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Early Childhood Education |
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ECPK 301 - Early Childhood Language Development, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the first module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. In this one-credit course, students compare typical and atypical language development. The factors that influence that development will be emphasized as well as the genetic and physiological components of optimal language and literacy development. Planning and implementing developmentally appropriate activities and instructional materials is included.
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ECPK 302 - Language, Culture and Cognition, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the second module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. In this one-credit course, students learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning. Additionally, students will examine early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties and effective techniques to involve the family and community.
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ECPK 303 - Facilitating Early Literacy, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the third module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. This one-credit course explores an integrated model of literacy and the early childhood educator’s role in facilitating beginning reading and writing. Students will learn how to involve the family and community in order to promote the academic success of all learners, use appropriate assessment measures and techniques to analyze children’s current levels of language and literacy development, establish learning goals that match the individual child, and design developmentally appropriate literacy activities.
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ECPK 304 - Project-Based Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the first module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This one-credit course focuses on the dynamics of implementing emergent, integrated curriculum in birth-kindergarten settings that is inclusive, interactive and child-centered, incorporating all the domains of development. Students will explore the premise that young children are thinkers, problem solvers and explorers, deserving environments rich in learning opportunities.
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ECPK 305 - Math-Rich Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the second module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This one-credit course focuses on implementing standards-based infant-kindergarten math curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a math-rich environment.
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ECPK 306 - Science-Rich Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the third module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This course focuses on implementing standards-based infant-kindergarten science curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a science-rich environment.
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ECPK 307 - Observational Assessment to Inform Individualized Instructional Goals, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the first module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to record observations that are full of useful detail and free of bias and conjecture. They will explore issues of ethical assessment practices and decision-making, including children with special needs or nontraditional cultural or language backgrounds, and how to judge the reliability and validity of assessment results and observational evidence. They will also learn how to use assessment evidence to design curriculum and activities tailored to the known characteristics of the children served and their needs, and how to capture the outcomes of such instruction in authentic ways.
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ECPK 308 - Standards-Based Documentation and Analysis of Children’s Progress, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the second module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to use a wide variety of techniques to gather evidence that captures the full range of children’s development; how to organize, consolidate and interpret that evidence within portfolios; how to map that evidence to the developmental checklists most commonly used in the field and compare the child’s current development to prior levels; and how to effectively present that evidence to various stakeholders.
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ECPK 309 - Standards-Based Assessment of Classrooms and Programs, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the third module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to assess classroom practices and program effectiveness using the standardized tools the Massachusetts Department of Early Education and Care uses in its QRIS assessments, including the CLASS and the ECERS. They will explore how to use the results of such programmatic assessments to guide changes in their own teaching practices and classrooms and to advocate for systemic change in the programs they serve.
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ECPK 310 - Programs that Promote Socio-Emotional Growth, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the first module in the three-credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will develop an understanding of the learning trajectory of young children’s socio-emotional well-being and executive functioning, learning optimal programming decisions, classroom routines, teaching strategies and management techniques. They will explore the impact of physical design decisions on positive classroom climate and learn to create child-centered routines and expectations. Based on key features of NAEYC and state policies and recommendations and the CSEFEL and CLASS models of positive socio-emotional growth, students will learn to recognize problematic practices and decisions and be able to design better practices. Offered spring semester.
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ECPK 311 - Engagement and Management Strategies that Promote Socio-Emotional Growth, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the second module in the three-credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will learn how to effectively support and maintain positive child-child interactions. They will learn to critically analyze both adult interactions with children and adult scaffolding of child-child interactions, recommend ways to improve relationships and interventions and justify their recommendations. Practicing a guidance approach to classroom management, they will learn to identify the goals for children’s problematic behaviors, draw upon a broad repertoire of intervention strategies to maintain positive classroom climate, and promote the continued socio-emotional growth of the children. Offered spring semester.
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ECPK 312 - Teaching Socio-Emotional Skills and Social Studies Concepts, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the third module in the three credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will learn a wide variety of ways to include socio-emotional skill-building activities in the curriculum. They will learn to use children’s emerging understanding of community to bring the concepts of civics/government, history/customs, geography/diversity, and economics/division of labor into the curriculum, including how to construct and interpret maps, from local to global. Offered spring semester.
