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SOCI 390 - Seminar: Research Methods in Sociology (3 credits)
Prerequisite: SOCI 300 with a minimum grade of “C-” and one additional sociology course
This course addresses the application of scientific methods to the analysis of social phenomena, methodological orientation in sociological research procedures and the nature of sociological variables. The course is designed for majors in sociology, criminal justice or behavioral sciences. Offered fall and spring semesters. (Formerly SOCI 402)
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SOCI 391 - Seminar: Social Data Analysis (3 credits)
Prerequisite: SOCI 390 with a minimum grade of “C-“
This course introduces students to quantitative data analysis. The course focuses on the major statistical techniques used in sociology and will emphasize data analysis in the context of substantive research problems. Topics covered include data analysis packages, choosing appropriate statistics, interpreting statistical results and presenting research findings. Offered fall and spring semesters. (Formerly SOCI 403) (CQUR; CSOC)
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SOCI 398 - Elective Internship in Sociology (3 credits)
Prerequisite: SOCI 390 and a cumulative GPA of 2.5 and consent of the department; formal application required
The internship provides an opportunity for sociology majors to gain practical expertise in the field by participating in an off-campus work study experience that complements their academic preparation. In addition to working in their internship setting, students will meet regularly with a faculty supervisor, keep a weekly journal, and complete a 10-15 page paper. Students may work in an appropriate local, state or federal agency or private organization. No more than six hours of any combination of SOCI 398 and SOCI 498 may be counted toward the first 30 hours of the sociology requirements for a major. Repeatable: may earn a maximum of six credits. Offered annually.
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SOCI 399 - Special Topics in Sociology (3 credits)
Prerequisite: SOCI 102 and SOCI 300; or consent of instructor
Various special topics of current interest in sociology will be offered from time to time. Topics will be announced prior to registration. Repeatable for different topics. Offered fall and spring semesters.
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SOCI 485 - Honors Thesis in Sociology (3 credits)
Prerequisite: Open to Commonwealth and Departmental Honors students and senior status; formal application required
One-hour weekly meetings with the thesis director will culminate in an honors thesis. With the consent of the Departmental Honors Committee and the thesis director, this course may be extended into a second semester for three additional credits depending on the scope of the project. The Departmental Honors Committee will determine if the final version of the thesis qualifies the student to graduate with Honors. Repeatable: may earn a maximum of six credits. Offered annually.
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SOCI 496 - Senior Seminar: Critical Issues in Sociology (3 credits)
Prerequisite: SOCI 390 with a minimum grade of “C-“
This course serves as a capstone course that explores critical issues in the discipline. The purpose of this course is to integrate sociological knowledge, theory and methods, and relate them to a concentrated study of a selected substantive area in sociology. Through the application of a sociological imagination, students are asked to evaluate the analyses of groups, institutions and social structures performed by members of the discipline. The final objectives are to provide students with a comprehensive understanding of the discipline and organize their knowledge in ways that are commensurate with professional standards. This course is designed for graduating seniors. Offered fall and spring semesters.
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SOCI 497 - Research (3 credits)
Prerequisite: SOCI 390 and consent of instructor
Under the direction of the instructor, students will conduct social research. The topic will be announced before registration. Students will write reports of findings as for publication and/or conference presentation. Offered fall and spring semesters..
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SOCI 498 - Internship in Sociology (3 credits)
Prerequisite: A cumulative GPA of 2.5; SOCI 390 with a minimum grade of “C-“; consent of the department; formal application required
The internship provides an opportunity for senior sociology majors to gain practical expertise in the field by participating in an off-campus work study experience that complements their academic preparation. In addition to working in their internship setting, students will meet regularly with a faculty supervisor. Students may work in an appropriate local, state or federal agency or private organization. No more than six hours of any combination of SOCI 498 and SOCI 499 may be counted toward the first 30 hours of the sociology requirements for a major. Offered annually.
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SOCI 499 - Directed Study in Sociology (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. No more than six hours of any combination of SOCI 498 and SOCI 499 may be counted toward the first 30 hours of the sociology requirements for a major. Repeatable: may earn a maximum of six credits. Offered annually.
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Spanish |
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LASP 101 - Elementary Spanish I (3 credits)
See the “Foreign Language Placement Policy” on the Global Languages and Literatures Department website.
