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Education (High School, Middle School, PreK-12) |
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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. Successful completion of a Gateway Assessment is required. This course requires 20 hours of pre-practicum experience in appropriate settings 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 pre-practicum 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:Acceptance and good standing in the professional education program; a minimum 2.8 GPA in the Secondary Education major; EDHM 210 and EDHM 235; and EDHM 335 with a minimum grade of “C-“
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. Successful completion of a Gateway Assessment is required. This course requires 20 hours of pre-practicum 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: Acceptance and good standing in the professional education program; a minimum 2.8 GPA in the Secondary Education major; EDHM 210 and EDHM 401; and EDHM 335 with a minimum grade of “C-“
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. Successful completion of a Gateway Assessment is required. This course requires 20 hours of pre-practicum 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: Acceptance and good standing in the professional education program; a minimum 2.8 GPA in the Secondary Education major; EDHM 210 and EDHM 235; and EDHM 335 with a minimum grade of “C-“
Strategies, including methods, materials, media and the integration of technology for teaching Science 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 Science. Candidates will continue to develop their professional portfolios. Successful completion of a Gateway Assessment is required. This course requires 20 hours of pre-practicum 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: Acceptance and good standing in the professional education program; a minimum 2.8 GPA in the Secondary Education major; EDHM 210, EDHM 235, and LASP 324; and EDHM 335 with a minimum grade of “C-“.
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Successful completion of a Gateway Assessment is required. This course requires 20 hours of pre-practicum experience in appropriate settings. Also see HSED and MSED
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EDHM 425 - Strategies for Teaching – Visual Art (3 credits)
Prerequisite: Acceptance and good standing in the professional education program; 2.8 or higher GPA in Secondary Education major; EDHM 335 with a minimum grade of “C-“; completion of EDHM 210 and EDHM 235
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. This course requires a minimum of 20 hours pre-practicum experience. Successful completion of a Gateway Assessment is required.. 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; a minimum 2.8 GPA in the Secondary Education major; EDHM 336, EDHM 401; and EDHM 335 with a minimum grade of “C-“; appropriate Strategies course for the major; completion of digital literacy competency; successful completion of gateway assessment; 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. Candidates are required to attend periodic seminars on educational topics relevant to the student teaching experience. A candidate must demonstrate their competencies for initial teaching licensure and complete all departmental requirements.
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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 571 and EDHM 572 with minimum grade of “B-“; in good graduate-level academic standing with a minimum 3.0 GPA; EDLE 579 and SPED 510; completion of any required content course as determined at application; completion of digital literacy competency; successful completion of gateway assessments; formal application required
Graduate students are assigned to an appropriate school where they work in approved classrooms 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 evaluate the student teacher. Attendance at all student teaching seminars on campus is required. Students are expected to carry a minimum responsible teaching load equal to 50% of the regular teacher’s assignment. Full-time for one semester. Full-time for one semester. Offered fall and spring semester.
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EDHM 555 - International Study Tour in Secondary Education (3 credits)
Prerequisite: Approved application through Study Abroad Office
This course will offer Bridgewater State University graduate students and area teachers seeking professional development with graduate credit a chance to examine educational structures, policies and institutions of diverse societies and the influence of education on different aspects of those societies. The study tour will begin with pre-travel planning at Bridgewater State, where students will study the destination’s education system and related issues. Course content, assignments and assessment will be consistent with graduate study at BSU and will vary depending on faculty tour leader, culture and specific focus selected. The course will use a variety of instructional strategies to provide students with a rich learning experience in the study tour cultural and educational environment. This course may be applied to graduate program requirements only with prior approval by academic advisor and DGCE graduate program chairperson. Repeatable for different itineraries: may earn a maximum of 12 credits. Offered annually. Additional fee required.