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ECPK 313 - Infant and Toddler Development (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the first module in the three-credit course ECPK Infant and Toddler Education and Care. In this one-credit course, students describe and compare stages and milestones in physical, social, emotional, sensory, linguistic and cognitive development for children from birth to age three. Topics explored include relationship-based practice, early intervention and use of developmental screening. Offered fall semester.
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ECPK 314 - Influences on Infant and Toddler Development (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the second module in the three-credit course ECPK 324 Infant and Toddler Education and Care. In this one-credit course, students discover how factors of culture, nutrition, health, socio-economic status and family styles influence the growth and development of infants and toddlers. Additionally, students examine the contexts of family and community socioeconomics, values and traditions, as well as how educator’s cultural competence impact children’s development and learning. Offered fall semester.
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ECPK 315 - Creating Caring Infant and Toddler Environments (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This is the third module in the three-credit course ECPK 324 Infant and Toddler Education and Care. In this one-credit course, the impact of learning activities, schedule and physical environment on relationship-based practice is explored. Using the Massachusetts early learning guidelines for infants and toddlers to evaluate developmentally appropriate curricula, students design developmentally appropriate environments. Offered fall semester.
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ECPK 320 - Language Development and Early Literacy, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This course focuses on the emergence of both expressive and receptive language and literacy competencies in young children. Topics include optimal language and print environments; the socio-cultural, genetic and physiological components of optimal language and literacy development; early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties; and second language acquisition.
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ECPK 321 - Project-Based, STEM-Rich Learning in Early Childhood, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This course focuses on implementing a curriculum consistent with national early childhood standards for developmentally appropriate practice and with DEEC content-area Learning Guidelines and DESE Frameworks – particularly for science, technology, engineering and mathematics (STEM) – with an emphasis on play-based, integrated learning.
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ECPK 322 - Observation and Assessment in Early Childhood, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This course teaches students to make ethical, appropriate, valid and reliable assessment of both children and programs an integral part of their practice and their instructional decision-making. Students will learn to identify and use observation and assessment methods, both formal and informal, that are developmentally appropriate as well as culturally and linguistically responsive, and to make collaborative decisions that are responsive to young children’s strengths, progress and needs. In addition, students will learn how to use and interpret the tools of DEEC’s Quality Rating Improvement System (QRIS).
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ECPK 323 - Classroom Management and Emergent Social Studies Concepts, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
In this course, students will develop an understanding of the learning trajectory of young children’s socio-emotional well-being and executive functioning. Drawing upon national and state policies and recommendations and the CSEFEL and CLASS models of positive socio-emotional growth, they will learn optimal programming decisions, classroom routines, teaching strategies and management techniques to foster positive and peaceful classrooms, including the explicit teaching of socio-emotional skills. They will also learn to use children’s emerging understanding of community to bring the concepts of civics/government, history/customs, geography/diversity, and economics/division of labor into the curriculum, including how to construct and interpret maps, from local to global.
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ECPK 324 - Infant and Toddler Education and Care (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; or consent of instructor
This course is an introduction to the field of infant and toddler childcare. Students will explore research-based child learning and development; developmentally appropriate activities using a strength-based approach; quality caregiving routines; and environmental influences. Topics discussed include but are not limited to: research on brain development, children and families with special needs; social-emotional development; dual language learners; family partnerships; culturally-sensitive care, emergent aspects of the content domains and reflective practice. Relationship-based practice is emphasized. Offered fall semester.
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ECPK 355 - Study Tour: Observing and Comparing International Childrearing Practices (3 credits)
Prerequisite: ECED 230 and approved application through Study Abroad Office
This course compares the guiding principles, practices, attitudes and values of early education and care in another country with those in America. The comparison will help students refine their assumptions about children by discovering a “hidden curriculum” (behaviors, perspectives and attitudes) that molds children’s values, sense of self, gender and class stereotypes, cultural expectations and language. The hidden curriculum is conveyed by teachers, the community and society and can be recognized in the setup of space, the structuring of time, the division of roles, styles of teaching, management of behavior and ways of communicating with children. Students will examine concepts such as rituals, hero making, storytelling, symbolic display, rules and ways of knowing. While traveling, students will experience a variety of early education and care programs and cultural events. Students will assist educators and observe children in educational settings and the community while connecting the course experiences to their areas of interest. Repeatable for different itineraries: may earn a maximum of six credits. Offered spring semester. Additional fee required.