An introduction to elementary syntactic, semantic, phonetic and paralinguistic structures is offered. Pertinent everyday cultural concepts are discussed. Relevant comparison and contrast with the native language is treated. Functional communication in the second language in a controlled environment is the principal objective of the course. Offered fall and spring semesters. (CGCL; CHUM)
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LASP 102 - Elementary Spanish II (3 credits)
Prerequisite: LASP 101; or see the “Foreign Language Placement Policy” on the Global Languages and Literatures Department website
The further study of elementary syntactic, semantic, phonetic and paralinguistic structures is offered. Pertinent everyday cultural concepts are discussed. Relevant comparison and contrast with the native language is treated. Functional communication in the second language in a controlled environment is the principal objective of the course. Offered fall and spring semesters. (CGCL; CHUM)
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LASP 151 - Intermediate Spanish I (3 credits)
Prerequisite: LASP 102
A review of Spanish grammar with emphasis given to reading, writing, listening and speaking; an introduction to aspects of Hispanic culture. Conducted in Spanish. Offered fall and spring semesters. (CGCL; CHUM)
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LASP 200 - Intermediate Spanish II (3 credits)
Prerequisite: LASP 151
This is a second semester intermediate Spanish course that continues to acquaint students with the complexities of the Spanish language and culture. Communication in the classroom is purposeful and goes beyond just “practicing” the language. The course is designed to improve both oral and written expression in Spanish. This course is conducted in Spanish. Offered fall and spring semesters. (CGCL; CHUM)
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LASP 252 - Introduction to Hispanic Literature (3 credits)
Prerequisite: LASP 151 or consent of instructor
The student is introduced to the reading, analysis, and discussion of semi-edited modern literary and cultural texts from Spain, Latin America and the Caribbean. The emphasis is on the development of reading comprehension skills and vocabulary. Conducted in Spanish. Offered fall semester.
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LASP 253 - Introduction to Hispanic Linguistics (3 credits)
Prerequisite: LASP 200 or consent of instructor
This course serves as an introduction to Hispanic linguistics. Various topics, covering both the fundamental areas of linguistics, as well as more specialized ones, will be covered. These entail syntax (the study of the structure of sentences), morphology (the study of the formation of words), phonetics (the study of the making of sounds from a physiological perspective), phonology (the study of the relationship between sounds in a language), historical linguistics (the study of the evolution of the language through time), language acquisition (the study of the processes through which languages are acquired), sociolinguistics (the study of the use of language within a social context) and dialectology (the study of linguistic variation). No previous knowledge of linguistics is assumed. This course is conducted entirely in Spanish. Offered summer session.
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LASP 271 - Advanced Spanish Grammar (3 credits)
Prerequisite: LASP 200 or consent of instructor
This course provides an in-depth overview of Spanish grammar, including advanced syntax, morphology and lexicon. This course is conducted in Spanish, and it is a requirement for Spanish majors planning on studying abroad. Offered fall and spring semesters. (Formerly LASP 370)
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LASP 281 - Spanish Conversation (3 credits)
Prerequisite: LASP 200 or consent of instructor
Fluent expression in formal and informal speech is stressed in this course. Oral proficiency is improved by the systematic study of the lexicon and speaking styles. Students must complete work in analyzing various media in Spanish. This course is conducted in Spanish. Offered fall semester.
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LASP 300 - Spanish Composition (3 credits)
Prerequisite: LASP 271 or consent of instructor
This course is designed to acquaint students with methodology/techniques and strategies of good writing practices. Students develop writing skills utilizing sources from the Spanish-speaking world. Different writing skills and styles are introduced and practiced. Use of a bilingual dictionary is practiced. This course is conducted in Spanish. Offered spring semester. (Formerly LASP 272) (CWRM)
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LASP 310 - Contemporary Latin American Short Story (3 credits)
This course focuses primarily on stories written during the 20th century. The class will study representative texts and analyze their ideological concerns and innovative literary strategies. The class is conducted in Spanish and combines the use of lecture and discussion groups.
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LASP 320 - Latin American Poetry (3 credits)
Prerequisite: LASP 392 or consent of instructor
This course focuses on the development of Latin American poetry in the 20th century. It is designed as a general overview, covering major movements and the most significant poets, such as Vallejo, Neruda, Borges and Paz.
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LASP 324 - Spanish Applied Linguistics (3 credits)
Prerequisite: LASP 271 or consent of instructor
This is a survey course that will cover theories and topics in first, second and foreign language learning in formal and informal settings. Emphasis will be on second language acquisition (SLA), psycholinguistics and language processing, pedagogy and research methods. No previous knowledge of linguistics is assumed. This course is conducted entirely in Spanish. Offered annually.
