| |
Special Education |
| |
-
SPED 582 - Technology for Special Populations (3 credits)
This course will develop technology skills for teachers to include students with and without disabilities in general and special education program environments. It will focus on the use of low-tech and high-tech methodologies, basic assistive technology assessment skills and augmentative communication. The handicaps. Emphasis will be placed on selecting the appropriate tool to match an identified need. Special education legal requirements for technology will be included.
|
| |
-
SPED 583 - Introduction to Applied Behavior Analysis (3 credits)
This course will introduce students to basic concepts and principles of behavior analysis as they relate to children and adolescents, with an emphasis on students with Autism Spectrum Disorders and related developmental disabilities. Students will become knowledgeable about evidence-based interventions, based on basic principles of behavior, for intervening on behalf of children and adolescents in educational settings. Topics will include ethics, how to conduct Functional Behavior Assessment (FBA), reinforcement procedures to increase behavior, punishment and non-punishment procedures to decrease behavior, data collection systems, generalization, self-management techniques, and discrete trial teaching. Students will also develop their own behavior management program in a culminating project. Offered spring semester.
|
| |
-
SPED 584 - Practicum: Transition Planning (3-6 credits)
Prerequisite: SPED 532 and SPED 533; and SPED 534, which may be taken concurrently with consent of advisor, graduate program coordinator, and coordinator of field placement; formal application required
The focus of this practicum is to develop the skills to be competent in facilitating successful transition for young adults with disabilities from school to employment ages 14-22 in accordance with the guidelines established by the Massachusetts Department of Elementary and Secondary Education. This experience includes completion of a 150 hour field-based experience that includes providing transition services for transition-aged students with disabilities with IEPs, in collaboration with their families, community members, and other relevant professionals. 603 CMR 7.14(4)(c)
|
| |
-
SPED 585 - Practicum: Autism Endorsement (3 credits)
Prerequisite: SPED 551; and SPED 583; and SPED 585, which may be taken concurrently with consent of advisor, DGCE chairperson and Coordinator of Field Placement; formal application required
A 150 hour practicum is required for the autism endorsement. This is divided into two 75 hour experiences. Candidates will need to demonstrate skills of serving students with autism in both inclusive and substantially separate settings. It is strongly encouraged that community based experiences for students with autism be included during the practicum. Note regarding Massachusetts regulations for the practicum experience: contact the Special Education Practicum Coordinator if you believe that you may meet the alternative field-based experience requirements of 75 hours. Offered fall, spring, summer.
|
| |
-
SPED 593 - Practicum: Severe Disabilities (3 or 6 credits)
Prerequisite: Satisfactory completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Allied Studies
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, PreK-8) under the direction of a qualified practitioner and college supervisor. Repeatable: may earn a maximum of six credits. Fall and spring semesters.
|
| |
-
SPED 594 - Practicum: Moderate Disabilities (PreK-8) (3 or 6 credits)
Prerequisite: completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Health Sciences
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, PreK-8) under the direction of a qualified practitioner and college supervisor Repeatable: may earn a maximum of six credits.
|
| |
-
SPED 595 - Practicum: Moderate Disabilities (5-12) (3 or 6 credits)
Prerequisite: Satisfactory completion of all licensure program requirements, all MTEL® requirements, and consent of the field experience office in the College of Education and Health Sciences
This practicum involves a minimum of 150 hours to earn three credits or a minimum of 300 hours to earn six credits. Candidates will teach in the role at at the level of the licensure sought (Moderate, 5-12) under the direction of a qualified practitioner and college supervisor. Repeatable: may earn a maximum of six credits.
|
Sustainability |
| |
-
SUST 101 - Sustainability Innovation and Leadership (3 credits)
This course introduces students to foundational theory, history, ethics and policy making tied to social, environmental and economic sustainability. The interdisciplinary course provides insight into the work of key leaders, scholars and organizations guiding sustainable change. Additionally, the course offers students the opportunity to develop their own leadership through the creation of a sustainability-focused service project plan. Offered annually.
|
| |
-
SUST 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
|
| |
-
SUST 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit
Second Year Seminars are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
SUST 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: : _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
SUST 400 - Capstone in Sustainability (1 credit)
Prerequisite: SUST 101 and junior or senior standing with at least nine elective credits completed in the minor; must be taken concurrently with SUST 495
This is the concluding course for the Sustainable Innovation and Outreach minor. The course focuses on developing action leaders in sustainability through improving their management, outreach and educational skills. This course introduces students to sustainable development, planning, decision-making tools and assessment tools tied to sustainability. Offered annually.