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ECPK 401 - Coaching and Mentoring in Early Childhood Programs, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the first module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. This one-credit course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 402 - Advocacy and Funding in Early Childhood, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the first module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. This one-credit course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 403 - Data-Driven Decision Making in Early Childhood Programs, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the third module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. In this one-credit course, students attain a conceptual understanding of action research methods in early childhood education and the skill to use action research methods to transform classrooms and programs through data driven decision making. Techniques and procedures concerning the design and implementation of evaluation in the total school program will be investigated.
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ECPK 420 - Mentored Program Observation, Birth-K (3 credits)
Prerequisite: ECED 230; and ECED 280; and ECPK 322; and ELED 120 or PSYC 224; and SPED 218; and acceptance into Early Education and Care professional education program; and minimum 2.5 GPA overall and in the major; formal application required
This course consists of observations in six different Birth-K settings across the mixed delivery system of early childhood education. Students compare their experiences and submit a portfolio analyzing the settings they visit using national early childhood accreditation standards. (Formerly ECPK 490) (CWRM)
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ECPK 440 - Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK (3 credits)
Prerequisite: ECPK 480 or equivalent; and 2.5 GPA both overall and in the major; and consent of instructor
This course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in early childhood settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 480 - Childcare Programming, Administration and Supervision, Birth-PreK (3 credits)
Prerequisite: ECPK 420 (formerly ECPK 490); and ECPK 481, which must be taken concurrently; and completion of at least three of the 300-level methods courses in the major; and admission to Early Education and Care professional education program; and minimum overall and major GPA of 2.5; formal application required
This course focuses on the information and skills necessary for operating, managing and supervising high quality early childhood programs. Topics include: Massachusetts Department of Early Education and Care (EEC) licensing regulations, QRIS and NAEYC standards, establishing program policies, administrative responsibilities, fiscal management, staff supervision and development, program evaluation, family involvement and rights, hiring procedures, health and safety, environments, selection of materials and community resources. Meets EEC requirements for Director I.
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ECPK 481 - Mentored Teaching Fieldwork, Birth-PreK (3 credits)
Prerequisite: Three of the five 300-level courses in the major; ECPK 420 (formerly ECPK 490); and ECPK 480, which must be taken concurrently; minimum 2.5 GPA both overall and in the major; formal application required
This course involves field experience in an approved early childhood setting, Birth-K, which may be the student’s workplace, but rarely a public-school classroom. Students also attend scheduled seminars. The practicum is at least four weeks long and requires a minimum of 100 documented hours working with children while being supervised by an assigned college supervisor and by a licensed, site-based cooperating practitioner. (Formerly ECPK 491)
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ECPK 492 - Mentored Student Teaching, Toddler-K (6 credits)
Prerequisite: Completion of all other program requirements; minimum 2.5 GPA both overall and in the major; formal application required
This experience requires a minimum of eight weeks and 200 hours working directly with children in an approved placement, toddler-K. In many cases, the placement is a student’s workplace, but rarely a public-school classroom. The student works with an assigned college supervisor and an EEC licensed, site-based cooperating practitioner, increasingly taking responsibility for managing the classroom, designing learning experiences and communicating with families and administrators. Students develop a performance portfolio documenting their competencies and attend scheduled seminars.
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ECPK 493 - Documenting Competencies and Program Quality in Early Childhood Education (1 credit)
Prerequisite: ECPK 420 (formerly ECPK 490) or ECPK 491 or ECPK 492, any of which may be taken concurrently; or consent of instructor
This course is designed to help student become reflective evidence-based practitioners by providing a forum for collaborative inquiry and documentation focused on their classroom experiences and decisions. The course offers opportunities and frameworks for thinking about, documenting, and analyzing classroom situations; the teaching learning process; classroom management; legal and ethical obligations; and professional goals and development. A significant component of this course is written reflection about teaching and program effectiveness based on the use of data gathered from classroom experiences. Repeatable: may earn a maximum of two credits.
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ECPK 499 - Directed Study in Early Education and Care (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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Economics |
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ECON 100 - Introduction to Economics (3 credits)
This course will introduce students to the foundations of economic theory and provide a general understanding of the methods for economic analysis. Following an overview of the history of economic thought, the course will review microeconomics as well as macroeconomics.
