education (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B”
This course is designed to instruct graduate students in the background, foundational principles and instructional techniques necessary to work effectively with atypical behaviors in inclusive and/or moderate special educational settings. Students are expected to observe behaviors and their antecedents, record the behaviors and select appropriate interventions to support the successful classroom experience of students with special learning needs. This course requires approximately 30 hours of observation and project development in a moderate special education setting. Introductory background in special education is beneficial for the successful completion of this course.
|
| |
-
SPED 582 - Technology for Special Populations (3 credits)
This course will develop technology skills for teachers to include students with and without disabilities in general and special education program environments. It will focus on the use of low-tech and high-tech methodologies, basic assistive technology assessment skills and augmentative communication. The handicaps. Emphasis will be placed on selecting the appropriate tool to match an identified need. Special education legal requirements for technology will be included.
|
| |
-
SPED 583 - Introduction to Applied Behavior Analysis (3 credits)
This course will introduce students to basic concepts and principles of behavior analysis as they relate to children and adolescents, with an emphasis on students with Autism Spectrum Disorders and related developmental disabilities. Students will become knowledgeable about evidence-based interventions, based on basic principles of behavior, for intervening on behalf of children and adolescents in educational settings. Topics will include ethics, how to conduct Functional Behavior Assessment (FBA), reinforcement procedures to increase behavior, punishment and non-punishment procedures to decrease behavior, data collection systems, generalization, self-management techniques, and discrete trial teaching. Students will also develop their own behavior management program in a culminating project. Offered spring semester.
|
| |
-
SPED 584 - Practicum: Transition Planning (3-6 credits)
Prerequisite: SPED 532 and SPED 533; and SPED 534, which may be taken concurrently with consent of advisor, graduate program coordinator, and coordinator of field placement; formal application required
The focus of this practicum is to develop the skills to be competent in facilitating successful transition for young adults with disabilities from school to employment ages 14-22 in accordance with the guidelines established by the Massachusetts Department of Elementary and Secondary Education. This experience includes completion of a 150 hour field-based experience that includes providing transition services for transition-aged students with disabilities with IEPs, in collaboration with their families, community members, and other relevant professionals. 603 CMR 7.14(4)(c)
|
| |
-
SPED 593 - Practicum: Severe Disabilities (3 or 6 credits)
Prerequisite: Satisfactory completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Allied Studies
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, PreK-8) under the direction of a qualified practitioner and college supervisor. Repeatable: may earn a maximum of six credits. Offered fall and spring semesters.
|
| |
-
SPED 594 - Practicum: Moderate Disabilities (PreK-8) (3 or 6 credits)
Prerequisite: completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Allied Studies
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, PreK-8) under the direction of a qualified practitioner and college supervisor Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 595 - Practicum: Moderate Disabilities (5-12) (3 or 6 credits)
Prerequisite: Satisfactory completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Allied Studies
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, 5-12) under the direction of a qualified practitioner and college supervisor. Repeatable: may earn a maximum of six credits.
|
Sustainability |
| |
-
SUST 101 - Sustainability Innovation and Leadership (3 credits)
This course introduces students to foundational theory, history, ethics and policy making tied to social, environmental and economic sustainability. The interdisciplinary course provides insight into the work of key leaders, scholars and organizations guiding sustainable change. Additionally, the course offers students the opportunity to develop their own leadership through the creation of a sustainability-focused service project plan. Offered annually.
|
| |
-
SUST 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
|
| |
-
SUST 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit
Second Year Seminars are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
SUST 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: : _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
SUST 400 - Capstone in Sustainability (1 credit)
Prerequisite: SUST 101 and junior or senior standing with at least nine elective credits completed in the minor; must be taken concurrently with SUST 495
This is the concluding course for the Sustainable Innovation and Outreach minor. The course focuses on developing action leaders in sustainability through improving their management, outreach and educational skills. This course introduces students to sustainable development, planning, decision-making tools and assessment tools tied to sustainability. Offered annually.
|
| |
-
SUST 495 - Project Study in Sustainability (2 credits)
Prerequisite: SUST 100 and junior or senior standing with at least nine elective credits completed in the minor; must be taken concurrently with SUST 400
Students will work with a mentor in sustainability to create and complete a project that demonstrates their skills and knowledge in sustainability. The project is designed, with the help of the faculty mentor, to provide service, outreach and education to the community, while developing career skills tied to the student’s minor and major areas. Students will present their final projects to the college community and share outcomes with team members. Offered annually.