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EDHM 556 - Employment-Based Practicum (6 credits)
Prerequisite: EDHM 571 and EDHM 572 with minimum grade of “B-“; in good graduate-level academic standing with a minimum 3.0 GPA; EDLE 579 and SPED 510; completion of any required content course as determined at application; completion of digital literacy competency; successful completion of gateway assessments; formal application required
A minimum of 300 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. Attendance at one student teaching seminar on-campus is required. Request for this course must be made via application. 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
Candidates for initial licensure will explore the contexts of secondary education, including the history of U.S. public education and theories of cognitive, social, emotional, and physical development of the adolescent. Candidates will apply these contexts via strategies for effective teaching and learning, with an emphasis on discipline-specific literacy as outlined in the state’s ELA/Literacy Frameworks. Candidates will practice lesson planning and student-centered classroom management approaches. Candidates will be required to successfully complete a micro-teaching as their first gateway assessment. 10 pre-practicum hours that make use of the state’s Candidate Assessment of Performance (CAP) indicators are required.
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EDHM 572 - Planning and Assessment in Middle and High Schools (3 credits)
Prerequisite: EDHM 571 with minimum grade of “B-“
Candidates for initial licensure will backward design lessons and units beginning with their content’s MA Curriculum Frameworks. These lessons will include strategies for disciplinary and digital literacy (per the ELA/Literacy and Digital Literacy/Computer Science Frameworks). Candidates will construct various kinds of assessments, including performance assessments, formal/informal assessments and formative/summative assessments. Candidates will discuss standardized assessment and its uses in public education. Candidates will be required to teach successfully a lesson in a secondary classroom as their second gateway assessment. 10 pre-practicum hours that make use of the state’s Candidate Assessment of Performance (CAP) indicators are required.
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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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EDMC 532 - The Teacher as Leader: From Issues to Advocacy (3 credits)
This course addresses the critical social, economic, political and sociocultural issues challenging educators and society today. Issues in education are examined from a variety of vantage points, including philosophical, theoretical underpinnings, research findings and the positions taken by professional organizations and teacher unions. Students will write an informed philosophy of education paper focused on their professional status to be included in their eportfolio at the end of the program. They will also articulate a personal position on critical issues in education, discuss techniques for leadership in schools, and understand how school and community advocacy are important for the professional educator.
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EDMC 533 - The Standards-Based Classroom: Instruction and Assessment for Diverse Learners (3 credits)
This course focuses on effective, differentiated instruction as well as on the purposes of educational assessment, both formal and informal. Current trends in instructional strategies and assessment as related to diverse learners and to effective classroom management will be examined in detail.
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EDMC 538 - The Professional Teacher (3 credits)
Prerequisite: EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533; and a minimum of three content courses. It is preferred that the student will have passed all of their content courses.
This course is designed to be the capstone course taken at the end of the student’s program, delivered 100% online. It requires the students to address the changing context of teaching in view of the Bridgewater State University Conceptual Framework, and the national standards for professional teachers. Students will create or upgrade their professional eportfolio. They will produce their capstone project for the degree, and present it in an online format. The individual student’s capstone project will address an area of their professional development focused either in their education practice or in their content discipline. As a consequence of working collaboratively with all other members of the course, each student will analyze the impact of educational reform efforts aimed at improving the teaching, learning and professional development of teachers in the educational environment. A rigorous online discussion forum will require reflective practice and written communication as key components of the course. Final project and eportfolio will be submitted to Taskstream for final evaluation for the degree.
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Educational Developmental Neuroscience |
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EDNS 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the Graduate Academic Policies and Procedures section of this catalog. Repeatable: may earn a maximum of six credits.
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EDNS 550 - Developmental Neurobiology (3 credits)
This course is designed to provide learners with an in-depth exploration into the development of the human nervous system from conception through puberty. It will cover the development of sensory mechanisms, perception, cognition and communication. The course will also cover internal (i.e., genetic and biological influences) on development, as well as external/environmental influences.
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EDNS 555 - Neurobiology of Learning, Memory and Behavior (3 credits)
This course will cover the neuroanatomy and neurophysiology of brain systems and circuits that give rise to, and regulate, the various phases of the learning process from perceptual registering to retrieval and consolidation. It will also cover the neural processes underlying the various types of memory (working memory, declarative, episodic and procedural), the processes of remembering and forgetting, the relationship between memory and behavior, and between memory and learning. The course will also discuss the various brain systems that give rise to behavior; self-regulation/executive functioning systems that regulate behavior; and the role of motivation in learning, memory and self-regulation of behavior and emotions.