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ECON 101 - Principles of Microeconomics (3 credits)
This course focuses on the theory and application of utility and demand, production, cost and market analysis. Offered annually. (CSOC)
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ECON 102 - Principles of Macroeconomics (3 credits)
This course focuses on the theory and application of the following: national income analysis and determination, fiscal policy, monetary theory and policy and the Federal Reserve System. Offered annually. (CSOC)
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ECON 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; CSOC)
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ECON 201 - Intermediate Microeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The theory of consumer behavior and demand, production and cost, the firm and market organization are discussed in this course with emphasis placed on practical applications. Offered annually.
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ECON 205 - Intermediate Macroeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
A number of macroeconomic models are developed in this course, including the Keynesian, monetarist and rational expectations models. Economic theory is used to explore the nature and causes of business fluctuations and the desirability of various government policies. Offered annually.
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ECON 210 - Statistics for Economics and Business (3 credits)
This course will provide students with an understanding of descriptive and inferential statistics. Students will develop the ability to analyze data and draw conclusions about large populations based on measures from sample data. The course will include hypothesis testing, ANOVA, simple linear regression, and the application of statistical methods to business and economic issues. (CQUR)
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ECON 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CSPI; CSOC)
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ECON 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT; CSOC)
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ECON 301 - Industrial Organization (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides an analysis of the structure, conduct and performance of industries. Topics discussed include causes and measurement of market concentration, strategic behavior of firms and the development of public policies, such as antitrust and regulation, that affect business.
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ECON 315 - Money and Banking (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The roles and functions of money and the banking system are discussed in this course. Various monetary theories and the influence of monetary policy on the state of the economy are examined. Offered fall and spring semesters.
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ECON 320 - Comparative Economics (3 credits)
Prerequisite: ECON 101 and ECON 102
This course compares different economic systems that have arisen as the world economy has evolved and alliances have been formed over time. There is a strong emphasis on exploring the current and historical implications of different economic philosophies, particularly with reference to NAFTA economies: Canada, U.S.A. and Mexico. Topics include globalization, international economic organizations, economic integration, economic policy making, health care, labor migration, resource use and environmental issues.
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ECON 321 - International Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
Pure trade theory and its application to solving policy problems are covered in this course. Topics studied include balance of trade, balance of payments and monetary systems.
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ECON 325 - The Economy of Crime (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The topics covered by this course include the theoretical and empirical analysis of the economic causes of criminal behavior, the social costs of crime and its prevention and the design of law enforcement policies.
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ECON 331 - Public Economics (3 credits)
Prerequisite: ECON 101 or ECON 102
Government intervention changes opportunities and incentives for individuals, families, businesses, and state and local governments. This course will provide students with an understanding of the reasons for and consequences of government intervention and policies. It combines public finance, which is how the government allocates resources, and public choice, which reflects the political decisions of voters and their elected representatives. We will apply economic tools to analyze public policy issues such as government intervention in combating environmental pollution, the introduction of education vouchers, the contours of health care and social security reforms, among others.
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ECON 340 - Law and Economics (3 credits)
Prerequisite: ECON 101
This course examines the economic basis for legal decisions. Microeconomic theory is combined with an analysis of the law, with particular emphasis on case studies. Topics covered include the problems of defining property rights and the economics of tort, contract and criminal law.
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ECON 350 - Urban Economic Problems and Policies (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
The economic aspects of selected urban problems such as housing, poverty, transportation, crime and the urban environment are analyzed in this course. Public policies relating to these problems are discussed.
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ECON 360 - Environmental Economics (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
This course analyzes the economics of environmental issues and natural resource use. Topics include allocation of renewable, non-renewable and common property resources, external cost/benefit analysis and public goods. Also included is the “ecological economics” approach, which incorporates an analysis of the physical requirements for ecological sustainability.
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ECON 370 - Programming for Economic Analysis (3 credits)
Prerequisite: ECON 210
This course will provide students with a basic understanding of the language and logic of computer programs. Students will become familiar with R (like STATA), HTML, Javascript, ColdFusion, web servers, the concepts of basic structured programming and more. These tools will be used to organize economic data and perform statistical operations including multiple linear regressions. Offered alternate years.