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LASP 333 - Peer Tutoring in Spanish (3 credits)
Prerequisite: Consent of instructor and approved application
In this course students will complete the Peer Tutoring program offered through the Academic Achievement Center. They will be assigned to attend a designated class in the Department of Global Languages and Literatures throughout the semester. Working under faculty supervision, students will schedule, prepare and conduct study sessions for students outside of class, consistent with recognized practices, and may assume other responsibilities. Offered fall and spring semesters.
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LASP 350 - Gender, Sexuality and Politics in Hispanic Cinema (3 credits)
Prerequisite: LASP 200 or consent of instructor
This course will explore Hispanic cinema from such directors as the surrealists Luis Buñuel and Salvador Dali to the contemporary work of Pedro Almodóvar, Fina Torres and Tomás Gutiérrez Alea. The study of cinematic techniques will be contextualized with reference to Hollywood, independent and European cinema. Close analysis will shed light on such issues as 1) links between the sexual body and the body politic; 2) constructions of “woman” as monster; 3) post-Francoist countercultural critiques of family and society; 4) cinematic violence as riposte to fascist ideologies; 5) cultural spectacles such as the bullfight, religious procession, and saintly relic; 6) surrealism, magical realism, and gender. Spanish majors and minors will read supplementary material in Spanish; final essays may be written in either language. This course fulfills credit toward the Spanish major and minor and the Women’s and Gender Studies minor. Offered alternate years.
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LASP 351 - Cervantes (3 credits)
Prerequisite: LASP 401
A study of the man and his works, with special emphasis on Don Quixote. Conducted in Spanish.
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LASP 360 - Themes in Hispanic Literature and Culture (3 credits)
Prerequisite: LASP 252; and LASP 271 or LASP 281
In this course, literary texts are examined from the perspective of a common theme, which can vary each semester. Students will have the opportunity to explore how Spanish-speaking authors have approached a specific literary or cultural theme across historical periods, literary genres or regions of the Spanish-speaking world. Conducted in Spanish. Offered alternate years.
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LASP 390 - Spanish Phonetics and Phonology (3 credits)
Prerequisite: LASP 271
This course provides a comprehensive description of the sound system of Spanish. Special attention is given to the identification of pronunciation problems of non-native speakers, with an emphasis on English pronunciation patterns. Students will be required to study the phonetics terminology and to relate the readings to sample recordings of native speakers. This course is conducted in Spanish. Offered spring semester. (Formerly LASP 290)
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LASP 391 - Spanish Civilization (3 credits)
Prerequisite: LASP 271 or consent of instructor
Readings and discussion of topics related to Spanish civilization through the centuries are treated. Conducted in Spanish. Offered fall semester.
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LASP 392 - Spanish-American Civilization (3 credits)
Prerequisite: LASP 271 or consent of instructor
Readings and discussions of topics related to South American and Caribbean civilizations from pre-Columbian to modern times are treated. Conducted in Spanish. Offered spring semester.
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LASP 400 - Survey of Spanish Literature (3 credits)
Prerequisite: LASP 391 or consent of instructor
The course introduces the student to the principal literary movements from the Middle Ages to the present. Representative authors such as Ruiz, Cervantes, Lope de Vega, Moratin, Espronceda, Perez Galdos, Unamuno, Baroja, Garcia Lorca and Cela are treated. Conducted in Spanish. Offered annually.
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LASP 401 - Topics in Spanish Literature (3 credits)
Prerequisite: LASP 400 or LASP 402 or consent of instructor
Topics will focus on a particular genre, such as the short story or the theater, with intensive study of selected works from modern writers. Conducted in Spanish. Repeatable for different topics. Offered annually.
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LASP 402 - Survey of Spanish-American Literature (3 credits)
Prerequisite: LASP 392 or consent of instructor
Principal literary movements from the colonial times to the present will be introduced. Discussion will include representative works of El Inca Garcilaso de la Vega, Sor Juana Ines de la Cruz, Darío, Rulfo, Garcia Márquez and Fuentes. Conducted in Spanish. Offered annually.
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LASP 403 - Topics in Spanish-American Literature (3 credits)
Prerequisite: LASP 400 or LASP 402 or consent of instructor
Topics will focus on a particular author, theme or genre, such as the short story or the theater, with intensive study of selected works from modern writers. Conducted in Spanish. Repeatable for different topics. Offered annually.
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Special Education |
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SPED 135 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of the instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of two credits. Offered fall semester.
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SPED 136 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of the instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of two credits. Offered spring semester.
