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Economics |
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ECON 201 - Intermediate Microeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The theory of consumer behavior and demand, production and cost, the firm and market organization are discussed in this course with emphasis placed on practical applications. Offered either semester.
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ECON 205 - Intermediate Macroeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
A number of macroeconomic models are developed in this course, including the Keynesian, monetarist and rational expectations models. Economic theory is used to explore the nature and causes of business fluctuations and the desirability of various government policies. Offered either semester.
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ECON 210 - Statistics for Economics and Business (3 credits)
This course will provide students with an understanding of descriptive and inferential statistics. Students will develop the ability to analyze data and draw conclusions about large populations based on measures from sample data. The course will include hypothesis testing, ANOVA, simple linear regression, and the application of statistical methods to business and economic issues. (CQUR)
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ECON 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. (CSYS)
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ECON 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)
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ECON 301 - Industrial Organization (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides an analysis of the structure, conduct and performance of industries. Topics discussed include causes and measurement of market concentration, strategic behavior of firms and the development of public policies, such as antitrust and regulation, that affect business.
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ECON 315 - Money and Banking (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The roles and functions of money and the banking system are discussed in this course. Various monetary theories and the influence of monetary policy on the state of the economy are examined. Offered fall and spring semester.
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ECON 320 - Comparative Economics (3 credits)
Prerequisite: ECON 101 and ECON 102
This course compares different economic systems that have arisen as the world economy has evolved and alliances have been formed over time. There is a strong emphasis on exploring the current and historical implications of different economic philosophies, particularly with reference to NAFTA economies: Canada, U.S.A. and Mexico. Topics include globalization, international economic organizations, economic integration, economic policy making, health care, labor migration, resource use and environmental issues.
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ECON 321 - International Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
Pure trade theory and its application to solving policy problems are covered in this course. Topics studied include balance of trade, balance of payments and monetary systems.
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ECON 325 - The Economy of Crime (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The topics covered by this course include the theoretical and empirical analysis of the economic causes of criminal behavior, the social costs of crime and its prevention and the design of law enforcement policies.
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ECON 331 - Public Economics (3 credits)
Prerequisite: ECON 101 or ECON 102
Government intervention changes opportunities and incentives for individuals, families, businesses, and state and local governments. This course will provide students with an understanding of the reasons for and consequences of government intervention and policies. It combines public finance, which is how the government allocates resources, and public choice, which reflects the political decisions of voters and their elected representatives. We will apply economic tools to analyze public policy issues such as government intervention in combating environmental pollution, the introduction of education vouchers, the contours of health care and social security reforms, among others.
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ECON 340 - Law and Economics (3 credits)
Prerequisite: ECON 101
This course examines the economic basis for legal decisions. Microeconomic theory is combined with an analysis of the law, with particular emphasis on case studies. Topics covered include the problems of defining property rights and the economics of tort, contract and criminal law.
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ECON 350 - Urban Economic Problems and Policies (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
The economic aspects of selected urban problems such as housing, poverty, transportation, crime and the urban environment are analyzed in this course. Public policies relating to these problems are discussed.
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ECON 360 - Environmental Economics (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
This course analyzes the economics of environmental issues and natural resource use. Topics include allocation of renewable, non-renewable and common property resources, external cost/benefit analysis and public goods. Also included is the “ecological economics” approach, which incorporates an analysis of the physical requirements for ecological sustainability.
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ECON 370 - Programming for Economic Analysis (3 credits)
Prerequisite: ECON 210
This course will provide students with a basic understanding of the language and logic of computer programs. Students will become familiar with R (like STATA), HTML, Javascript, ColdFusion, web servers, the concepts of basic structured programming and more. These tools will be used to organize economic data and perform statistical operations including multiple linear regressions. Offered alternate years.
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ECON 375 - Labor Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course analyzes the determination of wages and employment in the labor market. Applications of the theory include unemployment, discrimination, safety in the workplace and unions. Effects of government policies, such as comparable worth, affirmative action and health and safety regulations, are examined.
