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ECED 361 - Creating an Effective Early Childhood Environment (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
This course explores ways to create a developmentally appropriate, standards-based, inclusive early childhood setting (PreK-2). Topics include early childhood standards, issues of diversity and multicultural education, classroom-based “inclusive” teaching and assessment strategies, management techniques and parent-community relationships. Teacher candidates will also continue to gather evidence for their Professional Teaching Portfolio.
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ECED 493 - Internship in Early Childhood Education (6 or 12 credits)
Prerequisite: Consent of the department and admission to the Professional Education Program
For this internship, a minimum of 300 clock hours will be required in a PreK-2 grade setting as an early childhood teacher. This internship must be less than full-time but at least one-fifth time employment as an early childhood teacher. Request for this course must be made to the College of Education and Allied Studies Office. May be taken for graduate-level credit.
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ECED 496 - Supervised Teaching in Public Schools: Early Childhood (6 or 12 credits)
Prerequisite: Acceptance into student teaching
This student-teaching practicum is a supervised experience. Candidates are assigned by the College of Education and Allied Studies to an appropriate primary classroom (grades K-2) where they will work to develop and refine their teaching skills. 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 a 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.
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ECED 497 - Supervised Teaching in an Integrated Early Childhood Setting (6 credits)
Prerequisite: Acceptance into student teaching
This student-teaching practicum is a supervised experience for one quarter. Candidates are assigned by the College of Education and Allied Studies to an appropriate preschool or kindergarten setting where they will work to develop and refine their teaching skills with children of diverse backgrounds. Candidates will have the opportunity to observe children and various learning environments, design developmentally appropriate curriculum, practice effective management techniques, utilize contemporary teaching strategies, and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site practitioner and a faculty member of the Department of Elementary and Early Childhood. 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 department requirements. May be taken for graduate-level credit.
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ECED 499 - Directed Study in Early Childhood Education (1-3 credits)
Prerequisite: Consent of department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits.
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ECED 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. This course may be repeated for a maximum of six credits.
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ECED 570 - Special Topics in Early Childhood Education (1-4 credits)
Prerequisite: Course prerequisite may be specified depending upon the nature of the topic
Special topics of current relevance in early childhood education will be offered from time to time. The topic to be addressed will be announced prior to registration. This course may be taken more than once with consent of the adviser.
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ECED 575 - Graduate Seminar in Early Childhood Education (3 credits)
Prerequisite: GRPP 501 and EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533 and five content electives preapproved by adviser (no more than two of any content area)
This course is a study of problems and issues related to the education of young children. Emphasis will be placed on current research learning theories, curricular and methodological concerns. Each student will make an extensive study of a significant issue related to early childhood education.
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ECED 596 - Practicum: Early Childhood Education (6 or 12 credits)
Prerequisite: Acceptance and good standing in teacher preparation program
This graduate-level practicum involves an eight- or 15-week field experience at the K-2 level under the guidance of a cooperating teacher and a university supervisor. Opportunities for participation in pupil observation, program planning and utilization of contemporary teaching strategies are included. Offered either semester.
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ECED 597 - Practicum: Preschool (6 credits)
Prerequisite: Acceptance and good standing in teacher preparation program
This graduate-level practicum involves a supervised student teaching experience in a preschool setting with children, infancy through age five. Emphasis will be placed on development, implementation and evaluation of innovative preschool programs. The student participates in a total program, five days a week for eight weeks, in either a day care center, nursery school or head start program. Offered either semester.
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ECED 598 - Internship: Early Childhood Education (6 credits)
Prerequisite: Consent of the department
This graduate-level internship involves a minimum of 300 clock hours in a PreK-2 grade setting as an early childhood teacher. Internship must be less than full-time but at least one-fifth-time employment as an early childhood teacher. Request for this course must be made to the College of Education and Allied Studies Office.