|
| |
-
SUST 495 - Project Study in Sustainability (2 credits)
Prerequisite: SUST 100 and junior or senior standing with at least nine elective credits completed in the minor; must be taken concurrently with SUST 400
Students will work with a mentor in sustainability to create and complete a project that demonstrates their skills and knowledge in sustainability. The project is designed, with the help of the faculty mentor, to provide service, outreach and education to the community, while developing career skills tied to the student’s minor and major areas. Students will present their final projects to the college community and share outcomes with team members. Offered annually.
|
Teaching English to Speakers of Other Languages |
| |
-
TESL 120 - Sheltered English Immersion Endorsement Course (3 credits)
This course will provide students with techniques and strategies of curriculum design to meet the needs of culturally and linguistically diverse students at different levels of English proficiency. It will focus on sheltered English immersion (SEI) for a variety of English proficiency levels and content areas. Participants will explore the role of culture in second language teaching and learning and gain knowledge of the laws and regulations that protect English learners (ELs) in Massachusetts schools. Course participants will use the current curricular standards for ELs for their grade level(s) and subject area(s). This course provides endorsement for Massachusetts Elementary and Secondary Education sheltered English immersion. Field experience is required. Offered annually.
|
| |
-
TESL 140 - Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Various and special topics of interest in Teaching English to Speakers of Other Languages (TESOL) will be offered from time to time; this will allow for timely and relevant information to be explored. Topics change each semester. Repeatable for different topics: may earn a maximum of nine credits. Offered annually.
|
| |
-
TESL 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS; CWRT)
|
| |
-
TESL 201 - Strategies for Multilingual Learners (3 credits)
This course will provide an introduction to the theories and methods of Teaching English to Speakers of Other Languages (TESOL). Participants will explore theories and models of second language acquisition and compare these to theories of first language acquisition. They will gain awareness in the factors, both contextual and individual, that impact language acquisition. Participants will gain understanding of the emotional, social and intellectual implications of the process of learning a second language and learn to apply culturally and linguistically responsive pedagogy. Offered annually. (Formerly TESL 101)
|
| |
-
TESL 203 - Cultural Issues in Teaching English as a Second/Foreign Language (3 credits)
This course focuses on the relationship between language learning, culture and identity. Students will analyze cross-cultural interactions and social factors of language use and will practice applying intercultural competence principles to work effectively with English language learners. Students will reflect on cultural diversity and power dynamics; and explore strategies for promoting cultural awareness in the foreign and second language classrooms. Offered fall, spring and summer. (CMCL)
|
| |
-
TESL 205 - Linguistics for Teaching English as a Second/Foreign Language (3 credits)
This course provides an introduction to the structure of human language, including the major areas of linguistics: phonetics, phonology, morphology, syntax, semantics and pragmatics. Students will analyze the linguistic complexity in second language acquisition, with special attention to the English language, and explore the application of linguistic principles to language teaching. Offered fall, spring and summer. (Formerly TESL 305)
|
| |
-
TESL 212 - Approaches and Methods in Teaching English as a Second/Foreign Language (3 credits)
This course focuses on a variety of practical methods and approaches to Teaching English to Speakers of Other Languages (TESOL) grounded in theories of second language acquisition. Students will become familiar with different English teaching and learning contexts, resources, activities and assessment practices. They will explore factors influencing curriculum development and lesson design for teaching English for formal and informal communication in diverse U.S. and international contexts, such as educational settings, workplace and community. Offered fall, spring and summer.
|
| |
-
TESL 215 - International Travel Course: TESOL and Multiculturalism (3 credits)
Prerequisite: Approved application through the Study Abroad Office
This short-term international course offers students first-hand exposure to sites of cultural importance associated with diverse traditions, educational settings and language practice. Specific topics and destinations will vary, but may include English language education in nations such as Georgia, multicultural language practices in Hawai’i, teaching English as a foreign language in Mexico, multilingualism in action in Canada, among others. Each faculty-led course includes on-campus pre-departure sessions, lectures and activities at an international destination, and post-departure sessions at BSU. Contact the Department of Special Education or the Office of Study Abroad for current study course details. Repeatable for different itineraries: may earn a maximum of six credits. Offered annually. (CGCL; CMCL; CSOC)
|
| |
-
TESL 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSPI; CSYS)
|
| |
-
TESL 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT)
|
| |
-
TESL 499 - Directed Study in Teaching English to Speakers of Other Languages (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits.