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ECON 376 - Health Care Economics (3 credits)
Prerequisite: ECON 101
This course is designed to provide a basic understanding of the application of economic theories in the health care sector. Information will be provided on how the health care system can be analyzed, developed and improved by using different economic theories and techniques. Topics include the definition and scope of health care economics; importance of studying health care economics; health care trends in the USA; factors responsible for increases in health care costs; supply of and demand for physicians, nurses, pharmacists and other allied health personnel; the quality of medical care and economics of health care plans; and consumer demand for health care and medical facilities. Offered either semester. (Formerly ECON 337)
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ECON 377 - Sports Economics (3 credits)
Prerequisite: ECON 101
This course explores a variety of economic issues relating to professional team sports, collegiate and amateur sports such as football, baseball, hockey, tennis, skiing and golf. Students will examine ticket prices, player salaries and the profitability of team franchises. They will also study facility design and game-day transportation issues, and why the economic impact of sports facilities is often used to justify government subsidies.
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ECON 400 - History of Economic Thought (3 credits)
Prerequisite: ECON 101 and ECON 102
This course is an overview of the development of economic theory, which is presented in a historical context. The ideas of many important contributors to economic thought will be studied including those of Adam Smith, Karl Marx and John Maynard Keynes. May be taken for graduate-level credit.
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ECON 410 - Mathematical Economics I (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides training in the use of calculus and other mathematical tools in comparative static analysis and the solving of optimization problems in economics. Offered spring semester. May be taken for graduate-level credit.
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ECON 420 - Econometrics I (3 credits)
Prerequisite: ECON 101 or ECON 102; and ECON 210; or consent of instructor
This course is an introduction to the methods of econometrics, including the two variable linear models, the generalized least squares estimator and auto-correlation.
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ECON 427 - Economics of Race (3 credits)
Prerequisite: ECON 101 and ECON 102 and ECON 201
This course will explore the causal relationship between economic disparity, regulatory actions and variation in ethnic integration within the U.S. through the evaluation of differences in mode of immigration, initial and longitudinal human capital endowment, discriminatory victimization and home country-based cultural resilience. These components will rely on published research; the use of anecdotal information will be addressed only in relation to observable and credible data sources. The course will require significant reading alongside lectures from the instructor and guest lecturers from other disciplines (sociology, history, psychology and political science). Students enrolled in the course will become familiar with data sets such as the Census and the Current Population Survey. Weekly summaries of the course material will be required and will constitute a portion of the overall grade for the course. The primary source of evaluation will be four “reaction” papers. Offered alternate years. (CSOC)
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ECON 430 - Managerial Economics (3 credits)
Prerequisite: ECON 205 and ECON 210; or consent of instructor
This course emphasizes the practical applications of micro- and macroeconomic skills to real-life problems. Quantitative tools and case studies will be used to understand topics including demand, cost and output, and pricing decisions in various market structures. May be taken for graduate-level credit.
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ECON 460 - Experimental Economics (3 credits)
Prerequisite: ECON 101
This course is an introduction to the use of economic experiments to study individual behavior. Topics in the course will include a history of economic experiments, examples of useful experiments, and the design and implementation of experiments to obtain data suitable for statistical analysis. Offered annually.
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ECON 498 - Internship in Economics (3-15 credits)
Prerequisite: Consent of department chairperson; formal application required
This course is a non-classroom experience designed for a limited number of junior and senior majors to complement their academic preparation. This course may be repeated for a maximum of 15 credits. Offered either semester.
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ECON 499 - Directed Study in Economics (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies may pursue an independent project under a faculty member’s supervision. This course may be taken twice for a maximum of six credits. Offered either semester.
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ECON 500 - Foundations of Economics (3 credits)
This course presents a study of basic economic principles, participants’ behavior and structure of the macro economy. Basic principles covered include opportunity cost and market mechanism. The microeconomic segment focuses on consumer and firm behavior, resource markets and market failures. Macroeconomics aggregate topics contain economic models, and discretionary policy and its implications. This course will help enhance understanding and awareness of household, business, national and international economic affairs.
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ECON 501 - Foundations of Business Statistics (3 credits)
This course is an introduction to the concepts of statistics, with applications in business and economic analysis. Specific techniques covered include descriptive statistics, probability, statistical inference, hypothesis testing, correlation and regression.
