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Accounting and Finance
ACFI 385 - Managerial Finance – Prerequisite changed to: ACFI 100 with a minimum grade of “C-” or ACFI 241 with a minimum grade of “C-“; and ECON 210 or MATH 110/110E; and MATH 122/122E with a minimum grade of “C-“; or waived
Early Childhood Education
ECED 496 - Supervised Teaching in Public Schools: Inclusive Early Childhood. – Title changed to: Supervised Teaching in Public Schools: Inclusive Early Childhood. Description changed to: This student teaching practicum is a supervised experience. Candidates are assigned by the College of Education and Health Sciences to an appropriate primary classroom (grades PreK-2) where they will work to develop and refine their teaching skills. Candidates will work for at least 100 hours in PreK-K classroom, and at least 200 hours in a grades 1-2 classroom. At least one of these settings will include children with disabilities. Candidates will have the opportunities to observe students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by qualified, on-site cooperating practitioner and a faculty member of the elementary and early childhood department. Candidates are required to attend periodic seminars on educational topics relevant to the student teaching experience. Candidates must demonstrate their competencies for initial teaching licensure and complete all departmental requirements. May be taken for graduate-level credit.
Elementary Education
ELED 120 - Child Study in the Early Childhood and Elementary Education Classroom – Course description changed to: 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).
ELED 480 - SEI Endorsement for Teachers – Prerequisite changed to: ELED 120; and ECED 230 or ELED 220 or SPED 202; and acceptance to the Professional Education Program. Course description changed to: This course will provide teachers with the knowledge and skills to effectively shelter content instruction and provide teachers with methods and strategies to integrate language and literacy development into content-area instruction when teaching English Learners (ELs) in kindergarten through Grade 6. Teachers will develop a better understanding of social and cultural factors influencing EL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary, reading and writing practices, and content-area reading/writing technology connections. This course requires 10 hours in a supervised field experience, and the school may request a Criminal Offender Record Information (CORI).
English
GRST 200 - Introduction to World Religions – Title changed to: Introduction to World Religions. Prerequisite changed to: None. Course description changed to: Religious expression has been an essential part of the human experience throughout recorded history. Among other things, religion has been a catalyst for social change and conflict, a means of expressing social and personal identity, a tool of political control and of revolution, and a statement of the way people and cultures understand their purpose and place in the world. Studying the way religion has influenced historical events, cultural frameworks, and personal experiences is an important avenue for understanding human society and interaction. A basic level of global religious literacy is therefore essential if one wishes to be a global citizen. This course is an introduction to global religious studies, a field of study that draws from many different academic disciplines. We will be taking a cross-disciplinary approach to enable students to recognize, understand, and appreciate the diversity of the world’s religious traditions.
Secondary Education & Professional Programs
EDHM 235 - Learning, Motivation and Teaching – Prerequisite changed to: EDHM 210 with a minimum grade of “C-“. Course description changed to: 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, together with rigorous attention to class management. The underlying emphasis of the course is to promote authentic learning for the increasingly diverse students of the 21st century. Candidates will continue to develop their professional portfolios. This course requires: completion of the departmental digital literacy competency; a standards-based lesson plan; a demonstration of teaching; and a minimum of 10 hours of pre-practicum experience in appropriate settings.
EDHM 412 - Strategies for Teaching Middle/High School – History/Social Studies – Prerequisite changed to: 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-“. Course description changed to: 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.
EDHM 414 - Strategies for Teaching Middle/High School – English – Prerequisite changed to: 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-“. Course description changed to: 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.
EDHM 419 - Strategies for Teaching Middle/High School – Integrated Science Prerequisite changed to: 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-“. Course description changed to: 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.
EDHM 424 - Strategies for Teaching – Foreign Language - Prerequisite changed to: 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-“. Course description changed to: 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.
EDHM 490 - Teaching Practicum - Prerequisite changed to: 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. Course description changed to: 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.