|
| |
-
TESL 501 - Second Language Teaching and Learning (3 credits)
This course will provide training to teachers who have multilingual learners in their classrooms. Participants will explore theories and models of second language acquisition (SLA) in English as a second language (ESL) and English as a foreign language (EFL) instructional contexts. They will learn about the emotional, social and intellectual implications of the process of learning a second language while maintaining the first. Participants will analyze foundations for language pedagogy, contexts of second language teaching and learning and strategies for teaching ESL/EFL skills. Fieldwork may be required.
|
| |
-
TESL 503 - Directed Study (1-3 credits)
Prerequisite: Permission of advisor and graduate coordinator
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the College of Graduate Studies section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
TESL 504 - Sheltered Content Instruction: Principles and Practices (3 credits)
This course is designed to equip teachers with the knowledge and skills to effectively organize, implement and differentiate content area instruction for English learners (ELs) at different levels of English proficiency. It will focus on evidenced-based practices for providing standards-based sheltered content instruction that includes teaching strategies for developing and integrating language skills. Participants will learn ways to address students’ backgrounds and cultures in instruction, integrate practice in speaking, listening, reading and writing, and adapt materials for subpopulations of ELs, such as students with limited or interrupted formal education (SLIFE), long-term ELs, gifted ELs, and ELs with exceptionalities. Course participants will discuss ways EL teachers can collaborate with content-area teachers to engage ELs in higher-order thinking and to provide ELs with access to grade-level curriculum. Participants will use the current curricular and language development standards for their grade level(s) and subject area(s).
|
| |
-
TESL 505 - Literacy Development in Multilingual Contexts (3 credits)
This course will provide an introduction to multilingual literacy development as well as reading and writing instruction in multilingual settings. Participants will analyze pedagogical approaches for multilingual students at different language proficiency levels, gain experience assessing literacy skills, and discuss the role of oral and native language proficiency in literacy learning. Fieldwork may be required. Offered fall, spring, summer.
|
| |
-
TESL 506 - Assessment of Multilingual Learners (3 credits)
This course is designed to develop the knowledge and skills necessary for selecting, adapting, designing and interpreting assessments for bilingual/multilingual learners in PreK-12. The course will include discussion of appropriate assessment procedures for assessing bilingual/multilingual, culturally diverse students, including formal, informal, alternative and self-assessments, as well as practice interpreting assessment results and planning future instruction and/or program placement based on those results. Participants will learn to effectively distinguish between and assess bilingual/multilingual learners’ language proficiencies, and mastery of content matter in one or more languages. Participants will also consider ways in which linguistic and cultural differences affect assessment outcomes, how to evaluate assessment results’ validity and reliability for bilingual/multilingual learners, and best practices for assessing bilingual/multilingual learners with exceptionalities.
|
| |
-
TESL 507 - Research for Teaching English to Speakers of Other Languages (TESOL) (3 credits)
Prerequisite: Matriculation in the TESOL, MAT; and consent of graduate program coordinator after completion of three or more courses in either the MAT in TESOL licensure or non-licensure program
This course describes fundamental concepts and practices for educational research and specifically for Teaching English to Speakers of Other Languages (TESOL) by covering specific applications of research methods to problems in TESOL education. Emphasis is placed on review and critique of TESOL research, including methods for the study of linguistics and second language acquisition, (e.g., corpus analysis, discourse analysis, contrastive analysis, elicitation procedure); applications for working with sheltered English immersion teachers, administrators, and content leaders; and methods for the assessment and instruction of English learners.
|
| |
-
TESL 508 - Differentiating Second Language Learning from Exceptionalities (3 credits)
This course is designed to provide an understanding of the instructional needs and challenges of English learners (ELs) who struggle with learning English. It will provide the information needed to differentiate second language learning from exceptionalities, discuss some potential difficulties related to second language learning or to special education needs, explore how families should be involved, and how schools can establish structure to facilitate the process of distinguishing between language acquisition and exceptionalities. It will also incorporate strategies and adaptations to the instruction and assessment processes for addressing the needs of ELs with exceptionalities. Offered annually.
|
| |
-
TESL 509 - Supporting English Language Learners in Urban Schools (3 credits)
This course addresses the unique challenges and opportunities in educating English learners (ELs) in urban contexts. Participants will discuss characteristics of urban contexts and consider the diverse needs of different EL subgroups as they acquire English and content knowledge in urban learning contexts. With social justice in mind, participants will plan instruction using current curricular and language development standards. Offered annually.
|
| |
-
TESL 510 - Principles and Practices of Bilingual Education (3 credits)
Prerequisite: LASP 281 and LASP 300; or equivalent courses in another non-English partner language; or consent of program chairperson
In this course, students will acquire knowledge about and analyze principles and practices of bilingual education. In particular, they will explore multidisciplinary perspectives on bilingualism and biculturalism, analyzing the implications for PreK-12 teachers in bilingual settings. Students will also learn about the implementation of strategies for coordinating non-English partner language instruction and English language development instruction for English learners. Relevant TESOL/bilingual research on best practices in PreK-12 bilingual education will be integrated into course content. Students will apply their knowledge in a fieldwork experience in a bilingual education setting. Offered annually.