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ECON 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department chairperson; formal application required
This course consists of original research undertaken by graduate students in their field of interest under the sponsorship of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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ECON 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field of interest under the direction of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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ECON 550 - Managerial Economics (1.5 credits)
Prerequisite: ECON 500 and ECON 501
This course studies the application of the analytical constructs of economic theory to practical problems faced by a firm and its representatives. Topics include demand analysis, production and cost analysis, market and pricing analysis, capital budgeting and government policy.
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ECON 560 - Special Topics in Economics (1-3 credits)
In this course, special topics of current relevance in economics will be offered from time to time. The topic to be addressed will be announced prior to registration. May be taken more than once with the consent of the advisor.
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Education (High School, Middle School, PreK-12) |
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EDHM 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)
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EDHM 210 - Introduction to Teaching in the Secondary Schools (3 credits)
Prospective candidates for teaching careers explore the teaching learning process in schools by examining the College of Education and Allied Studies Conceptual Framework Model and by reading, writing and analyzing research materials, by using technology, observing in the field, and by planning learning experiences. The history and philosophies of education (educational foundations) will be emphasized. Candidates gain knowledge and experience concerning diversity, differentiated learning, special education, the Massachusetts Curriculum Frameworks, and the organizational structure of schools. Professional responsibilities, ethics, and legal aspects concerning education are also identified. Candidates will begin to develop their first portfolios as a professional in education. This course requires a minimum of 10 hours of field experience in appropriate settings.
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EDHM 235 - Learning, Motivation and Teaching (3 credits)
Prerequisite: EDHM 210, which may be taken concurrently, but may not be taken before EDHM 210
Candidates for teaching careers will investigate key aspects of learning theories and classroom management as they relate to instructional strategies and the exigencies of public school teaching. Emphasis will be placed on the practical application of research-supported constructivist principles of learning, motivation and teaching underscored by a rigorous treatment of class management. The underlying emphasis for the course will be to promote authentic learning of the increasingly diverse students of the 21st century. Candidates will continue to develop their professional portfolios. This course requires a minimum of 10 hours of field experience in appropriate settings.
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EDHM 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. (CSYS)
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EDHM 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)
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EDHM 335 - Assessment and Planning (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 335 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
This course is designed to enable candidates for teaching careers to understand and practice curriculum design, plan for instruction at a deeper level (than the introductory course), and build on assessment to include standardized testing, portfolios and authentic assessment. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy. Candidates will continue to develop their professional portfolios and include their philosophy of assessment. This course requires 20 hours of field experience in appropriate settings.
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EDHM 336 - Foundations in Sheltered English Immersion: The Education and Assessment of Diverse Populations (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 336 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
This course addresses current educational and legal requirements for serving English Language Learners (ELLs) and other diverse learners in P-12 school settings. Topics include research-based protocols, methods and strategies to integrate subject area content for teaching children and adolescents in the process of acquiring proficiency in a second language. Focus is on Sheltered English Instruction (SEI); however, comparison and evaluation of various types of language education models, such as English as a Second Language (ESL) and bilingual instruction, are included. The data and policies relevant to diverse linguistically and culturally diverse populations will be examined. Candidates will continue to develop their professional portfolios. This course meets a Massachusetts Department of Elementary and Secondary Education requirement that leads to SEI endorsement for initial teaching license and/or administrative licensure. This course requires 20 hours of field experience in appropriate settings.
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EDHM 355 - International Study Tour in Secondary Education (3 credits)
Prerequisite: Consent of Study Abroad Office
This course is designed for students interested in developing an awareness of effective communication for working with children and adults who are culturally different from them in a context that is culturally different. Preference is given to students who are studying counselor education, social work, teacher education, childhood studies or psychology. This course will examine child emotional health and pedagogy from a developmental, multicultural and constructivist perspective. From this model various approaches to working with children will be examined and evaluated. No preferred modality will be espoused; rather, students will be exposed to a variety of experiences. May be repeated for a total of six credits, with different itineraries. (CGCL)
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EDHM 401 - Teaching Literacy in the Content Areas (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 401 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
Teaching literacy is a project-based course required for individuals planning to teach at the secondary level. Candidates for teaching careers will continue to develop their professional portfolio by investigating content-specific strategies that help promote student literacy. Through the use of integrated technology, candidates will explore innovative ways to encourage students to use critical thinking and problem solving skills. Offered fall and spring semester, and summer session I. (Formerly EDHM 445) This course requires a minimum of 10 hours of field experience in appropriate settings.