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SPED 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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SPED 202 - Introduction to Special Education (3 credits)
This introductory course focuses on various aspects of education involving all learners, including educational philosophy, foundations, effective teaching practices and instructional models and professional teaching standards. Special education terminology used in describing and relating to learners with exceptional learning needs, identification of the components of special education law, and the analysis of the characteristics of students with exceptionalities, e.g., educational, psychological, medical and social, for the major disability categories, along the continuum of adaptations and accommodations will be emphasized. A 40-hour field experience is required.
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SPED 203 - Cultural Diversity Issues in School and Society (3 credits)
This course explores the many aspects of cultural diversity such as language, race, gender, sexual orientation, religion, ability/disability, age, etc. It prepares teachers and other professionals to enter a multicultural workforce and increasingly diverse classrooms with requisite attitudes, skills, knowledge and desired internal/external outcomes (Deardorff, 2006). The course will engage students in experiential activities and intercultural dialogue that foster critical self-reflection, exploration of contact across cultures and social justice issues. It will also present students with opportunities to analyze the intersectionality of identities and integrate their increasing global awareness into pedagogical and other professional contexts. Offered annually. (CMCL)
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SPED 204 - Children with Reading Disability: Diagnosis and Teaching Strategies (3 credits)
Prerequisite: SPED 202 or SPED 211
This course examines reading disability in the context of typical reading development and reviews appropriate classroom interventions. Specifically, this course addresses the acquisition and development of literacy; cognitive, physical, cultural and environmental contributions to reading disability; various models for intervention and specific instructional strategies for building skill and fluency in reading across grades and disciplines. A field-based prepracticum experience is required. (Formerly SPED 402)
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SPED 211 - The Early Childhood Learner with Special Needs (3 credits)
This course will enable the student to develop the instructional and behavioral competencies to foster the inclusion of young children with special needs into early childhood educational settings. This course will examine the curricular adaptations and modifications as well as the preparation, implementation and evaluation of Individualized Family Service Plans and Individualized Educational Plans. A 40-hour field experience is required.
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SPED 217 - Meeting the Needs of All Learners (3 credits)
This course will enable the student to identify appropriate strategies to effectively educate all learners, including students with special needs in general education settings. It will highlight instructional activities, curriculum modifications, assessment strategies and other adaptations that are usable in standards-based classroom. A 40-hour field experience is required.
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SPED 218 - Servicing Early Childhood Learners in Inclusive Settings (3 credits)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224
This course will provide students with information and tools necessary to understand and work with very young children (Birth-K) who demonstrate a wide range of abilities and challenges. Students will study disability, the special education process, Response to Intervention and specialized instruction. Best practice accommodations in an inclusive setting will be emphasized, appropriate interventions/methods and programs that support/match children’s unique developmental trajectories and needs will be discussed, and inclusive classroom management strategies will be explored.
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SPED 229 - Field Work in Special Education (3 credits)
Prerequisite: SPED 202 or SPED 203
The practical aspects of special education will be brought into focus through the use of appropriate facilities. In cooperation with area programs, specific teaching and related activities will be undertaken for use in both special needs and mainstream programs.
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SPED 286 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of the instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of two credits. Offered fall semester.
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SPED 287 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of the instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of two credits. Offered spring semester.
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SPED 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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SPED 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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SPED 302 - Principles and Application of Behavioral Management for the Special Needs Learner (3 credits)
Prerequisite: Admission to the Professional Education Program
This course will focus on basic principles, models and techniques for effective individual and classroom management in various educational environments. A field-based prepracticum experience is required at the level of license sought: PreK-8, 5-12.
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SPED 303 - Principles and Procedures of Assessment of Special Needs Learners (3 credits)
Prerequisite: Admission to the Professional Education Program
This course will provide students with the ability to assess educational needs of special learners. Emphasis on consideration of non-discriminatory procedures appropriate to social, racial and linguistic differences. Strategies for modifying teaching based on evaluation results. A field-based, prepracticum experience is required at the level of license sought: PreK-8, 5-12.
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SPED 401 - Professional Practices for Beginning Special Educators (3 credits)
Prerequisite: SPED 202 and admission to the Professional Education Program
This course will develop the professional skills of beginning educators. It will address the areas of Individualized Education Program (IEP) development, writing 504 plans, progress monitoring, existing state and federal laws, working in inclusion settings with general educators, supervising paraprofessionals and working with parents and community agencies. This course will examine validated professional practices in special education. (CWRM)
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SPED 403 - Curriculum Development and Implementation for Special Needs Learners (3 credits)
Prerequisite: Admission to the Professional Education Program
This course enables the student to design and implement appropriate Individual Educational Programs (IEPs) under existing federal and state laws. Emphasis is placed on strategies and techniques which promote the academic, social, emotional, vocational and cultural needs of the special needs learner within a variety of instructional environments. A field-based pre-practicum experience is required at the level of license sought: PreK-8, 5-12.