|
| |
-
TESL 511 - Innovative Approaches to Bilingual Teaching (3 credits) Cross Listed with LANG 511
Prerequisite: LASP 281 and LASP 300; or equivalent courses in another non-English partner language; or consent of program chairperson
Through this course, students explore content-area reading and writing in English and a non-English partner language. They conduct a contrastive analysis of the two languages and then apply that knowledge to practices and approaches for teaching reading and writing to speakers of English and speakers of other languages. This course provides students with insight into culturally relevant strategies for integrating reading and writing across content areas using the two languages. Students will also have the opportunity to undertake a student teaching engagement, practice bilingual teaching strategies and make modifications for different contexts. Repeatable: may earn a maximum of six credits. Offered annually.
|
| |
-
TESL 512 - Sheltered English Immersion Endorsement for Licensed Teachers (3 credits)
This course will provide teachers with the knowledge and skills to effectively shelter content instruction and provide teachers with methods and strategies to integrate language and literacy development into content-area instruction when teaching English learners (ELs) in kindergarten through Grade 12. Teachers will develop a better understanding of social and cultural factors influencing EL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary comprehension, reading and writing practices, and content-area reading-writing technology connections. Offered fall, spring and summer.
|
| |
-
TESL 514 - Study of Language: Projects in Linguistics (3 credits)
The course introduces students to linguistics, including phonetics, phonology, morphology, syntax, semantics, pragmatics and language variation. Special attention is paid to areas and tools of linguistics applicable to Teaching English to Speakers of Other Languages (TESOL). Offered fall semester.
|
| |
-
TESL 516 - Understanding Second Language Learning (3 credits)
The course introduces major theories in the field of Second Language Acquisition (SLA) that investigate human capacity to acquire additional language after the first language has been developed. Attention is paid to the role of universal, social and individual factors. Students examine the effects of bi- and multilingualism in childhood and in adulthood and explore classroom applications of current SLA research findings. Offered fall semester.
|
| |
-
TESL 517 - Strategies and Principles in Language Teaching (3 credits)
Students critically examine major pedagogical approaches, methods and strategies in Teaching English to Speakers of Other Languages (TESOL) with a goal to see patterns that connect language, culture, identities, learning and teaching methods. Students develop a statement of teaching philosophy and experiment with creating teaching activities geared toward the needs of specific learners. Offered spring semester.
|
| |
-
TESL 518 - Multilingualism: Learners’ Perspectives (3 credits)
This course explores multilingualism by examining writing produced by translingual authors, including memoirs, fiction, poems and interviews. Learners’ accounts are situated within contemporary research on second language acquisition and bilingualism. Special attention is given to identity in second language learner (L2) writing, first language learner (L1) as a resource for L2 learning, language learning strategies, educational contexts, and other factors that impact language acquisition. Offered spring semester.
|
| |
-
TESL 519 - Sociolinguistics and TESOL (3 credits)
Students will investigate the role of language in society focusing on topics relevant to Teaching English to Speakers of Other Languages (TESOL), including language variation and change, language contact, language ownership and rights, linguistic ecology, world Englishes and societal and individual bi- and multilingualism. Offered annually.
|
| |
-
TESL 520 - TESOL Professional Portfolio (3 credits)
Prerequisite: 21 credits of graduate-level TESL courses
Students will review and revise selected papers from Teaching English to Speakers of Other Languages (TESOL) graduate courses to create a professional electronic portfolio. The portfolio will include, at least, three papers with substantive revisions and a narrative describing the student’s preferred pedagogical approaches and explicating how the papers selected for the portfolio represent the student as a scholar, writer and an educator. Offered fall semester.
|
| |
-
TESL 521 - Graduate Thesis in TESOL (3 or 6 credits)
Prerequisite: Formal application required
The course provides students with a platform to conduce an original research project in TESOL under the supervision of a thesis advisor. A thesis proposal must be submitted to and approved by the College of Graduate Studies in order to register for the course. Repeatable: may earn a maximum of six credits. The course includes an oral defense for the TESOL (Non-Licensure) MAT program.
|
| |
-
TESL 560 - Special Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Special topics of current relevance in Teaching English to Speakers of Other Languages (TESOL) will be offered from time to time. The topics addressed will be announced prior to registration. May be taken more than once with consent of the advisor, or as a professional development course. Repeatable: may earn a maximum of 12 credits.