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EDHM 412 - Strategies for Teaching Middle/High School - History/Social Studies (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching history/social studies in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to history and social studies. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semester. (Formerly HSED 412)
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EDHM 414 - Strategies for Teaching Middle/High School - English (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to teaching English. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semester. (Formerly HSED 414)
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EDHM 419 - Strategies for Teaching Middle/High School - Integrated Science (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to the sciences. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semester. (Formerly HSED 465)
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EDHM 422 - Strategies for Teaching Middle/High School - Mathematics (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to mathematics. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semester. (Formerly HSED 422)
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EDHM 424 - Strategies for Teaching - Foreign Language (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 336 and LASP 324 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Also see HSED and MSED
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EDHM 425 - Strategies for Teaching - Visual Art (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Offered spring semester.
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EDHM 459 - Strategies for Teaching - Visual Art - Middle School (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 336 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Also see HSED and MSED
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EDHM 490 - Teaching Practicum (12 credits) Cross Listed with EDHM 495
Prerequisite: Acceptance and good standing in the professional education program; and EDHM 335 and EDHM 336 and EDHM 401 and appropriate Strategies course for the major; and consent of the student teaching office
Prospective teacher candidates are assigned appropriate student teaching stations where they work in an approved situation under an experienced supervising teacher or as a teacher of record. This is practical experience for one semester in a public school where teacher candidates are functioning as professional teachers in order to meet Massachusetts professional standards for teachers.
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EDHM 495 - Teaching Practicum (12 credits) Cross Listed with EDHM 490
Prerequisite: Acceptance and good standing in the professional education program; and EDHM 335 and EDHM 336 and EDHM 401 and appropriate Strategies course for the major; and consent of the student teaching office
Prospective teacher candidates are assigned appropriate student teaching stations where they work in an approved situation under an experienced supervising teacher or as a teacher of record. This is practical experience for one semester in a public school where teacher candidates are functioning as professional teachers in order to meet Massachusetts professional standards for teachers.
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EDHM 499 - Directed Study in Secondary Education (1-3 credits)
Prerequisite: Consent of department; formal application required
Directed study is open to juniors, seniors and postbaccalaureate students who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits. The advisor’s permission is required.
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EDHM 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
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. This course may be repeated for a maximum of six credits.
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EDHM 554 - Student Teaching Practicum (6 credits)
Prerequisite: EDHM 550; and EDHM 552 or EDHM 553
Graduate students are assigned appropriate student teaching stations where they work in approved situation under an experienced supervising teacher. This is a practical experience for one semester in a public school where student teachers are functioning professional teachers. A university supervisor visits to assist the student teacher. Seminars may be held to exchange experiences. Students are expected to carry a minimum responsible teaching load equal to 50% of the regular teacher’s assignment. Full-time for one semester. Offered either semester.
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EDHM 556 - Employment-Based Practicum (6 credits)
Prerequisite: EDHM 571 and EDHM 572 and EDHM 573 and formal application required
A minimum of 300 clock hours will be required in a 5-8 or 9-12 grade setting as a teacher of record. The experience must be in the content area and at the grade level at which licensure will be sought. Request for this course must be made to the department and the student teaching office in the College of Education and Allied Studies.
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EDHM 560 - Special Topics (variable credit)
Prerequisite: Course prerequisites may be specified depending on the nature of the topic
Special topics of current relevance in education will be offered from time to time. The topic to be addressed will be announced prior to registration. The course may be taken more than once.
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EDHM 571 - Teaching and Learning in Middle and High Schools (3 credits)
Prerequisite: Acceptance into the APB program
This course focuses on differentiated instruction, learning styles, management of a classroom, and the use of technology. Other topics will include special education, English language learners and adolescent psychology. Mock lessons will be performed and 20 observation hours are required.