|
Teaching English to Speakers of Other Languages |
| |
-
TESL 120 - Sheltered English Immersion Endorsement Course (3 credits)
This course will provide students with techniques and strategies of curriculum design to meet the needs of culturally and linguistically diverse students at different levels of English proficiency. It will focus on sheltered English immersion (SEI) for a variety of English proficiency levels and content areas. Participants will explore the role of culture in second language teaching and learning and gain knowledge of the laws and regulations that protect English learners (ELs) in Massachusetts schools. Course participants will use the current curricular standards for ELs for their grade level(s) and subject area(s). This course provides endorsement for Massachusetts Elementary and Secondary Education sheltered English immersion. Field experience is required. Offered annually.
|
| |
-
TESL 140 - Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Various and special topics of interest in Teaching English to Speakers of Other Languages (TESOL) will be offered from time to time; this will allow for timely and relevant information to be explored. Topics change each semester. Repeatable for different topics: may earn a maximum of nine credits. Offered annually.
|
| |
-
TESL 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS; CWRT)
|
| |
-
TESL 201 - Strategies for Multilingual Learners (3 credits)
This course will provide an introduction to the theories and methods of Teaching English to Speakers of Other Languages (TESOL). Participants will explore theories and models of second language acquisition and compare these to theories of first language acquisition. They will gain awareness in the factors, both contextual and individual, that impact language acquisition. Participants will gain understanding of the emotional, social and intellectual implications of the process of learning a second language and learn to apply culturally and linguistically responsive pedagogy. Offered annually. (Formerly TESL 101)
|
| |
-
TESL 203 - Cultural Issues in Teaching English as a Second/Foreign Language (3 credits)
This course focuses on the relationship between language learning, culture and identity. Students will analyze cross-cultural interactions and social factors of language use and will practice applying intercultural competence principles to work effectively with English language learners. Students will reflect on cultural diversity and power dynamics; and explore strategies for promoting cultural awareness in the foreign and second language classrooms. Offered fall, spring and summer. (CMCL)
|
| |
-
TESL 205 - Linguistics for Teaching English as a Second/Foreign Language (3 credits)
This course provides an introduction to the structure of human language, including the major areas of linguistics: phonetics, phonology, morphology, syntax, semantics and pragmatics. Students will analyze the linguistic complexity in second language acquisition, with special attention to the English language, and explore the application of linguistic principles to language teaching. Offered fall, spring and summer. (Formerly TESL 305)
|
| |
-
TESL 212 - Approaches and Methods in Teaching English as a Second/Foreign Language (3 credits)
This course focuses on a variety of practical methods and approaches to Teaching English to Speakers of Other Languages (TESOL) grounded in theories of second language acquisition. Students will become familiar with different English teaching and learning contexts, resources, activities and assessment practices. They will explore factors influencing curriculum development and lesson design for teaching English for formal and informal communication in diverse U.S. and international contexts, such as educational settings, workplace and community. Offered fall, spring and summer.
|
| |
-
TESL 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSPI; CSYS)
|
| |
-
TESL 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT)
|
| |
-
TESL 499 - Directed Study in Teaching English to Speakers of Other Languages (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits.
|
| |
-
TESL 501 - Second Language Teaching and Learning (3 credits)
This course is designed to address the current PreK-12 curricular standards for English language learners (ELLs) in Massachusetts. It will provide an introduction to teaching and learning a second language in PreK-12 classroom settings. Participants will explore instructional approaches to second language learning and the theories and models behind them. They will investigate the emotional, social and intellectual implications of the process of learning a second language and consider learner variables such as age, English proficiency and student home culture in planning culturally responsive instruction for second language learners in a cross-cultural setting.
|
| |
-
TESL 503 - Directed Study (1-3 credits)
Prerequisite: Permission of advisor and graduate coordinator
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the College of Graduate Studies section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
TESL 504 - Sheltered Content Instruction: Principles and Practices (3 credits)
This course is designed to equip teachers with the knowledge and skills to effectively organize, implement and differentiate content area instruction for English learners (ELs) at different levels of English proficiency. It will focus on evidenced-based practices for providing standards-based sheltered content instruction that includes teaching strategies for developing and integrating language skills. Participants will learn ways to address students’ backgrounds and cultures in instruction, integrate practice in speaking, listening, reading and writing, and adapt materials for subpopulations of ELs, such as students with limited or interrupted formal education (SLIFE), long-term ELs, gifted ELs, and ELs with exceptionalities. Course participants will discuss ways EL teachers can collaborate with content-area teachers to engage ELs in higher-order thinking and to provide ELs with access to grade-level curriculum. Participants will use the current curricular and language development standards for their grade level(s) and subject area(s).