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SPED 404 - Student Teaching Practicum: Inclusion Program (PreK-8) (6 credits)
Prerequisite: Admission to the Professional Education Program and student teaching experience
This practicum involves responsibility as a teacher in a general education classroom which includes specific services being provided for learners with special needs. This practicum is done at the PreK-8 level under a qualified cooperating teacher and a college supervisor.
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SPED 405 - Student Teaching Practicum: Special Education Program (PreK-8) (6 credits)
Prerequisite: Acceptance into student teaching
Program involves a minimum of 150 hours of observation, assisting and full time teaching, with a minimum of 135 hours in direct instructional responsibilities in programs for moderate special needs students. This practicum is done at the PreK-8 level under a qualified cooperating teacher and college supervisor.
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SPED 406 - Student Teaching Practicum: Mainstreamed Program (5-12) (6 credits)
Prerequisite: Acceptance into student teaching
Practicum involves a minimum of 150 hours of observation, assisting and full time teaching, with a minimum of 135 hours in direct instructional responsibilities in a regular classroom in which special needs students are integrated. This practicum is done at the 5-12 level, under a qualified cooperating teacher and college supervisor.
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SPED 407 - Student Teaching Practicum: Special Education Program (5-12) (6 credits)
Prerequisite: Acceptance into student teaching
Practicum involves a minimum of 150 hours of observation, assisting, and full time teaching, with a minimum of 135 hours in direct instructional responsibilities in a program for moderate special needs students. This practicum is done at the 5-12 level, under a qualified cooperating teacher and college supervisor.
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SPED 408 - Sheltered English Immersion (SEI) Endorsement Course (3 credits)
Prerequisite: Admission to the Professional Education Program
This course will introduce the major goals, principles and concepts of multicultural education with an emphasis on its impact on children, school and society. It will explore the cultural, linguistic and socioeconomic factors influencing instruction and personal interactions in schools. This course will offer concepts to assist participants to improve the learning environment and interactions that occur among children from a variety of cultural and linguistic backgrounds, their parents, their school and their community. It satisfies Massachusetts Department of Elementary and Secondary Education requirements for SEI endorsement.
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SPED 410 - Instructional and Curricular Strategies for Learners with Intensive Special Needs I (3 credits)
Prerequisite: SPED 202 and SPED 203; and admission to the Professional Education Program
This course is designed to provide knowledge relating to the curricula and instructional needs of learners with intensive special needs. Fundamental concepts of the IEP process, applicable technologies that facilitate communication, mobility, parental support, support systems and collaborative aspects will be addressed. Pre-practicum monitored, field-based experiences required.
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SPED 411 - Instructional and Curricular Strategies for Learners with Intensive Special Needs II (3 credits)
Prerequisite: SPED 410 and admission to the Professional Education Program
This course provides further development of issues addressed in SPED 410. Additionally, the course provides knowledge concerning advanced instructional and management strategies that can enhance the quality of life of individuals with intensive special needs. Fundamental concepts/strategies relating to social interactions, employability, constructive use of leisure time, managing behavior, communication interventions and medication management are addressed. Pre-practium monitored, field-based experiences are required. (CWRM – special education, severe disabilities (all levels) concentration only)
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SPED 412 - Student Teaching Practicum: School Setting, ISN (6 credits)
Prerequisite: Acceptance into student teaching
Practicum involves a minimum of 150 hours of observation, assisting, and full-time teaching in an educational program for individuals with intensive special needs. The practicum is done at the 3-21 level, under the supervision of a cooperating practitioner and college supervisor.
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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.
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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.
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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.
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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.
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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.
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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; formal application required
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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SPED 566 - Classroom Programming for Students with Autism Spectrum Disorder (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or SPED 202 with a minimum grade of “B” or SPED 211 with a minimum grade of “B” or consent of graduate program coordinator
Students will examine the design and implementation of effective and evidence based classroom programs and intervention techniques for students with autism spectrum disorder who differ in age and level of functioning. Major theories, teaching approaches, trends, classroom structure and environmental arrangements, research based instructional strategies, assessment, progress monitoring, collaboration, and family involvement will be discussed across all developmental domains including communication, social skills, and academic development. Offered summer session.
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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.
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