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EDHM 572 - Planning and Assessment in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on lesson and unit planning connected to frameworks and standards, varied types of assessment including standardized assessment, performance assessment, formal and informal assessment, and formative and summative assessment.
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EDHM 573 - Issues and Foundations in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on current issues, and policies in education and their origins. Particular attention will be paid to public policy and the impact on today’s classroom. Communication with parents, administrators and colleagues will also be a focus of this course.
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Education ‐ Master’s Core |
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EDMC 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
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. This course may be repeated for a maximum of six credits.
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EDMC 504 - Teaching and Learning in Urban Contexts (3 credits)
Teachers have great influence on their students’ success in school. This course will explore systemic and local factors influencing urban schools and identify pedagogical approaches to provide excellent education to students in urban contexts. Participants will discuss the achievement gap and inequities in educational opportunities. The knowledge and skills practiced in this course will benefit all teachers working in today’s diverse schools.
Understanding the life of, and in schools in, the urban environments is critical to approaching how to work constructively and collaboratively within and outside the respective school. A critical pedagogy appreciates that every aspect of schooling and every form of educational practice are politically contested spaces. Educational practice is a fuzzy concept as it takes place in numerous settings, is shaped by a plethora of often invisible forces, and can operate even in the name of democracy and justice to be totalitarian and oppressive. The recognition of these political complications of schooling is a first step for critical pedagogy-influenced educators and advocates of a metropedagogy in developing an intellectual, social-activist teacher persona. The origins of social-reconstructionism from the post WWII era will underscore the importance of how and why this has become the most pressing issue in the urban public school. Offered annually.
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EDMC 505 - Culturally Responsive Teaching (3 credits)
This course describes the principles, features and outcomes of culturally responsive teaching in urban education. It explores how a framework of culturally responsive teaching can be applied to content, pedagogy and climate to promote academic achievement among students in urban schools, who are likely to differ from their teachers in race, ethnicity and/or class. Participants will reflect critically on their own cultural backgrounds and beliefs, learn methods of using students’ cultural backgrounds and experiences to teach, and methods for teaching all students above diverse groups’ cultures and accomplishments. Offered annually.
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EDMC 507 - The Sociology of Urban Education (3 credits)
This course explores the dynamics of inequality in the urban environments and how politics, economy and culture shape students’ experience of education. Focusing on the intersection of home, school and community is fundamental to understanding the overall experience of education in urban settings. Students will learn the fundamentals of a sociological approach to urban education while also gaining an exciting look at current work in the field. Offered annually.
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EDMC 530 - The Teacher as Researcher (3 credits)
This course is designed to provide graduate students in education with an introduction to the research design and its processes. An overview of research design methodologies will result in the creation of a research proposal. Emphasis will be placed upon acquiring pragmatic skills that can be used throughout one’s career. Students will be expected to read and interpret statistical parts of published research but not to be expected to run statistical programs. The course will stress the development of skills required for the critical evaluation of current research studies, with discussions taking place in both the classroom as well as in online forums. Students are expected to become informed and critical consumers of research literature and become familiar with the methods and technology surrounding scientific inquiry.
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EDMC 531 - The Standards-Based Classroom: Curriculum (3 credits)
This course focuses on constructivism and other key theories, educational foundations and concepts of curriculum design, development, and program evaluation in relation to national standards and the Massachusetts Frameworks. Curriculum issues and classroom applications will be studied in detail as well. As a final experience, students will work independently and collaboratively to present and defend a curriculum unit that is relevant to their area of licensure.
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EDMC 532 - The Teacher as Leader: From Issues to Advocacy (3 credits)
This course addresses the critical social, economic, political and sociocultural issues challenging educators and society today. Issues are examined from a variety of vantage points, including theoretical underpinnings, research findings and the position taken by professional organizations. Students are expected to articulate a personal position on critical issues and to practice school leadership and community advocacy on issues of concern.
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EDMC 533 - The Standards-Based Classroom: Instruction and Assessment for Diverse Learners (3 credits)
This course focuses on effective, differentiated instruction as well as on the purposes of educational assessment, both formal and informal. Current trends in instructional strategies and assessment as related to diverse learners and to effective classroom management will be examined in detail.