|
| |
-
TESL 595 - Practicum: Teacher of English to Speakers of Other Languages (3-6 credits)
Prerequisite: Acceptance and retention in the professional education program, satisfactory completion of program requirements, consent of the Field Experience Office in the College of Education and Health Sciences, and passing scores on the MTEL® English as a Second Language
This practicum is a supervised, full-time clinical experience which spans one semester. Candidates are assigned by the College of Education and Health Studies to an appropriate classroom that serves English learners (ELs) where they will work to develop and refine their teaching skills. Candidates will have opportunities to observe EL students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site cooperating practitioner and a faculty member from the Teaching English to Speakers of Other Languages (TESOL) program. Candidates must demonstrate the competencies required for initial teaching licensure via the Candidate Assessment of Performance (CAP) and completion of all program requirements.
|
Theatre Arts |
| |
-
THEA 110 - Theatre Appreciation (3 credits)
This course introduces the student to the roles of theatre artists, the special nature of live theatrical performances, the art of theatre as an expression of human experience and to the richness and variety of the heritage of the theatre. Theatre attendance is required. This course is suitable for students from a variety of majors other than theatre seeking a basic knowledge of theatre. Offered fall and spring semesters. (CFPA)
|
| |
-
THEA 120 - Introduction to Acting (3 credits)
This course is an introduction to and provides practice in the various components of stage acting through an exploration of self-awareness, vocal and physical concerns of the actor, basic acting theory, characterization, script analysis, as well as scene and monologue performances. Theatre attendance is required. (Not open to students with a concentration in Theatre Arts.) Offered fall and spring semesters. (CFPA)
|
| |
-
THEA 140 - Theatre Performance Practicum (1 credit)
Prerequisite: Audition required
Credit is given for 60 or more hours per semester of rehearsal and performance time in a major production. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered fall and spring semesters.
|
| |
-
THEA 157 - Voice and Movement for the Actor (3 credits)
Professional actors engage in rigorous voice and movement training throughout their careers. This course will provide students with theory and practical training to free and develop their natural voices for the stage. They will also explore physical activity acting through improvisation and a series of exercises that will expand their ability to respond reflexively and organically to their instincts. Wear comfortable clothing. Offered fall semester.
|
| |
-
THEA 160 - Stage Makeup (3 credits)
Students will learn the principles and techniques of applying stage makeup, including realistic and non-realistic, and two-dimensional and three-dimensional makeups. In addition, students will study facial anatomy, the aging process, and the principles of light and shadow as they apply to stage makeup. Offered alternate spring semesters.
|
| |
-
THEA 162 - Costume Technology (3 credits)
This course covers the principles and techniques of costume technology, including hand and machine sewing, and textile basics. Students will be introduced to pattern draping and drafting flat patterns for theatrical costumes. Offered alternate spring semesters.
|
| |
-
THEA 170 - Technical Theatre Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of technical work on a major production. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of 12 credits. Graded on a (P) Pass/(N) No Pass basis. Offered fall and spring semesters.
|
| |
-
THEA 172 - Theatre Costume Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in costume production for theatre and dance. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered fall and spring semesters.
|
| |
-
THEA 185 - Theatre Management Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in audience development, publicity, box office and house management activity in connection with departmental productions. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. Repeatable: may earn a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered fall and spring semesters.
|
| |
-
THEA 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. Offered fall and spring semesters. (CFYS)
|
| |
-
THEA 201 - Elements of Theatrical Design (3 credits)
This course introduces students to the fundamental elements and principles of design and how they apply to scenic, costume, lighting, sound and projection design for the theatre. Students will create a vocabulary for the discussion, appreciation and evaluation of theatrical design, and develop an understanding and respect for the work and contributions of theatre designers. Students will develop skills in script analysis, graphic techniques, and historical and visual research. Students will learn to communicate ideas and themes visually through assigned reading and plays, research projects, drawing assignments, in-class projects and class presentations. Offered fall semester.
|
| |
-
THEA 210 - Oral Interpretation (3 credits)
Analysis and oral reading of prose, poetry and drama; individual and group forms, theory and practice. Offered fall and spring semesters. (CSPK)
|
| |
-
THEA 220 - Play Analysis for Production (3 credits)
The objective of the course is to train theatre artists in methods of play analysis for production, which can be applied to diverse periods and styles. The works explored range through early Greek, Elizabethan, Neoclassicism, Realism, and Post-Realism. Theatre attendance is required. Offered fall semester.