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EDNS 556 - Neurobiology of Emotions, Motivation and Self-Regulation (3 credits)
This course is designed to provide learners with an in-depth study of emotions and motivation; and their roles in learning, memory, self-regulation, decision-making, behavior and socialization. Participants will understand how emotions arise as a response to internal physiological operations and how they regulate the learning process. The neurobiology of motivation and its influence on learning memory and behavior will be covered in depth. The course will also cover self-regulation of emotions, thoughts and behavior; and the complex interactions among emotions, motivation and behavior.
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EDNS 570 - Neurodevelopmental Disabilities: Features and Interventions (3 credits)
This course is designed as an in-depth exploration of neurodevelopmental disabilities and disorders of mood and anxiety. It addresses diagnostic features of, and interventions for, intellectual disabilities, global developmental delays, specific learning disability, language and auditory processing disabilities, social communication disorder, autism spectrum disorders, attention deficit/hyperactivity disorder, tic disorders, anxiety and depression. These disabilities will be discussed within the educational and clinical contexts.
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Educational Leadership |
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EDLE 501 - Introduction to Educational Leadership and School Reform (3 credits)
This is the first course in the MEd and postbaccalaureate programs in Educational Leadership. To be admitted to the program, students must have completed this course or be concurrently enrolled during the semester of admission. As an introductory course, one of the primary goals is to introduce students to major concepts and program strands that are developed in-depth in subsequent courses. These leadership theories are applied to the educational setting, the nature of organizations, and key leadership skills such as decision-making, team building, empowering others and fostering collaboration in reforming schools. Students will also begin their study of the change process, the dynamics of effective group process and ethical issues of school leadership. Finally, students will be introduced to the MEd program itself and be encouraged to reflect on whether being an educational leader is something they really want to do. As part of the process, students will begin the development of the electronic portfolio as one of the capstone assessment requirements in the educational leadership program. A 25-hour field experience is required.
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EDLE 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department; formal application required
Original research undertaken by the graduate student in their field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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EDLE 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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EDLE 504 - Introduction to Higher Education (3 credits)
This course is designed to provide students an overview of higher education as an environment of learning for a diverse group of learners. This academy comes with its challenges and opportunities for administrators. For graduate learners who have worked or are currently employed in higher education, it provides an opportunity to examine the details of the structures and practices from the leadership perspective. Our focus is primarily the higher education system in the United States, however, we will touch on other systems as points of reference and comparison in what is becoming increasingly a global network of colleges and universities. We welcome those in the class who come from outside the United States to share the variations from these other systems as options for new ways of thinking about the work of the academy. This foundation course will introduce the online format for all courses in the Higher Education concentration. Students will be trained in the application of an electronic portfolio which will be used as the final exit requirement in the higher education concentration. Offered fall semester.
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EDLE 505 - Higher Education and the Law (3 credits)
Prerequisite: EDLE 504
This course is designed to provide students with a basic understanding of the American legal system so that they can identify the history and sources of law, read and interpret laws and relevant cases, understand how the court systems work, and also understand personal and institutional liability. Emphasis will be placed on local, state, and federal laws likely to be encountered by students, faculty and administrators in the higher education community. The relationship between constitutional law, supreme court cases, employment law and the development of policies that govern higher education will also be reviewed. As higher education is in the midst of global revolution with nations seeking international exchanges and collaboration, there will also be an examination of the implications of policies governed by national and international law in an age of global opportunities and global challenges. Offered annually.
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EDLE 506 - Community College and Global Post-Secondary Education (3 credits)
Prerequisite: EDLE 504
This course will focus on the history, mission, role and issues of the American community college and other global post-secondary educational institutions. There will be an examination of issues related to access, persistence and institutional culture as well as the needs and composition of a diverse student body in the community college. A detailed review of the various aspects of the community college culture including but not limited to administration, faculty and governance of the community college is conducted. The successful student in this course will be able to identify and pose an approach to the challenges of the administrative structure of the American community college.