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ECON 375 - Labor Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course analyzes the determination of wages and employment in the labor market. Applications of the theory include unemployment, discrimination, safety in the workplace and unions. Effects of government policies, such as comparable worth, affirmative action and health and safety regulations, are examined.
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ECON 376 - Health Care Economics (3 credits)
Prerequisite: ECON 101
This course is designed to provide a basic understanding of the application of economic theories in the health care sector. Information will be provided on how the health care system can be analyzed, developed and improved by using different economic theories and techniques. Topics include the definition and scope of health care economics; importance of studying health care economics; health care trends in the USA; factors responsible for increases in health care costs; supply of and demand for physicians, nurses, pharmacists and other allied health personnel; the quality of medical care and economics of health care plans; and consumer demand for health care and medical facilities. Offered annually. (Formerly ECON 337)
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ECON 377 - Sports Economics (3 credits)
Prerequisite: ECON 101
This course explores a variety of economic issues relating to professional team sports, collegiate and amateur sports such as football, baseball, hockey, tennis, skiing and golf. Students will examine ticket prices, player salaries and the profitability of team franchises. They will also study facility design and game-day transportation issues, and why the economic impact of sports facilities is often used to justify government subsidies.
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ECON 400 - History of Economic Thought (3 credits)
Prerequisite: ECON 101 and ECON 102
This course is an overview of the development of economic theory, which is presented in a historical context. The ideas of many important contributors to economic thought will be studied including those of Adam Smith, Karl Marx and John Maynard Keynes. May be taken for graduate-level credit.
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ECON 410 - Mathematical Economics I (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides training in the use of calculus and other mathematical tools in comparative static analysis and the solving of optimization problems in economics. Offered spring semester. May be taken for graduate-level credit.
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ECON 420 - Econometrics I (3 credits)
Prerequisite: ECON 101 or ECON 102; and ECON 210; or consent of instructor
This course is an introduction to the methods of econometrics, including the two variable linear models, the generalized least squares estimator and auto-correlation.
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ECON 427 - Economics of Race (3 credits)
Prerequisite: ECON 101 and ECON 102 and ECON 201
This course will explore the causal relationship between economic disparity, regulatory actions and variation in ethnic integration within the U.S. through the evaluation of differences in mode of immigration, initial and longitudinal human capital endowment, discriminatory victimization and home country-based cultural resilience. These components will rely on published research; the use of anecdotal information will be addressed only in relation to observable and credible data sources. The course will require significant reading alongside lectures from the instructor and guest lecturers from other disciplines (sociology, history, psychology and political science). Students enrolled in the course will become familiar with data sets such as the Census and the Current Population Survey. Weekly summaries of the course material will be required and will constitute a portion of the overall grade for the course. The primary source of evaluation will be four “reaction” papers. Offered alternate years. (CSOC)
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ECON 430 - Managerial Economics (3 credits)
Prerequisite: ECON 205 and ECON 210; or consent of instructor
This course emphasizes the practical applications of micro- and macroeconomic skills to real-life problems. Quantitative tools and case studies will be used to understand topics including demand, cost and output, and pricing decisions in various market structures. May be taken for graduate-level credit.
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ECON 460 - Experimental Economics (3 credits)
Prerequisite: ECON 101
This course is an introduction to the use of economic experiments to study individual behavior. Topics in the course will include a history of economic experiments, examples of useful experiments, and the design and implementation of experiments to obtain data suitable for statistical analysis. Offered annually.
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ECON 498 - Internship in Economics (3-15 credits)
Prerequisite: Consent of department chairperson; formal application required
This course is a non-classroom experience designed for a limited number of junior and senior majors to complement their academic preparation. Repeatable: may earn a maximum of 15 credits. Offered annually.
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ECON 499 - Directed Study in Economics (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies may pursue an independent project under a faculty member’s supervision. Repeatable: may earn a maximum of six credits. Offered annually.
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ECON 500 - Foundations of Economics (3 credits)
This course presents a study of basic economic principles, participants’ behavior and structure of the macro economy. Basic principles covered include opportunity cost and market mechanism. The microeconomic segment focuses on consumer and firm behavior, resource markets and market failures. Macroeconomics aggregate topics contain economic models, and discretionary policy and its implications. This course will help enhance understanding and awareness of household, business, national and international economic affairs.