|
| |
-
THEA 222 - Asian Theatre (3 credits)
This course introduces the student to the theatre of several Asian cultures and their aesthetic foundations in myth and ritual. Included are Sanskrit, Chinese, Japanese and other Asiatic traditions. Offered fall and spring semesters. (CFPA; CGCL; CMCL)
|
| |
-
THEA 226 - Children’s Theatre (3 credits)
Theatre for the child audience: the study of styles and structures for children’s theatre and analysis of representative theatre pieces for children. Opportunity for performing selected pieces. Offered fall and spring semesters. (CFPA)
|
| |
-
THEA 230 - Creative Dramatics (3 credits)
This course develops creative faculties through the use of dramatic play in laboratory sessions as well as classroom activity. Offered fall and spring semesters. (CFPA)
|
| |
-
THEA 236 - The American Musical Theatre (3 credits)
Major trends in the evolution of the American Musical Theatre from its origin to the contemporary Broadway musical. Examination of major works of leading composers, librettists, performers, producers and choreographers. Offered fall and spring semesters. (CFPA; CWRT)
|
| |
-
THEA 242 - Acting I (3 credits)
Development of appreciation and basic skills in the fundamentals of acting. Introduction to established systems of acting and to character and script analysis. Theatre attendance is required. Offered spring semester.
|
| |
-
THEA 247 - Performing the Musical (3 credits)
The course is a laboratory experience in the performance of musical theatre. The student studies the aspects of movement, singing and acting as they are unique to musical theatre performance. Songs, dances and scenes will be staged, directed and critiqued. Offered alternate fall semesters.
|
| |
-
THEA 252 - Dance for Musical Theatre (3 credits)
This course is a practical survey of several of the major choreographic influences in the American Musical Theatre as a means towards studying the major approaches to dance within the genre. Students will study and practice choreography of key figures such as Helen Tamiris, Jack Cole, Jerome Robbins, Bob Fosse and Twyla Tharp. Combinations of original choreography will be taught, and students will present choreographic projects based on the work of these and other choreographers in the genre. Previous dance experience is strongly advised. Offered alternate fall semesters.
|
| |
-
THEA 261 - Theatre History I (3 credits)
Trends in dramatic and theatrical developments throughout the western world from ancient Greece to the 17th century. Offered fall semester. (Formerly THEA 421)
|
| |
-
THEA 262 - Theatre History II (3 credits)
Prerequisite: THEA 261
This course examines trends in dramatic and theatrical developments throughout the western world from the 17th century to the present. Offered spring semester. (Formerly THEA 422)
|
| |
-
THEA 272 - Stagecraft (3 credits)
This course examines the techniques and practices of theatrical production including: tools of the trade, theatrical spaces, stage rigging, scenic construction and painting, and theatrical safety. Students will participate in classroom lectures as well as practical projects. Additionally, students will be required to participate in scenery related duties in support of theatre and dance productions throughout the semester. Meets five hours weekly. Offered fall semester.
|
| |
-
THEA 280 - Theatre Management (3 credits)
This course covers the business aspects of theatrical production: publicity, programs, financing, ticket sales and house management. Offered spring semester.
|
| |
-
THEA 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. Offered annually. (CSYS)
|
| |
-
THEA 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. Offered annually. (CSYS)
|
| |
-
THEA 301 - Costume Design (3 credits)
This course introduces students to the process of costume design with emphasis on historical research, character analysis, and drawing and painting costume renderings. Offered fall semester. (Formerly THEA 265)
|
| |
-
THEA 319 - Latin American and Latino Theatre (3 credits)
Prerequisite: ENGL 102; and THEA 110 or THEA 115
Theatre created by Latino/a playwrights and performers has served as a vehicle for both artistic expression and social and political change. Organized geographically, this course begins with work representative of the Southern Cone and then considers the Chicano, Puerto Rican and Cuban American experiences in light of issues such as hybridized identities, language, immigration and generational conflict. Representative works by contemporary Latino/a and Latin American playwrights will be examined and will be supplemented by critical texts, film and recordings of live performance. Through analysis of these texts and their productions, students will gain an understanding of common themes and distinct styles of Latino/a performance. Offered annually. (CFPA; CGCL; CMCL; CWRT)
|
| |
-
THEA 326 - Children’s Theatre Tour (3 credits)
Prerequisite: THEA 226
This course offers students the opportunity to create original theatre pieces geared to young audiences. The class will tour schools in Southeastern Massachusetts throughout the semester as part of Bridgewater State University outreach programs. Bridgewater students will have a performing and production experience similar to many professional touring children’s theatre companies. Offered alternate spring semesters.