The course design creates thought provoking discussions that provide students a better understanding of the development and organization of the community college as an educational institution, its accomplishments and challenges to future access for adult learners who prefer this learning environment. This course will also provide a detailed description of the characteristics of the community colleges as institutions of higher education, its historical origins and its contemporary role in American and global societies as well as providing students the opportunity to describe and make judgments about the students, faculty, staff and administration of this alternative/gateway to 4-year colleges/universities and careers. Offered annually.
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EDLE 507 - Organization and Administration in Higher Education (3 credits)
Prerequisite: EDLE 504
This course is designed to provide students an overview of organizational theory in understanding the key aspects of university administration, particularly in leadership, change and decision-making. Today, leaders in higher education must understand the complexity of colleges and universities as organizations. Various internal and external influences impact colleges and universities and leaders are expected to navigate the multiple cultures and norms that exist in the organization. An organizational lens will be employed to consider structural, political, human resource and symbolic frameworks in higher education. Students will be prepared to analyze and apply organizational theory to understand problems in higher education institutions. Offered annually.
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EDLE 508 - Crisis Management and Prevention in Higher Education (3 credits)
Prerequisite: EDLE 504
This course is designed to provide students an overview of crisis management and prevention in higher education. When a campus crisis occurs, institutional leaders are expected to respond and direct the process of recovery. Crises are inevitable in organizations and the focus of the course will be on the planning, prevention, response and recovery that college and university leaders can undertake. Natural disasters, sexual harassment charges, psychological acts, criminal offenses, facility crisis, environmental and health related issues and many other situations present themselves without warning and leaders need to be prepared to take charge to protect students and staff. The course is intended to introduce students to the field of crisis management and prevention and prepare students to develop an effective crisis communication plan for a range of stakeholder audiences. Offered annually.
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EDLE 511 - Educational Leadership and Managerial Effectiveness (3 credits)
Prerequisite: EDLE 501
This course is designed to introduce prospective school leaders to the theory and practice of systems thinking as it is applied to organizational planning and development issues. School leaders need to know how to assess needs, establish priorities, set goals, allocate resources and develop and implement strategic plans in order to facilitate effective educational programs and practices. As important, they need to develop the ability to involve others in the development, planning and implementation phases of school improvement efforts. Major topics include systems thinking (concepts and strategies) and the principles of total quality management (TQM) applied to the educational setting. The course also examines recent research on key topics.
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EDLE 512 - Diversity and Social Justice in Higher Education (3 credits)
Prerequisite: EDLE 504
The course focuses upon key dimensions of diversity and social justice (including, but not restricted to the constructs of race, ethnicity, nationality, social class, gender, religion, sexual orientation, disability, physical appearance and age) in a variety of organizations, with implications for problem-solving, conflict resolution, human resource development, leadership and organizational development. The two strands (Diversity and Social Justice) of the course will be integrated at various points to help students think deeply about how to find congruence around social justice in their personal and professional lives and between theory and practice. The increasingly diverse faculty and student populations that comprise modern higher education institutions makes it necessary for policymakers to consider the needs of their constituents and either revise or develop new approaches to effectively serve them. While immigration status, cultural and racial differences are most easily recognized and commonly addressed; the astute higher education administrator of today must realize that “diverse populations” include students affected by physical, social and emotional disabilities; socioeconomic status, as well as age differences. Any of these diversity and social justice issues is likely to result in the enrollment of students who possess a variety of learning styles, which requires instructional academic support systems. The changing demographic of modern students across the globe also requires the provision of appropriate services by the academy that support leadership as well as having in place the necessary structural modifications and special equipment that advocates and unifies all constituents in the academy. Offered annually.
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EDLE 513 - Special Topics in Educational Administration (1-3 credits)
Prerequisite: At least nine hours in educational administration or consent of the instructor. Additional prerequisites may be specified depending upon the nature of the topic.
Selected and timely topics in the various fields of emphasis pertaining to educational administration. The topics to be addressed will be announced prior to registration. Repeatable with the consent of advisor.