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EDMC 538 - The Professional Teacher (3 credits)
Prerequisite: EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533; and a minimum of three content courses. It is preferred that the student will have passed all of their content courses.
This course is designed to be the capstone course taken at the end of the student’s program, delivered 100% online. It requires the students to address the changing context of teaching in view of the Bridgewater State University Conceptual Framework, and the national standards for professional teachers. Students will create or upgrade their professional eportfolio. They will produce their capstone project for the degree, and present it in an online format. The individual student’s capstone project will address an area of their professional development focused either in their education practice or in their content discipline. As a consequence of working collaboratively with all other members of the course, each student will analyze the impact of educational reform efforts aimed at improving the teaching, learning and professional development of teachers in the educational environment. A rigorous online discussion forum will require reflective practice and written communication as key components of the course. Final project and eportfolio will be submitted to Taskstream for final evaluation for the degree.
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Educational Developmental Neuroscience |
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EDNS 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
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 Graduate Academic Policies and Procedures section of this catalog. May be completed for a maximum of six credits.
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EDNS 550 - Developmental Neurobiology (3 credits)
This course is designed to provide learners with an in-depth exploration into the development of the human nervous system from conception through puberty. It will cover the development of sensory mechanisms, perception, cognition and communication. The course will also cover internal (i.e., genetic and biological influences) on development, as well as external/environmental influences.
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EDNS 555 - Neurobiology of Learning, Memory and Behavior (3 credits)
This course will cover the neuroanatomy and neurophysiology of brain systems and circuits that give rise to, and regulate, the various phases of the learning process from perceptual registering to retrieval and consolidation. It will also cover the neural processes underlying the various types of memory (working memory, declarative, episodic and procedural), the processes of remembering and forgetting, the relationship between memory and behavior, and between memory and learning. The course will also discuss the various brain systems that give rise to behavior; self-regulation/executive functioning systems that regulate behavior; and the role of motivation in learning, memory and self-regulation of behavior and emotions.
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EDNS 556 - Neurobiology of Emotions, Motivation and Self-Regulation (3 credits)
This course is designed to provide learners with an in-depth study of emotions and motivation; and their roles in learning, memory, self-regulation, decision-making, behavior and socialization. Participants will understand how emotions arise as a response to internal physiological operations and how they regulate the learning process. The neurobiology of motivation and its influence on learning memory and behavior will be covered in depth. The course will also cover self-regulation of emotions, thoughts and behavior; and the complex interactions among emotions, motivation and behavior.
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EDNS 570 - Neurodevelopmental Disabilities: Features and Interventions (3 credits)
This course is designed as an in-depth exploration of neurodevelopmental disabilities and disorders of mood and anxiety. It addresses diagnostic features of, and interventions for, intellectual disabilities, global developmental delays, specific learning disability, language and auditory processing disabilities, social communication disorder, autism spectrum disorders, attention deficit/hyperactivity disorder, tic disorders, anxiety and depression. These disabilities will be discussed within the educational and clinical contexts.
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Educational Leadership |
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EDLE 501 - Introduction to Educational Leadership and School Reform (3 credits)
This is the first course in the MEd and postbaccalaureate programs in Educational Leadership. To be admitted to the program, students must have completed this course or be concurrently enrolled during the semester of admission. As an introductory course, one of the primary goals is to introduce students to major concepts and program strands that are developed in-depth in subsequent courses. These leadership theories are applied to the educational setting, the nature of organizations, and key leadership skills such as decision-making, team building, empowering others and fostering collaboration in reforming schools. Students will also begin their study of the change process, the dynamics of effective group process and ethical issues of school leadership. Finally, students will be introduced to the MEd program itself and be encouraged to reflect on whether being an educational leader is something they really want to do. As part of the process, students will begin the development of the electronic portfolio as one of the capstone assessment requirements in the educational leadership program. A 25-hour field experience is required.
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EDLE 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department; formal application required
Original research undertaken by the graduate student in their field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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EDLE 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
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. This course may be repeated for a maximum of six credits.