|
| |
-
TESL 505 - Reading and Writing in the Sheltered Content Classroom (3 credits)
This course will provide an introduction to methodology of content area reading and writing instruction to English language learners (ELLs). Linguistically diverse students require pedagogical approaches that address particular needs, including oral and native language proficiency. Particular attention will be placed on reading and writing instruction, and study skills in the content areas.
|
| |
-
TESL 506 - Assessment of Multilingual Learners (3 credits)
This course is designed to develop the knowledge and skills necessary for selecting, adapting, designing and interpreting assessments for bilingual/multilingual learners in PreK-12. The course will include discussion of appropriate assessment procedures for assessing bilingual/multilingual, culturally diverse students, including formal, informal, alternative and self-assessments, as well as practice interpreting assessment results and planning future instruction and/or program placement based on those results. Participants will learn to effectively distinguish between and assess bilingual/multilingual learners’ language proficiencies, and mastery of content matter in one or more languages. Participants will also consider ways in which linguistic and cultural differences affect assessment outcomes, how to evaluate assessment results’ validity and reliability for bilingual/multilingual learners, and best practices for assessing bilingual/multilingual learners with exceptionalities.
|
| |
-
TESL 507 - Research for Teaching English to Speakers of Other Languages (TESOL) (3 credits)
Prerequisite: Matriculation in the TESOL, MAT; and consent of graduate program coordinator after completion of three or more courses in either the MAT in TESOL licensure or non-licensure program
This course describes fundamental concepts and practices for educational research and specifically for Teaching English to Speakers of Other Languages (TESOL) by covering specific applications of research methods to problems in TESOL education. Emphasis is placed on review and critique of TESOL research, including methods for the study of linguistics and second language acquisition, (e.g., corpus analysis, discourse analysis, contrastive analysis, elicitation procedure); applications for working with sheltered English immersion teachers, administrators, and content leaders; and methods for the assessment and instruction of English learners.
|
| |
-
TESL 508 - Differentiating Second Language Learning from Exceptionalities (3 credits)
This course is designed to provide an understanding of the instructional needs and challenges of English learners (ELs) who struggle with learning English. It will provide the information needed to differentiate second language learning from exceptionalities, discuss some potential difficulties related to second language learning or to special education needs, explore how families should be involved, and how schools can establish structure to facilitate the process of distinguishing between language acquisition and exceptionalities. It will also incorporate strategies and adaptations to the instruction and assessment processes for addressing the needs of ELs with exceptionalities. Offered annually.
|
| |
-
TESL 509 - Supporting English Language Learners in Urban Schools (3 credits)
This course addresses the unique challenges and opportunities in educating English learners (ELs) in urban contexts. Participants will discuss characteristics of urban contexts and consider the diverse needs of different EL subgroups as they acquire English and content knowledge in urban learning contexts. With social justice in mind, participants will plan instruction using current curricular and language development standards. Offered annually.
|
| |
-
TESL 510 - Principles and Practices of Bilingual Education (3 credits)
Prerequisite: LASP 281 and LASP 300; or equivalent courses in another non-English partner language; or consent of program chairperson
In this course, students will acquire knowledge about and analyze principles and practices of bilingual education. In particular, they will explore multidisciplinary perspectives on bilingualism and biculturalism, analyzing the implications for PreK-12 teachers in bilingual settings. Students will also learn about the implementation of strategies for coordinating non-English partner language instruction and English language development instruction for English learners. Relevant TESOL/bilingual research on best practices in PreK-12 bilingual education will be integrated into course content. Students will apply their knowledge in a fieldwork experience in a bilingual education setting. Offered annually.
|
| |
-
TESL 511 - Innovative Approaches to Bilingual Teaching Cross Listed with LANG 511
Prerequisite: LASP 281 and LASP 300; or equivalent courses in another non-English partner language; or consent of program chairperson
Through this course, students explore content-area reading and writing in English and a non-English partner language. They conduct a contrastive analysis of the two languages and then apply that knowledge to practices and approaches for teaching reading and writing to speakers of English and speakers of other languages. This course provides students with insight into culturally relevant strategies for integrating reading and writing across content areas using the two languages. Students will also have the opportunity to undertake a student teaching engagement, practice bilingual teaching strategies and make modifications for different contexts. Repeatable: may earn a maximum of six credits. Offered annually.