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EDLE 517 - Finance and Budgeting in Higher Education (3 credits)
Prerequisite: EDLE 504 and EDLE 505
This course is designed to provide graduate students with an overview of the principles and practices of financing institutions of higher education. The course will also focus on the structure and process of building budgets for institutions and attempt to develop the administrative skills relevant for budget planning. The sources of funds for colleges and universities and concepts of resource allocation will also be examined. Offered annually.
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EDLE 518 - Assessment, Program Evaluation and Accreditation in Higher Education (3 credits)
Prerequisite: EDLE 504
This course presents foundations in assessment, program evaluation and accreditation in higher education institutions. Basic issues of evaluation design, data collection, interpretation and communication of findings are discussed. The course offers students an opportunity to explore the different methodologies of program evaluation and the application of results for continuous improvement. Students will conduct an assessment/evaluation project. Offered spring semester.
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EDLE 519 - Practicum in Special Topics in Higher Education Administration (3 credits)
Prerequisite: EDLE 504 and EDLE 505 and EDLE 506 and EDLE 507and EDLE 508 and EDLE 512 and EDLE 517 and EDLE 518 and EDLE 566
This course is intended for master’s students in the higher education administration concentration as a complement to their concurrent participation in an internship in a supervised field setting. The broad purpose of this course is to prepare graduate students for professional practice in various higher education contexts. To achieve this goal, this course is designed to help students link theoretical current issues and administrative challenges to their own professional development and their work (i.e., practice) in higher education settings. Through exposure to practicing administrators, campus site visits, discussion of work experiences, reflective assignments and selected readings, this course is designed to provide students opportunities to develop professional knowledge and skills to think critically about past and current experiences and theoretical knowledge, and to intentionally develop plans that impact college students academic and other campus experience. Offered annually.
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EDLE 530 - Research Applications for School Leaders (3 credits)
Prerequisite: EDLE 501
Future school leaders need to develop a solid foundation of understanding of the role of research in guiding and informing administrative practice and the habits of mind that foster inquiry and the active pursuit of school improvement. In this course students will study the major concepts and strands of research methodology and their applications in the school setting. They will also learn to become skilled consumers of educational research by reviewing and critiquing current research reports involving school organizational and leadership issues. Finally, each student will develop a research proposal in a formal paper.
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EDLE 541 - Managing Human and Financial Resources (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership Program
This course deals with all aspects of the financing and staffing of public schools in Massachusetts. Major financial topics include the impact of Proposition 2 1/2, the Educational Reform Act of 1993, the evolving No Child Left Behind federal legislation, and budgeting at the building level. Major human resource topics include theories and techniques of supervision; staff selection and development, including evaluative procedures to assess the effectiveness of programs and personnel; collective bargaining; and in-service education. A 25-hour field experience is required.
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EDLE 547 - Designing the School/District Professional Learning Community (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership program
This course prepares aspiring leaders to create school learning communities capable of providing ongoing support for adult and student learning. It explores how professional learning communities create a culture of success by promoting student achievement, evaluating data to establish goals, cultivating collaboration among educators, responding to challenges and encouraging positive school reform. A 25-hour field experience is required.
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EDLE 561 - School Administration – Grades P-8 (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of grades P-8. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25-hour field experience is required.
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EDLE 562 - School Administration – Grades 5-12 (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of grades 5-12. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25-hour field experience is required.
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EDLE 564 - Selection and Development of Educational Personnel (3 credits)
Prerequisite: EDLE 510
Staff selection and development will be studied including theories and techniques of supervision, evaluative procedures to assess the effectiveness of programs and personnel, organizational characteristics of schools and strategies for institutional change, in-service education and personnel and program planning.
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EDLE 565 - School Finance and Business Administration (3 credits)
Prerequisite: EDLE 510
A study of the financial support for public schools from local, state and federal governments. Fiscal planning, budgeting, plant management, state and municipal financing, accounting and purchasing procedures, distribution of supplies and services, transportation and food service will receive attention.