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EDLE 511 - Educational Leadership and Managerial Effectiveness (3 credits)
Prerequisite: EDLE 501
This course is designed to introduce prospective school leaders to the theory and practice of systems thinking as it is applied to organizational planning and development issues. School leaders need to know how to assess needs, establish priorities, set goals, allocate resources and develop and implement strategic plans in order to facilitate effective educational programs and practices. As important, they need to develop the ability to involve others in the development, planning and implementation phases of school improvement efforts. Major topics include systems thinking (concepts and strategies) and the principles of total quality management (TQM) applied to the educational setting. The course also examines recent research on key topics.
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EDLE 513 - Special Topics in Educational Administration (1-3 credits)
Prerequisite: At least nine hours in educational administration or consent of the instructor. Additional prerequisites may be specified depending upon the nature of the topic.
Selected and timely topics in the various fields of emphasis pertaining to educational administration. The topics to be addressed will be announced prior to registration. May be taken more than once with the consent of the advisor.
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EDLE 530 - Research Applications for School Leaders (3 credits)
Prerequisite: EDLE 501
Future school leaders need to develop a solid foundation of understanding of the role of research in guiding and informing administrative practice and the habits of mind that foster inquiry and the active pursuit of school improvement. In this course students will study the major concepts and strands of research methodology and their applications in the school setting. They will also learn to become skilled consumers of educational research by reviewing and critiquing current research reports involving school organizational and leadership issues. Finally, each student will develop a research proposal in a formal paper.
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EDLE 541 - Managing Human and Financial Resources (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership Program
This course deals with all aspects of the financing and staffing of public schools in Massachusetts. Major financial topics include the impact of Proposition 2 1/2, the Educational Reform Act of 1993, the evolving No Child Left Behind federal legislation, and budgeting at the building level. Major human resource topics include theories and techniques of supervision; staff selection and development, including evaluative procedures to assess the effectiveness of programs and personnel; collective bargaining; and in-service education. A 25-hour field experience is required.
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EDLE 547 - Designing the School/District Professional Learning Community (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership program
This course prepares aspiring leaders to create school learning communities capable of providing ongoing support for adult and student learning. It explores how professional learning communities create a culture of success by promoting student achievement, evaluating data to establish goals, cultivating collaboration among educators, responding to challenges and encouraging positive school reform. A 25-hour field experience is required.
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EDLE 561 - Elementary School Administration (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of the elementary school. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25 hour field experience is required.
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EDLE 562 - High School Administration (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of the high school. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25 hour field experience is required.
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EDLE 563 - Middle School Administration (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of the middle school. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25 hour field experience is required.
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EDLE 564 - Selection and Development of Educational Personnel (3 credits)
Prerequisite: EDLE 510
Staff selection and development will be studied including theories and techniques of supervision, evaluative procedures to assess the effectiveness of programs and personnel, organizational characteristics of schools and strategies for institutional change, in-service education and personnel and program planning.
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EDLE 565 - School Finance and Business Administration (3 credits)
Prerequisite: EDLE 510
A study of the financial support for public schools from local, state and federal governments. Fiscal planning, budgeting, plant management, state and municipal financing, accounting and purchasing procedures, distribution of supplies and services, transportation and food service will receive attention.
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EDLE 566 - School Plant Planning and Administration (3 credits)
Prerequisite: EDLE 501 or EDLE 601
This course is focused on the study of the issues facing the school administrator in determining school facility needs, planning future facilities, determining the responsibilities of architects and contractors, and exploring building construction, rehabilitation and maintenance. The role of the school business administrator in budgeting, accounting, purchasing, facilities, transportation, food services, collective bargaining, financing, insurance, and computer services are some of the features of this course. Topics include mission analysis, input-output specification and documentation, project budgeting, PERT diagramming, and decision and information flow diagramming. A 25 hour field experience is required.
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EDLE 569 - Legal Aspects of School Administration (3 credits)
Legal rights, duties and liabilities of school personnel in general relationship to the school committee in Massachusetts will be studied. Intended for administrators, prospective administrators and classroom teachers interested in the legal aspects of school committees, school property, teaching contracts, labor relations and collective bargaining, tenure, prevention of injury and accidents to students, relationships with parents and a general survey of educational law cases at the local, state and national levels. A 25 hour field experience is required.