Secondary Education & Professional Programs, Accelerated Postbaccalaureate
EDHM 554 - Student Teaching Practicum – Prerequisite changed to: 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. Course description changed to: 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. Offered fall and spring semesters.
EDHM 556 - Employment-Based Practicum – Prerequisite changed to: 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. Course description changed to: 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.
Sociology
SOCI 215 - Sociology of Health and Illness – Title changed to: Sociology of Health and Illness. Course description changed to: The study of health and illness deals with questions at the root of human experience. Encounters with health and illness are individual yet also socially constructed. Responses to illness and death, attempts to control health and illness, and rituals related to human health and illness are influenced by numerous social factors including family, peers, gender, religion, race, ethnicity and our own identities. This course will help students think critically about their taken-for-granted ideas of health and illness, illuminating the connections between social structures and institutions and individual experiences.
SOCI 390 - Seminar: Research Methods in Sociology – Prerequisite changed to: SOCI 300 with a minimum grade of “C-“. Course description changed to: This course introduces students to the research methods used in the social sciences, especially sociology. It emphasizes sociology as an inquiry-based discipline and prepares students for SOCI 391: Seminar: Social Data Analysis as well as capstone options. Students will become familiar with the advantages and disadvantages of major collection techniques, including interviews, experiments, surveys, participant observation, and various uses of available data. The course introduces data analysis, with an emphasis on qualitative analysis. Students will learn and practice key skills, such as conducting literature reviews and presenting research results. The final product in the class will be a formal research proposal.
SOCI 391 - Seminar: Social Data Analysis – Course description changed to: This course introduces students to statistical data analysis in the social sciences, especially sociology. The course emphasizes the acquisition of basic social statistical literacy. Students will learn the assumptions underlying statistical techniques, how to find and manage quantitative data, calculate and interpret statistical measures, use data analysis packages and read professional social science literature based on statistical data analysis.
Teaching English to Speakers of Other Languages
TESL 504 - Content Instruction for English Learners: Instructional Models and Classroom Techniques – Prerequisite changed to: TESL 501 or TESL 505. Course description changed to: This course is designed to equip teachers with the knowledge and skills to effectively organize, implement and differentiate content instruction for English learners (ELs) at different levels of English proficiency. It will focus on evidence-based instruction that develops and integrates content knowledge and language skills. Participants will learn ways to address students’ backgrounds and cultures in instruction, integrate practice in speaking, listening, reading and writing, and differentiate for diverse groups of English learners. Course participants will discuss ways EL teachers can collaborate with content-area teachers to engage ELs in higher-order thinking and to provide ELs with access to grade-level curriculum. Participants will use the WIDA Framework and gain fluency in integration of standards for literacy across the content areas as outlined in the 2017 English Language Arts (ELA)/Literacy Curriculum Framework. Pre-practicum assignments will require students to deliver instruction and respond to feedback on teaching in a PreK-12 setting.
TESL 505 - Literacy Development in Multilingual Contexts – Course description changed to: This course will provide an introduction to multilingual literacy development as well as reading and writing instruction in multilingual settings. Participants will analyze pedagogical approaches for multilingual students at different language proficiency levels, gain experience assessing literacy skills, and discuss the role of oral and native language proficiency in literacy learning. Students will practice integration of standards for literacy across the content areas as outlined in the 2017 English Language Arts (ELA)/Literacy Curriculum Framework. Fieldwork may be required. Offered fall, spring, summer.
TESL 512 - Sheltered English Immersion Endorsement Course – Title changed to: Sheltered English Immersion Endorsement Course. Course description changed to: This course provides the knowledge and skills to effectively shelter content instruction, as well as methods and strategies to integrate language and literacy development into content-area instruction when teaching English learners (ELs) in kindergarten through grade 12. Participants will develop a better understanding of social and cultural factors influencing EL students, the stages of second language acquisition, including developmentally appropriate and culturally responsive approaches to teaching and supporting ELs. Specifically addressed are instructional planning and assessment, the relationship between speech and print, word identification and vocabulary comprehension, reading and writing practices, and content-area reading-writing technology connections. Offered annually.
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