|
| |
-
TESL 512 - Sheltered English Immersion Endorsement for Licensed Teachers (3 credits)
This course will provide teachers with the knowledge and skills to effectively shelter content instruction and provide teachers with methods and strategies to integrate language and literacy development into content-area instruction when teaching English learners (ELs) in kindergarten through Grade 12. Teachers will develop a better understanding of social and cultural factors influencing EL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary comprehension, reading and writing practices, and content-area reading-writing technology connections. Offered fall, spring and summer.
|
| |
-
TESL 514 - Study of Language: Projects in Linguistics (3 credits)
The course introduces students to linguistics, including phonetics, phonology, morphology, syntax, semantics, pragmatics and language variation. Special attention is paid to areas and tools of linguistics applicable to Teaching English to Speakers of Other Languages (TESOL). Offered fall semester.
|
| |
-
TESL 516 - Understanding Second Language Learning (3 credits)
The course introduces major theories in the field of Second Language Acquisition (SLA) that investigate human capacity to acquire additional language after the first language has been developed. Attention is paid to the role of universal, social and individual factors. Students examine the effects of bi- and multilingualism in childhood and in adulthood and explore classroom applications of current SLA research findings. Offered fall semester.
|
| |
-
TESL 517 - Strategies and Principles in Language Teaching (3 credits)
Students critically examine major pedagogical approaches, methods and strategies in Teaching English to Speakers of Other Languages (TESOL) with a goal to see patterns that connect language, culture, identities, learning and teaching methods. Students develop a statement of teaching philosophy and experiment with creating teaching activities geared toward the needs of specific learners. Offered spring semester.
|
| |
-
TESL 518 - Multilingualism: Learners’ Perspectives (3 credits)
This course explores multilingualism by examining writing produced by translingual authors, including memoirs, fiction, poems and interviews. Learners’ accounts are situated within contemporary research on second language acquisition and bilingualism. Special attention is given to identity in second language learner (L2) writing, first language learner (L1) as a resource for L2 learning, language learning strategies, educational contexts, and other factors that impact language acquisition. Offered spring semester.
|
| |
-
TESL 519 - Sociolinguistics and TESOL (3 credits)
Students will investigate the role of language in society focusing on topics relevant to Teaching English to Speakers of Other Languages (TESOL), including language variation and change, language contact, language ownership and rights, linguistic ecology, world Englishes and societal and individual bi- and multilingualism. Offered annually.
|
| |
-
TESL 520 - TESOL Professional Portfolio (3 credits)
Prerequisite: 21 credits of graduate-level TESL courses
Students will review and revise selected papers from Teaching English to Speakers of Other Languages (TESOL) graduate courses to create a professional electronic portfolio. The portfolio will include, at least, three papers with substantive revisions and a narrative describing the student’s preferred pedagogical approaches and explicating how the papers selected for the portfolio represent the student as a scholar, writer and an educator. Offered fall semester.
|
| |
-
TESL 521 - Graduate Thesis in TESOL (3 or 6 credits)
Prerequisite: Formal application required
The course provides students with a platform to conduce an original research project in TESOL under the supervision of a thesis advisor. A thesis proposal must be submitted to and approved by the College of Graduate Studies in order to register for the course. Repeatable: may earn a maximum of six credits. The course includes an oral defense for the TESOL (Non-Licensure) MAT program.
|
| |
-
TESL 560 - Special Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Special topics of current relevance in Teaching English to Speakers of Other Languages (TESOL) will be offered from time to time. The topics addressed will be announced prior to registration. May be taken more than once with consent of the advisor, or as a professional development course. Repeatable: may earn a maximum of 12 credits.
|
| |
-
TESL 595 - Practicum: Teacher of English to Speakers of Other Languages (3-6 credits)
Prerequisite: Acceptance and retention in the professional education program, satisfactory completion of program requirements, consent of the Field Experience Office in the College of Education and Allied Studies, and passing scores on the MTEL® English as a Second Language
This practicum is a supervised, full-time clinical experience which spans one semester. Candidates are assigned by the College of Education and Allied Studies to an appropriate classroom that serves English learners (ELs) where they will work to develop and refine their teaching skills. Candidates will have opportunities to observe EL students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site cooperating practitioner and a faculty member from the Teaching English to Speakers of Other Languages (TESOL) program. Candidates must demonstrate the competencies required for initial teaching licensure via the Candidate Assessment of Performance (CAP) and completion of all program requirements.