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EDLE 566 - School Plant Planning and Administration (3 credits)
Prerequisite: EDLE 501 or EDLE 601
This course is focused on the study of the issues facing the school administrator in determining school facility needs, planning future facilities, determining the responsibilities of architects and contractors, and exploring building construction, rehabilitation and maintenance. The role of the school business administrator in budgeting, accounting, purchasing, facilities, transportation, food services, collective bargaining, financing, insurance, and computer services are some of the features of this course. Topics include mission analysis, input-output specification and documentation, project budgeting, PERT diagramming, and decision and information flow diagramming. A 25-hour field experience is required.
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EDLE 569 - Legal Aspects of School Administration (3 credits)
Legal rights, duties and liabilities of school personnel in general relationship to the school committee in Massachusetts will be studied. Intended for administrators, prospective administrators and classroom teachers interested in the legal aspects of school committees, school property, teaching contracts, labor relations and collective bargaining, tenure, prevention of injury and accidents to students, relationships with parents and a general survey of educational law cases at the local, state and national levels. A 25-hour field experience is required.
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EDLE 572 - Technology for School Administrators (3 credits)
Prerequisite: EDLE 501
New administrative software will be reviewed as each student becomes proficient in the use of a microcomputer. Students will also become familiar with educational uses of interactive television, videodisk and hypercard. Distance learning and cooperative projects will also be addressed.
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EDLE 578 - Curriculum Improvement (3 credits)
Prerequisite: EDLE 501
Contemporary theories of curriculum design and evaluation are explored. Students are expected to develop an eclectic approach to curriculum improvement based upon those theories and upon contemporary organizational factors, including leadership and management. Material is presented relating to developing community education programs and to personnel and program planning.
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EDLE 579 - Education of Diverse Populations - Sheltered English Immersion (SEI) (3 credits)
This course will focus on the responsibility of educators to create and facilitate school environments, culture and climate that promotes the success of diverse learners including English Language Learners (ELLs). It will enhance educators’ abilities in analyzing various situations through multiple lenses as well as foster educational opportunities for all students including those from linguistically and culturally diverse populations. It will also provide initial licensure candidates with the subject knowledge, skills and behaviors necessary to promote instructional programs that meet the needs of all ELLs through Sheltered English Immersion strategies (SEI), including discipline-specific strategies for literacy as outlined in the ELA/Literacy Curriculum Frameworks. The collaborative nature of this course will provide opportunities for students to work with other educators in diverse school settings, learn about issues and programs, and develop plans of action to address issues identified as roadblocks to success of ELLs. Throughout this course, students will be encouraged to recognize, examine and challenge assumptions about the diverse groups in their own community. A 25-hour field experience is required.
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EDLE 582 - Practicum in School Business Administration (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 583 - Practicum in Supervisorship/Directorship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 584 - Principalship Practicum – Grades P-8 (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 585 - Principalship Practicum – Grades 5-12 (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 591 - Seminar in School Administration: The Superintendency (3 credits)
Examination of major issues and problems confronting school superintendents. Students will be expected to study the relevant literature pertaining to school administration and prepare scholarly papers for class presentation.
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EDLE 601 - Educational Leadership and School Reform (3 credits)
As a gateway course in the EdS and PM-LEAD programs for current and future school leaders, this course provides content knowledge and skills required for the development, promotion and commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision-making. A major objective of this course is to engage students to examine their core values and align their vision of education for the future reformers of schools/districts. The detailed review of major concepts of leadership theories is a second major objective. Students study the changing nature of modern organizations and critical leadership skills, including decision-making, team building and the fostering of collaboration in schools. As part of the process, students will begin the development of the electronic portfolio that will be used to showcase required program performance assessments. A 25-hour field experience is required.
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EDLE 603 - Directed Study in School Administration (3 credits)
Prerequisite: EDLE 670 and consent of the department; formal application required
Designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph entitled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
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EDLE 612 - Effective Supervision and Administration of Special Education Programs (3 credits)
Prerequisite: EDLE 601 and must be enrolled in Educational Leadership program
This course provides an overview of the functions, responsibilities, and issues in the design, administration and supervision of special education programs at the federal, state and local levels. The administrator, supervisor or special education coordinator also designs, implements and supervises the interactions between regular education and special education and the processes for identifying and serving students with disabilities. Topics explored include special education law, IEP (development, implementation and evaluation), eligibility of students with disabilities, inclusion, co-teaching and program development as well as the fiscal aspects of special education. These topics will be explored through discussion, research, readings, class presentations and face-to-face or online discussion forums. A 25-hour field experience is required.