|
| |
-
THEA 340 - Laboratory Theatre Production Lab (1 credit)
Students registering for this course must participate in rehearsals to be arranged over the course of the semester outside of class time. Repeatable: may earn a maximum of two credits. Offered fall semester.
|
| |
-
THEA 345 - Acting II (3 credits)
Prerequisite: THEA 242 or consent of instructor
Advanced problems and projects, with intensive scene analysis and character analysis. Theatre attendance is required. Offered alternate spring semesters. (Formerly THEA 243)
|
| |
-
THEA 347 - Laboratory Theatre Production (3 credits)
Prerequisite: Junior or senior standing
Corequisite: THEA 340
Analysis and practice in selection of play scripts, acting and directing techniques in rehearsal, culminating in the performance of a production. Entrance to the course is by audition or interview. Students registering for this course must also register for the corequisite course, THEA 340. Repeatable: may earn a maximum of six credits. Offered fall semester.
|
| |
-
THEA 376 - Lighting Design (3 credits)
This course discusses the essential principles and functions of theatrical lighting. Students will gain hands-on experience with modern lighting equipment, and will learn the fundamentals of lighting composition (color, angle, intensity) and design for theatre, dance and architecture. Students will be required to participate in lighting related duties in support of theatre and dance productions throughout the semester. Offered alternate spring semesters.
|
| |
-
THEA 378 - Scenic Design (3 credits)
Prerequisite: THEA 272
This course discusses the essential principles and aesthetics of theatrical scenic design. Students will learn historical design approaches and compositional concepts. These concepts will be applied in projects that include scenic drawings, model building, and full non-realized scenic designs. Students will be required to participate in scenery related duties in support of theatre and dance productions through the semester. Offered alternate spring semesters. (Formerly THEA 278)
|
| |
-
THEA 399 - Topical Studies (3 credits)
Variable contemporary topics in theatre. Repeatable for different topics. Offered annually.
|
| |
-
THEA 430 - Playwriting (3 credits)
Appreciation of the nature of the play as an art form. Analysis of plays of various types. Practice in writing. Offered alternate fall semesters. May be taken for graduate-level credit.
|
| |
-
THEA 431 - Directing I (3 credits)
Prerequisite: THEA 220 and THEA 242; or consent of instructor
Basic knowledge and techniques for the beginning director. Play analysis, composition, movement, characterization and rehearsal. Offered fall semester. May be taken for graduate-level credit.
|
| |
-
THEA 441 - Directing II (3 credits)
Prerequisite: THEA 431
This course focuses on the techniques and art of play direction, with an emphasis on methods of actor coaching and rehearsal procedures. Directors will build upon techniques of play analysis, blocking and stage picture learned in Directing I, while collaborating with actors to discover their own best practices. Offered alternate spring semesters.
|
| |
-
THEA 485 - Honors Thesis in Theatre Arts (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 upon the scope of the project. Whether the final version of the thesis qualifies the student to graduate with honors will be determined by the Departmental Honors Committee. Repeatable: may earn a maximum of six credits. Offered annually.
|
| |
-
THEA 493 - Teaching Strategies for Theatre, K-12 (3 credits)
Prerequisite: Restricted to juniors and seniors
This course offers a wide variety of engaged learning strategies that serve to nurture the self-esteem, motivation and creativity of the child. Students are introduced, through theory, practical applications and a variety of drama based projects, to the use of implementation of creative drama strategies in the elementary or secondary school classroom. A multitude of theatre games, exercises and drama strategies that enliven teaching and spark the creativity of both the student and teacher are offered. Connections to the Massachusetts Curriculum Framework are made to further bolster the rationale for drama infusion in the classroom. Offered spring semester.
|
| |
-
THEA 495 - Seminar in Contemporary Theatre (3 credits)
Prerequisite: Junior or senior standing; and THEA 220
This is a required capstone course for students graduating with a major in theatre. The course deals with issues in contemporary theatre and practical matters surrounding careers in theatre. Recital, portfolio or thesis is required. Theatre attendance is required. Offered spring semester. May be taken for graduate-level credit. (CWRM)
|
| |
-
THEA 497 - Advanced Individual Projects (1-3 credits)
Prerequisite: Junior standing; consent of faculty supervisor; additional course prerequisites depend on project
The student contracts with faculty to explore learning activities of a creative nature beyond the scope of regular course offerings. Repeatable: may earn a maximum of six credits. Offered annually. May be taken for graduate-level credit.
|
| |
-
THEA 498 - Internship in Theatre (3-15 credits)
Prerequisite: Consent of the department; formal application required
A non-classroom experience designed for a limited number of junior and senior majors to complement their academic preparation. Repeatable: may earn a maximum of 15 credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
THEA 499 - Directed Study in Theatre (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. Offered annually.