|
Theatre Arts |
| |
-
THEA 110 - Theatre Appreciation (3 credits)
This course introduces the student to the roles of theatre artists, the special nature of live theatrical performances, the art of theatre as an expression of human experience and to the richness and variety of the heritage of the theatre. Theatre attendance is required. This course is suitable for students from a variety of majors other than theatre seeking a basic knowledge of theatre. Offered annually. (CFPA)
|
| |
-
THEA 115 - Play Production (3 credits)
This course introduces the student to the processes involved in the creation of theatre art. The student develops an understanding of the aesthetics and conventions of the theatrical event through observation and structured applied experience in the basic practices involved in planning and performing. Theatre attendance is required. Students will be required to participate in production related duties in support of theatre and dance productions throughout the semester. Theatre arts majors must complete this course within the first 30 credits to receive degree credit. Offered annually. (CFPA)
|
| |
-
THEA 120 - Introduction to Acting (3 credits)
This course is an introduction to and provides practice in the various components of stage acting through an exploration of self-awareness, vocal and physical concerns of the actor, basic acting theory, characterization, script analysis, as well as scene and monologue performances. Theatre attendance is required. (Not open to students with a concentration in Theatre Arts.) (CFPA)
|
| |
-
THEA 140 - Theatre Performance Practicum (1 credit)
Prerequisite: Audition required
Credit is given for 60 or more hours per semester of rehearsal and performance time in a major production. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 147 - Musical Theatre Performance Practicum (1 credit)
Prerequisite: Audition required
Credit is awarded for 60 or more hours per semester of rehearsal and performance time in a major musical theatre production. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 157 - Movement for the Actor (3 credits)
This course focuses on one of the most important aspects of actor training: movement for the stage, addressing techniques, styles and foundations of movement. Through solo and group exercises, as well as prepared performances, students will gain basic proficiency in proper postural alignment, centering, kinesthetic awareness and response, the variables of movement, the fundamentals and vocabulary of Laban theory and technique and the fundamentals of stage combat.
|
| |
-
THEA 160 - Stage Makeup (3 credits)
Students will learn the principles and techniques of applying stage makeup, including realistic and non-realistic, and two-dimensional and three-dimensional makeups. In addition, students will study facial anatomy, the aging process, and the principles of light and shadow as they apply to stage makeup.
|
| |
-
THEA 162 - Costume Technology (3 credits)
This course covers the principles and techniques of costume technology, including hand and machine sewing, and textile basics. Students will be introduced to pattern draping and drafting flat patterns for theatrical costumes. Offered alternate spring semesters.
|
| |
-
THEA 170 - Technical Theatre Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of technical work on a major production. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of 12 credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 172 - Theatre Costume Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in costume production for theatre and dance. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 174 - Technical Theatre Production (1.5 credits)
This course introduces students to basic technical theatre production methods and skills in lighting, sound, scenic construction and painting. This course meets once weekly for one quarter, spring term, alternate years. It is intended to be taken with THEA 162 Costume Production in the same term. An additional laboratory of 10 hours to be scheduled is required.
|
| |
-
THEA 185 - Theatre Management Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in audience development, publicity, box office and house management activity in connection with departmental productions. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
|
| |
-
THEA 201 - Elements of Theatrical Design (3 credits)
This course introduces students to the fundamental elements and principles of design and how they apply to scenic, costume, lighting, sound and projection design for the theatre. Students will create a vocabulary for the discussion, appreciation and evaluation of theatrical design, and develop an understanding and respect for the work and contributions of theatre designers. Students will develop skills in script analysis, graphic techniques, and historical and visual research. Students will learn to communicate ideas and themes visually through assigned reading and plays, research projects, drawing assignments, in-class projects and class presentations. Offered fall semester.
|
| |
-
THEA 210 - Oral Interpretation (3 credits)
Analysis and oral reading of prose, poetry and drama; individual and group forms, theory and practice. (CSPK)
|
| |
-
THEA 211 - Voice Production for Theatre (3 credits)
This course provides an analysis of each student’s vocal habits in performance. Exercises that concentrate on good vocal habits and techniques for the performing artist, training in physical perception of the sounds of “good American speech” and manipulation of the variables of speech for stage interpretation are included. The course provides an introduction to the vocal performance of Shakespeare. Offered spring semester.
|
| |
-
THEA 220 - Play Analysis for Production (3 credits)
The objective of the course is to train theatre artists in methods of play analysis for production, which can be applied to diverse periods and styles. The works explored range through early Greek, Elizabethan, Neoclassicism, Realism, and Post-Realism. Theatre attendance is required. Offered fall semester.
|
| |
Page: 1 <- Back 10 … 17
| 18
| 19
| 20
| 21
| 22
| 23
| 24
| 25
| 26
| 27
|
Print this Page