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ECPK 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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ECPK 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking- intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECPK 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECPK 301 - Early Childhood Language Development (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the first module in the three-credit course ECPK 320 Language Development and Early Literacy (PreK-K). In this one-credit course, students compare typical and atypical language development. The factors that influence that development will be emphasized as well as the genetic and physiological components of optimal language and literacy development. Planning and implementing developmentally appropriate activities and instructional materials is included.
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ECPK 302 - Language, Culture and Cognition (PreK-K) (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the second module in the three-credit course ECPK 320 Language Development and Early Literacy (PreK-K). In this one-credit course, students learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning. Additionally, students will examine early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties and effective techniques to involve the family and community.
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ECPK 303 - Facilitating Early Literacy (PreK-K) (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the third module in the three-credit course ECPK 320 Language Development and Early Literacy (PreK-K). This one-credit course explores an integrated model of literacy and the early childhood educator’s role in facilitating beginning reading and writing. Students will learn how to involve the family and community in order to promote the academic success of all learners, use appropriate assessment measures and techniques to analyze children’s current levels of language and literacy development, establish learning goals that match the individual child, and design developmentally appropriate literacy activities.
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ECPK 304 - Project-Based Learning in Early Childhood (PreK-K) (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the first module in the three-credit course ECPK 321 Project-Based, Math- and Science-Rich Learning in Early Childhood (PreK-K). This one-credit course focuses on the dynamics of implementing emergent, integrated curriculum in birth-kindergarten settings that is inclusive, interactive and child-centered, incorporating all the domains of development. We will explore the premise that young children are thinkers, problem solvers and explorers, deserving environments rich in learning opportunities.
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ECPK 305 - Math-Rich Learning in Early Childhood (PreK-K) (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the second module in the three-credit course ECPK 321 Project-Based, Math- and Science-Rich Learning in Early Childhood (PreK-K). This one-credit course focuses on implementing standards-based infant-kindergarten math curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a math-rich environment.
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ECPK 306 - Science-Rich Learning in Early Childhood (PreK-K) (1 credit)
Prerequisite: ECED 230 and PSYC 224
This is the third module in the three-credit course ECPK 321 Project-Based, Math- and Science-Rich Learning in Early Childhood (PreK-K). This course focuses on implementing standards-based infant-kindergarten science curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a science-rich environment.
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ECPK 320 - Language Development and Early Literacy (PreK-K) (3 credits)
Prerequisite: ECED 230 and PSYC 224 or consent of instructor
This course focuses on the emergence of both expressive and receptive language and literacy competencies in young children. Topics include optimal language and print environments; the socio-cultural, genetic and physiological components of optimal language and literacy development; early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties; and second language acquisition. This course must be taken at Bridgewater State University.
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ECPK 321 - Project-Based, Standards-Rich Learning in Early Childhood (PreK-K) (3 credits)
Prerequisite: ECED 230 and PSYC 224; or equivalent or consent of instructor
This course focuses on implementing a curriculum consistent with the Massachusetts’ content area guidelines – particularly those for mathematics, science and social studies – with an emphasis on play-based, integrated learning. This course must be taken at Bridgewater State University.
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ECPK 322 - Observation and Assessment in Early Childhood (PreK-K) (3 credits)
Prerequisite: ECED 230 and PSYC 224 and SPED 211
This course teaches students to make ethical, appropriate, valid and reliable assessment an integral part of their practice. Students will learn to identify and use observation and assessment methods, both formal and informal, that are developmentally appropriate as well as culturally and linguistically responsive, and to make collaborative decisions that are responsive to young children’s strengths, progress and needs. This course must be taken at Bridgewater State University.
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ECPK 323 - Managing Positive Environments for Children (PreK-K) (3 credits)
Prerequisite: ECED 230 and PSYC 224 and SPED 211
This course focuses on how to set up and manage respectful learning environments that encourage young children to manage their own behaviors and learn to resolve conflicts peaceably.