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EDLE 661 - School Administration – Grades P-8 (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course addresses principles of effective leadership and management for grades P-8. Emphasis is on the role of the principal as an instructional leader and manager of change. Specific topics include goal setting, site-based management and team leadership as well as operational issues involving plant management, scheduling and fiscal administration. A 25-hour field experience is required.
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EDLE 662 - School Administration – Grades 5-12 (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course addresses principles of effective leadership and management for grades 5-12. Emphasis is on the role of the principal as an instructional leader and manager of change. Specific topics include goal setting, site-based management and team leadership as well as operational issues involving plant management, scheduling and fiscal administration. A 25-hour field experience is required.
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EDLE 664 - The Personnel Function of Public Schools (3 credits)
Prerequisite: EDLE 670; course restricted to cohort members
Staff selection and development will be studied in the context of the personnel function of public schools as well as techniques of clinical supervision. In addition, strategies such as peer coaching and microteaching, designed to enable the practitioner to pro-mote effective teaching, will be examined. Students will assess the effectiveness of personnel and staff development program approaches as integral to long-range organizational development.
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EDLE 665 - Fiscal Aspects of School Administration (3 credits)
Prerequisite: EDLE 670; course restricted to cohort members
This course deals with all aspects of the financing of public schools in Massachusetts and the implementation of Proposition 2 1/2 and the Educational Reform Act of 1993. Major topics include fiscal planning for technology, capital improvements and programs and services. Plant management, accounting, purchasing, transportation, food service and revolving accounts are covered in detail.
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EDLE 669 - Concepts and Cases in School Law (3 credits)
Constitutional, statutory, regulatory and contractual aspects of public schools are studied. The procedures and strategies for their development and the political implications of their implementation are discussed and analyzed through case studies. Massachusetts Reform Law and the development and implementation, monitoring and revision of school committee policies and procedures are main focus of this course. A 25-hour field experience is required.
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EDLE 672 - Technology for Administrators (3 credits)
Prerequisite: EDLE 601; restricted to cohort members
This course will examine the many uses of technology in a school administrative setting. Attention will be given to using several computer software management programs, examining state and federal initiatives and guidelines concerning technology in K-12 education, creating administrative multimedia presentations and assessing personal strengths and weaknesses in the use of technology in school administrative roles. Discussions concerning the ethical use of technology in an educational setting will help clarify the role of school administrators as leaders in promoting student and faculty awareness of the proper use of information mediums.
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EDLE 674 - Designing and Evaluating the School/District Professional Learning Community (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course prepares aspiring/current leaders to create school learning communities capable of providing ongoing support for adult and student learning. It explores how professional learning communities create a culture of success by promoting student achievement, evaluating data to establish goals, cultivating collaboration among educators, responding to challenges and encouraging positive school reform. Students are also provided with tools that can be used to conduct on-going evaluation of learning communities for continuous improvement. A 25-hour field experience is required.
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EDLE 675 - Research Issues in School Administration (3 credits)
Prerequisite: EDLE 601; restricted to cohort members
School leaders have a responsibility to be reflective practitioners and to develop and instill in others the habits of mind that foster inquiry and the active pursuit of school improvement. This course has three primary purposes: 1) to foster skillful and discriminating consumers of educational research; 2) to help participants understand the implications of research for school leaders; and 3) to enable each participant to complete first drafts of the background and significance and literature review of their leadership project. In the process, research methodologies and their applications in the school setting will be reviewed.