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ECON 501 - Foundations of Business Statistics (3 credits)
This course is an introduction to the concepts of statistics, with applications in business and economic analysis. Specific techniques covered include descriptive statistics, probability, statistical inference, hypothesis testing, correlation and regression.
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ECON 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department chairperson; formal application required
This course consists of original research undertaken by graduate students in their field of interest under the sponsorship of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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ECON 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field of interest under the direction of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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ECON 550 - Managerial Economics (1.5 credits)
Prerequisite: ECON 500 and ECON 501
This course studies the application of the analytical constructs of economic theory to practical problems faced by a firm and its representatives. Topics include demand analysis, production and cost analysis, market and pricing analysis, capital budgeting and government policy.
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ECON 560 - Special Topics in Economics (1-3 credits)
In this course, special topics of current relevance in economics will be offered from time to time. The topic to be addressed will be announced prior to registration. Repeatable with the consent of advisor.
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Education (High School, Middle School, PreK-12) |
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EDHM 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS; CWRT)
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EDHM 210 - Introduction to Teaching in the Secondary Schools (3 credits)
Prospective candidates for teaching careers explore the teaching learning process in schools by examining the College of Education and Health Sciences Conceptual Framework Model and by reading, writing and analyzing research materials, by using technology, observing in the field, and by planning learning experiences. The history and philosophies of education (educational foundations) will be emphasized. Candidates gain knowledge and experience concerning diversity, differentiated learning, special education, the Massachusetts Curriculum Frameworks, and the organizational structure of schools. Professional responsibilities, ethics, and legal aspects concerning education are also identified. Candidates will begin to develop their first portfolios as a professional in education. This course requires a minimum of 10 hours of field experience in appropriate settings.
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EDHM 235 - Learning, Motivation and Teaching (3 credits)
Prerequisite: EDHM 210, which may be taken concurrently, but may not be taken before EDHM 210
Candidates for teaching careers will investigate key aspects of learning theories and classroom management as they relate to instructional strategies and the exigencies of public school teaching. Emphasis will be placed on the practical application of research-supported constructivist principles of learning, motivation and teaching underscored by a rigorous treatment of class management. The underlying emphasis for the course will be to promote authentic learning of the increasingly diverse students of the 21st century. Candidates will continue to develop their professional portfolios. This course requires a minimum of 10 hours of field experience in appropriate settings.
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EDHM 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CSPI)
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EDHM 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT)
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EDHM 335 - Assessment and Planning (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 335 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
This course is designed to enable candidates for teaching careers to understand and practice curriculum design, plan for instruction at a deeper level (than the introductory course), and build on assessment to include standardized testing, portfolios and authentic assessment. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy. Candidates will continue to develop their professional portfolios and include their philosophy of assessment. This course requires 20 hours of field experience in appropriate settings.
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EDHM 336 - Foundations in Sheltered English Immersion: The Education and Assessment of Diverse Populations (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 336 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
This course addresses current educational and legal requirements for serving English Language Learners (ELLs) and other diverse learners in P-12 school settings. Topics include research-based protocols, methods and strategies to integrate subject area content for teaching children and adolescents in the process of acquiring proficiency in a second language. Focus is on Sheltered English Instruction (SEI); however, comparison and evaluation of various types of language education models, such as English as a Second Language (ESL) and bilingual instruction, are included. The data and policies relevant to diverse linguistically and culturally diverse populations will be examined. Candidates will continue to develop their professional portfolios. This course meets a Massachusetts Department of Elementary and Secondary Education requirement that leads to SEI endorsement for initial teaching license and/or administrative licensure. This course requires 20 hours of field experience in appropriate settings.
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EDHM 355 - International Study Tour in Secondary Education (3 credits)
Prerequisite: Approved application through Study Abroad Office
This course is designed for students interested in developing an awareness of effective communication for working with children and adults who are culturally different from them in a context that is culturally different. Preference is given to students who are studying counselor education, social work, teacher education, childhood studies or psychology. This course will examine child emotional health and pedagogy from a developmental, multicultural and constructivist perspective. From this model various approaches to working with children will be examined and evaluated. No preferred modality will be espoused; rather, students will be exposed to a variety of experiences. Repeatable for different itineraries: may earn a maximum of six credits. (CGCL)
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EDHM 401 - Teaching Literacy in the Content Areas (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program. EDHM 401 may be taken with one other secondary education course in the program. To emphasize, no more than two secondary education courses may be taken in any one semester. Any override must be signed by the chairperson of Secondary Education.