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EDLE 572 - Technology for School Administrators (3 credits)
Prerequisite: EDLE 501
New administrative software will be reviewed as each student becomes proficient in the use of a microcomputer. Students will also become familiar with educational uses of interactive television, videodisk and hypercard. Distance learning and cooperative projects will also be addressed.
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EDLE 578 - Curriculum Improvement (3 credits)
Prerequisite: EDLE 501
Contemporary theories of curriculum design and evaluation are explored. Students are expected to develop an eclectic approach to curriculum improvement based upon those theories and upon contemporary organizational factors, including leadership and management. Material is presented relating to developing community education programs and to personnel and program planning.
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EDLE 579 - Education of Diverse Populations - Sheltered English Immersion (SEI) (3 credits)
This course will focus on the responsibility of educators to create and facilitate school environments, culture and climate that promotes the success of diverse learners including English Language Learners (ELLs). It will enhance educators’ abilities in analyzing various situations through multiple lenses as well as foster educational opportunities for all students including those from linguistically and culturally diverse populations. It will also provide initial licensure candidates with the subject knowledge, skills and behaviors necessary to promote instructional programs that meet the needs of all ELLs through Sheltered English Immersion strategies (SEI). The collaborative nature of this course will provide opportunities for students to work with other educators in diverse school settings, learn about issues and programs, and develop plans of action to address issues identified as roadblocks to success of ELLs. Throughout this course, students will be encouraged to recognize, examine and challenge assumptions about the diverse groups in their own community. A 25-hour field experience is required.
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EDLE 582 - Practicum in School Business Administration (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. This course may be repeated once for a maximum of six credits.
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EDLE 583 - Practicum in Supervisorship/Directorship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. This course may be repeated once for a maximum of six credits.
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EDLE 584 - Practicum in Elementary School Principalship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. This course may be repeated once for a maximum of six credits.
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EDLE 585 - Practicum in Middle School Principalship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. This course may be repeated once for a maximum of six credits.
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EDLE 586 - Practicum in High School Principalship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. This course may be repeated once for a maximum of six credits.
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EDLE 591 - Seminar in School Administration: The Superintendency (3 credits)
Examination of major issues and problems confronting school superintendents. Students will be expected to study the relevant literature pertaining to school administration and prepare scholarly papers for class presentation.
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EDLE 601 - Educational Leadership and School Reform (3 credits)
As a gateway course in the CAGS and PM-LEAD programs for current and future school leaders, this course provides content knowledge and skills required for the development, promotion and commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision-making. A major objective of this course is to engage students to examine their core values and align their vision of education for the future reformers of schools/districts. The detailed review of major concepts of leadership theories is a second major objective. Students study the changing nature of modern organizations and critical leadership skills, including decision-making, team building and the fostering of collaboration in schools. As part of the process, students will begin the development of the electronic portfolio that will be used to showcase required program performance assessments. A 25-hour field experience is required. A 25 hour field experience is required.
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EDLE 603 - Directed Study in School Administration (3 credits)
Prerequisite: EDLE 670 and consent of the department; formal application required
Designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph entitled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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EDLE 612 - Effective Supervision and Administration of Special Education Programs (3 credits)
Prerequisite: EDLE 601 and must be enrolled in Educational Leadership program
This course provides an overview of the functions, responsibilities, and issues in the design, administration and supervision of special education programs at the federal, state and local levels. The administrator, supervisor or special education coordinator also designs, implements and supervises the interactions between regular education and special education and the processes for identifying and serving students with disabilities. Topics explored include special education law, IEP (development, implementation and evaluation), eligibility of students with disabilities, inclusion, co-teaching and program development as well as the fiscal aspects of special education. These topics will be explored through discussion, research, readings, class presentations and face-to-face or online discussion forums. A 25-hour field experience is required.
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EDLE 661 - Effective School Leadership for Elementary Schools (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course addresses principles of effective leadership and management for elementary schools. Emphasis is on the role of the principal as an instructional leader and manager of change. Specific topics include goal setting, site-based management and team leadership as well as operational issues involving plant management, scheduling and fiscal administration. A 25 hour field experience is required.
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