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EDLE 676 - Managing Resources: Human, Financial and Facilities (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course deals with all aspects of the financing and staffing of public schools in Massachusetts. Major financial topics include the continuing impact of Proposition 2 1/2, the educational Reform Act of 1993 and the evolving No Child Left Behind federal legislation; fiscal planning for capital improvements; planning and evaluating auxiliary programs and services in the school district, such as extracurricular activities, transportation and food services. Major human resource topics include staff selection and development including theories and techniques of supervision, new state-mandated evaluative procedures to assess the effectiveness of programs and personnel, mentoring and other in-service education, collective bargaining and impacting legislation for the benefit of the public schools. A 25-hour field experience is required.
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EDLE 677 - Systems Planning for Educational Leaders (3 credits)
Prerequisite: EDLE 601; restricted to cohort members
Successful educational planning and managerial strategies to assess and define needs, establish priorities, set goals, allocate resources, implement plans and facilitate the instructional process in response to the needs of learners, teachers and the community are explored. Major topics include systems thinking and planning and the principles of total quality management applied to the educational setting. Additionally, this course examines recent research on planning and organizational development in education.
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EDLE 678 - Curriculum Development and Program Management (3 credits)
Prerequisite: EDLE 601; restricted to cohort members
This course focuses on the analysis of factors influencing curriculum design, research and reform, including the frameworks in Massachusetts, assessment and evaluation. Trends in curriculum theory and leadership role of administrators in curriculum alignment, instrumental planning, and program assessment are major topics.
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EDLE 679 - Practicum in School Business (3 or 6 credits)
Prerequisite: EDLE 601 and acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 680 - Practicum in Administration of Special Education (3 or 6 credits)
Prerequisite: EDLE 601 and acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 681 - Externship (3 credits)
Prerequisite: EDLE 601; restricted to cohort members
All EdS candidates must complete a leadership project that combines theory and practice and contributes to the knowledge base of educational practitioners. This course focuses on the implementation, documentation and reporting of the student leadership project. Participants, working under the guidance of the instructor, complete their projects and defend them in oral comprehensive examinations. Graded on a (P) Pass/(N) No Pass basis.
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EDLE 682 - Externship II (1 credit)
Prerequisite: EDLE 670 and EDLE 681; restricted to cohort members
A continuation of EDLE 681. Students who do not complete their leadership project in EDLE 681 in an academic year will be required to register for EDLE 682 each semester thereafter (fall and spring) until the project is completed. Repeatable: may earn a maximum of three credits. Graded on a (P) Pass/(N) No Pass basis.
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EDLE 683 - Practicum in Supervisorship/Directorship (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 684 - Principalship Practicum – Grades P-8 (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 685 - Principalship Practicum – Grades 5-12 (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 687 - Practicum in Superintendency/Assistant Superintendency (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 688 - Practicum in Directorship of Guidance (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 689 - Practicum in Directorship of Pupil Personnel Services (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
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EDLE 691 - The School Superintendency (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course explores topics related to the school superintendency, including the nature of the role itself, the skills and competencies needed to prosper in it, critical issues facing superintendents and schools and the dynamics of organizations and perspectives for understanding them. A 25-hour field experience is required.
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ELED 120 - Child Study in the Early Childhood and Elementary Education Classroom (3 credits)
This course is designed for anyone interested in pursuing an elementary or early childhood teaching license. The goal of this course is to offer integrated knowledge of child educational development, classroom behaviors of children, teaching and the professional roles of school-based faculty and staff. Students will study the physical, social, emotional, cognitive and linguistic development and learning characteristics of children, birth through adolescence. Content to be covered includes diversity in the classroom, English language learners, child educational development theories and research, and the roles and responsibilities of school faculty and staff in meeting children’s developmental needs. This course requires 20 hours of observation in an elementary school, and the school may request a Criminal Offender Record Information (CORI).
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ELED 135 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered fall semester.
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ELED 136 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered spring semester.
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ELED 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen and sophomores 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 literacy and technology skills while learning to work both collaboratively and independently. These courses 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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ELED 200 - Introduction to Computers for the Elementary School Classroom (3 credits)
Designed as a computer literacy course for K-6 pre-service teachers, in-service teachers and supervisory personnel. The course covers the history, capabilities, role and literacy in computer education. Early childhood and elementary school applications are to be explored in a computer laboratory setting. No prior knowledge or experience with computers is assumed. Offered annually.
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