Teaching literacy is a project-based course required for individuals planning to teach at the secondary level. Candidates for teaching careers will continue to develop their professional portfolio by investigating content-specific strategies that help promote student literacy. Through the use of integrated technology, candidates will explore innovative ways to encourage students to use critical thinking and problem solving skills. This course requires a minimum of 10 hours of field experience in appropriate settings. Offered fall, spring, and summer I. (Formerly EDHM 445)
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EDHM 412 - Strategies for Teaching Middle/High School – History/Social Studies (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching history/social studies in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to history and social studies. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semesters. (Formerly HSED 412)
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EDHM 414 - Strategies for Teaching Middle/High School – English (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to teaching English. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semesters. (Formerly HSED 414)
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EDHM 419 - Strategies for Teaching Middle/High School – Integrated Science (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to the sciences. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semesters. (Formerly HSED 465)
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EDHM 422 - Strategies for Teaching Middle/High School – Mathematics (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials, media and the integration of technology for teaching English in the middle and high school are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. The students will work collaboratively and individually to create and deepen their professional knowledge of teaching pedagogy specific to mathematics. Candidates will continue to develop their professional portfolios. This course requires 20 hours of field experience in appropriate settings. Offered fall and spring semesters. (Formerly HSED 422)
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EDHM 424 - Strategies for Teaching – Foreign Language (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 336 and LASP 324 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Also see HSED and MSED
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EDHM 425 - Strategies for Teaching – Visual Art (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Offered spring semester.
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EDHM 459 - Strategies for Teaching – Visual Art, Middle School (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 336 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Also see HSED and MSED
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EDHM 485 - Honors Thesis in Secondary Education (3 credits)
Prerequisite: Open to all Commonwealth and Departmental Honors students and to others at the discretion of the instructor; 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 determine by the Departmental Honors Committee. Repeatable: may earn a maximum of six credits. Offered fall and spring semesters.
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EDHM 490 - Teaching Practicum (6 or 12 credits)
Prerequisite: Acceptance and good standing in the professional education program; and EDHM 335 and EDHM 336 and EDHM 401 and appropriate Strategies course for the major; and consent of the student teaching office
Prospective teacher candidates are assigned appropriate student teaching stations where they work in an approved situation under an experienced supervising teacher or as a teacher of record. This is practical experience for one semester in a public school where teacher candidates are functioning as professional teachers in order to meet Massachusetts professional standards for teachers.
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EDHM 499 - Directed Study in Secondary Education (1-3 credits)
Prerequisite: Consent of department; formal application required
Directed study is open to juniors, seniors and postbaccalaureate students who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable with permission of advisor: may earn a maximum of six credits.
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EDHM 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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EDHM 535 - Mentoring Beginning Teachers (3 credits) Cross Listed with ELED 565
Prerequisite: Consent of department chairperson
This course provides preparation and support for teachers who are currently mentoring beginning teachers in their school or district. It is also for teachers who host student teachers. Teachers will learn strategies for observing teachers and conducting pre- and post-observation conferences. Teachers will learn models for mentor and induction programs for beginning teachers. Teachers will also study problems and issues facing beginning teachers in Massachusetts schools. The Guidelines for Professional Standards for Teachers will be used as a guide to mentoring and program development. Note: This course will be allowed to count toward a BSU degree program ONLY if specifically approved by the appropriate academic department.
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EDHM 554 - Student Teaching Practicum (6 credits)
Prerequisite: EDHM 550; and EDHM 552 or EDHM 553; formal application required.
Graduate students are assigned appropriate student teaching stations where they work in approved situation under an experienced supervising teacher. This is a practical experience for one semester in a public school where student teachers are functioning professional teachers. A university supervisor visits to assist the student teacher. Seminars may be held to exchange experiences. Students are expected to carry a minimum responsible teaching load equal to 50% of the regular teacher’s assignment. Full-time for one semester. Offered either semester.