|
Women’s and Gender Studies |
| |
-
WGSS 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. (Formerly WMST 199) (CFYS)
|
| |
-
WGSS 240 - Critical Perspectives in Women’s and Gender Studies (3 credits)
This course introduces students to the historical background and theoretical frameworks of women’s studies. Central to the course is an analysis of the range of feminist scholarship, and the intersections of gender, race, class and sexuality. Students will examine contemporary issues in women’s studies and the implications of feminist thought for society and the individual. Offered fall and spring semesters. (Formerly INTD 240, WMST 240) (CHUM; CMCL; CWRT)
|
| |
-
WGSS 265 - Introduction to GLBT Studies (3 credits)
This course will acquaint students with the great range of the interdisciplinary field called GLBT Studies, showing how non-normative sexualities shape our notions of kinship, personal identity, politics, law and cultural production. Major topics will include the history of sexuality, sexual psychology, cultural constructions of sexual identity, homophobia and heterosexism, gender crossings, the closet, Stonewall, the gay liberation movement, AIDS and same-sex marriage. (Formerly INTD 265) (CMCL)
|
| |
-
WGSS 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 (Formerly WMST 298) (CSYS)
|
| |
-
WGSS 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. (Formerly WMST 299) (CSYS )
|
| |
-
WGSS 442 - Gender and Community Activism (3 credits)
Prerequisite: WGSS 240 (formerly INTD 240) or consent of instructor
This course combines community service with classroom instruction, focusing on critical, reflective thinking as well as personal and civic responsibility around salient gender issues. The course will involve activities that address local needs while developing academic skills and commitment to the community. As such, it turns knowledge into action by completing service-learning projects with community partners. In the classroom, students learn theories and methods of analyzing gender roles historically and in contemporary society, examining the importance of activism on behalf of women, men and GLBTQ persons. (Formerly INTD 442)
|
| |
-
WGSS 499 - Directed Study in Women’s and Gender Studies (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently.
|
Virtual Online Education |
| |
-
VRED 200 - Introduction to Teaching in a Virtual/Online Environment (3 credits)
This course is designed to introduce students to the theories, standards and tools used to teach in a virtual/online environment. Students will learn how to navigate a variety of technological tools to create lessons and to analyze the data from those lessons. Course activities will also introduce students to educational technology standards. Offered annually.
|
| |
-
VRED 210 - The Learner in a Virtual/Online Environment (3 credits)
This course will support the knowledge and skills necessary in preparing participants to select, adapt and design course work for understanding the online student learner in the K-12 classroom. It is designed to teach the instructor to understand the motivations and learning needs of a student who pursues virtual/online learning. The course will teach instructors to evaluate and/or assess learner issues as they affect virtual environment and online learners, including: locus of control (internal/external), the effect of synchronous and asynchronous learning formats on pupil learning, etiological implications of giftedness, processing disorders, chronic conditions and emotional disorders. Offered annually.
|
| |
-
VRED 220 - Consultation and Collaboration in Virtual/Online School Settings (3 credits)
This course provides current teachers in virtual settings with an understanding of key stakeholders in the virtual/online school community, the theory and practice of consultation and collaboration specific to K-12 school settings, and best practices for how to conduct such consultation and collaboration in a virtual environment. This course will provide students with a framework for implementing consultation and collaboration models, as well as understanding the facilitation factors necessary in any type of school consultation. Students will learn how to use consultation and collaboration models to assist with individual, group and programmatic assessment of growth, and develop intervention strategies as part of the delivery systems in the schools. Offered annually.
|
| |
-
VRED 230 - Leadership in the Virtual/Online Education Environment (3 credits)
This course examines public education as it applies within the virtual educational content. This course offers students a broad overview of virtual education as it relates to the purpose, organization and administration of virtual schools. This course examines public education as a paradigm, the virtual school within legislation and education policy standards, virtual school accountability, leadership within a virtual school environment, and the role and responsibilities of the virtual teacher. Offered annually.
|
| |
-
VRED 500 - Methods and Digital Tools for Virtual/Online Teaching (3 credits)
This course introduces students to a variety of online tools and methods to engage students in their online courses. The course will cover digital tools for influencing how students interact in the virtual classroom by creating engaging and interesting lessons. Students will learn how to create assessments using a plethora of online tools and to analyze the data from these assessments. Course activities will introduce students to educational technology standards. Offered annually.
|
| |
Page: 1 <- Back 10 … 18
| 19
| 20
| 21
| 22
| 23
| 24
| 25
| 26
| 27
| 28
|
Print this Page