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EDHM 556 - Employment-Based Practicum (6 credits)
Prerequisite: EDHM 571 and EDHM 572 and EDHM 573 and formal application required
A minimum of 300 clock hours will be required in a 5-8 or 9-12 grade setting as a teacher of record. The experience must be in the content area and at the grade level at which licensure will be sought. Request for this course must be made to the department and the student teaching office in the College of Education and Health Sciences.
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EDHM 560 - Special Topics (variable credit)
Prerequisite: Course prerequisites may be specified depending on the nature of the topic
Special topics of current relevance in education will be offered from time to time. The topic to be addressed will be announced prior to registration. Repeatable.
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EDHM 571 - Teaching and Learning in Middle and High Schools (3 credits)
Prerequisite: Acceptance into the APB program
This course focuses on differentiated instruction, learning styles, management of a classroom, and the use of technology. Other topics will include special education, English language learners and adolescent psychology. Mock lessons will be performed and 20 observation hours are required.
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EDHM 572 - Planning and Assessment in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on lesson and unit planning connected to frameworks and standards, varied types of assessment including standardized assessment, performance assessment, formal and informal assessment, and formative and summative assessment.
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EDHM 573 - Issues and Foundations in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on current issues, and policies in education and their origins. Particular attention will be paid to public policy and the impact on today’s classroom. Communication with parents, administrators and colleagues will also be a focus of this course.
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Education ‐ Master’s Core |
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EDMC 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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EDMC 504 - Teaching and Learning in Urban Contexts (3 credits)
Teachers have great influence on their students’ success in school. This course will explore systemic and local factors influencing urban schools and identify pedagogical approaches to provide excellent education to students in urban contexts. Participants will discuss the achievement gap and inequities in educational opportunities. The knowledge and skills practiced in this course will benefit all teachers working in today’s diverse schools. Understanding the life of, and in schools in, the urban environments is critical to approaching how to work constructively and collaboratively within and outside the respective school. A critical pedagogy appreciates that every aspect of schooling and every form of educational practice are politically contested spaces. Educational practice is a fuzzy concept as it takes place in numerous settings, is shaped by a plethora of often invisible forces, and can operate even in the name of democracy and justice to be totalitarian and oppressive. The recognition of these political complications of schooling is a first step for critical pedagogy-influenced educators and advocates of a metropedagogy in developing an intellectual, social-activist teacher persona. The origins of social-reconstructionism from the post WWII era will underscore the importance of how and why this has become the most pressing issue in the urban public school. Offered annually.
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EDMC 505 - Culturally Responsive Teaching (3 credits)
This course describes the principles, features and outcomes of culturally responsive teaching in urban education. It explores how a framework of culturally responsive teaching can be applied to content, pedagogy and climate to promote academic achievement among students in urban schools, who are likely to differ from their teachers in race, ethnicity and/or class. Participants will reflect critically on their own cultural backgrounds and beliefs, learn methods of using students’ cultural backgrounds and experiences to teach, and methods for teaching all students above diverse groups’ cultures and accomplishments. Offered annually.
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EDMC 507 - The Sociology of Urban Education (3 credits)
This course explores the dynamics of inequality in the urban environments and how politics, economy and culture shape students’ experience of education. Focusing on the intersection of home, school and community is fundamental to understanding the overall experience of education in urban settings. Students will learn the fundamentals of a sociological approach to urban education while also gaining an exciting look at current work in the field. Offered annually.
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EDMC 530 - The Teacher as Researcher (3 credits)
This course is designed to provide graduate students in education with an introduction to the research design and its processes. An overview of research design methodologies will result in the creation of a research proposal. Emphasis will be placed upon acquiring pragmatic skills that can be used throughout one’s career. Students will be expected to read and interpret statistical parts of published research but not to be expected to run statistical programs. The course will stress the development of skills required for the critical evaluation of current research studies, with discussions taking place in both the classroom as well as in online forums. Students are expected to become informed and critical consumers of research literature and become familiar with the methods and technology surrounding scientific inquiry.
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EDMC 531 - The Standards-Based Classroom: Curriculum (3 credits)
This course focuses on constructivism and other key theories, educational foundations and concepts of curriculum design, development, and program evaluation in relation to national standards and the Massachusetts Frameworks. Curriculum issues and classroom applications will be studied in detail as well. As a final experience, students will work independently and collaboratively to present and defend a curriculum unit that is relevant to their area of licensure.
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