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ECPK 401 - Coaching and Mentoring in Early Childhood Programs (PreK-K) (1 credit)
Prerequisite: A college course in early childhood administration and supervision; and consent of instructor
This is the first module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs (PreK-K). This one-credit course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 402 - Advocacy and Funding in Early Childhood (PreK-K) (1 credit)
Prerequisite: A college course in early childhood administration and supervision; and consent of instructor
This is the second module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs (PreK-K). In this one-credit course, students investigate issues in early education such as affordability, funding, quality, compensation and accessibility. Students will learn effective advocacy techniques and review lobbying and legislative processes. Additionally, they will examine the relationship between resource decisions and program operation through budgeting and accounting practices, grant writing and fund-raising.
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ECPK 403 - Data-Driven Decision Making in Early Childhood Programs (PreK-K) (1 credit)
Prerequisite: A college course in early childhood administration and supervision; and consent of instructor
This is the third module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs (PreK-K). In this one-credit course, students attain a conceptual understanding of action research methods in early childhood education and the skill to use action research methods to transform classrooms and programs through data driven decision making. Techniques and procedures concerning the design and implementation of evaluation in the total school program will be investigated.
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ECPK 440 - Advanced Techniques in the Administration and Supervision of Early Childhood Programs (PreK-K) (3 credits)
Prerequisite: A college course in early childhood administration and supervision; and consent of instructor
This course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 490 - Mentored Program Observation, PreK-K (3 credits)
Prerequisite: ECPK 321 and ECPK 322
This course consists of observations and fieldwork in various PreK-K settings, including Head Start and integrated preschools. This course must be successfully completed prior to the final field experience, ECPK 492. This course must be taken at Bridgewater State University. (CWRM)
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ECPK 491 - Mentored Performance Fieldwork I (PreK-K) (3 credits)
Prerequisite: ECED 230 and ECPK 320 and ECPK 321and PSYC 224; consent of department; formal application required
This course involves field experience in the student’s workplace or in an assigned practicum placement. Students will document knowledge and competencies regarding health, safety, and administration issues and policies in early childhood settings. This experience requires a minimum of 75 documented hours in a PreK-K setting. It must be supervised by a qualified college supervisor or instructor and by a licensed, site-based teacher. It must be completed prior to the final field experience, ECPK 492.
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ECPK 492 - Mentored Performance Fieldwork II (PreK-K) (3 or 6 credits)
Prerequisite: Completion of all other program requirements; consent of department and formal application required
This course involves fieldwork in the student’s workplace or in an assigned practicum placement. This experience requires a minimum of 150 documented hours (six credits) in a PreK-K setting. The experience may be taken in 75 documented-hour increments (three credits). The experience must be supervised by a qualified college supervisor and by a licensed, site-based teacher. Students maintain a log and develop a performance portfolio demonstrating their competencies, including family outreach, professional networking and child advocacy activities. The experience may be taken as a quarter course or extended across two consecutive semesters. This course must be taken at BSU. This course is repeatable for a maximum of six credits.
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ECPK 493 - Documenting Competencies and Program Quality in Early Childhood Education (1 credit)
ECPK 490 or ECPK 491 or ECPK 492, any of which may be taken concurrently with ECPK 493; or consent of instructor
This course is designed to help student become reflective evidence-based practitioners by providing a forum for collaborative inquiry and documentation focused on their classroom experiences and decisions. The course offers opportunities and frameworks for thinking about, documenting, and analyzing classroom situations; the teaching learning process; classroom management; legal and ethical obligations; and professional goals and development. A significant component of this course is written reflection about teaching and program effectiveness based on the use of data gathered from classroom experiences. May be repeated two times.
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ECPK 499 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits.
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Economics |
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ECON 101 - Principles of Microeconomics (3 credits)
This course focuses on the theory and application of utility and demand, production, cost and market analysis. Offered either semester. (CSOC)
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ECON 102 - Principles of Macroeconomics (3 credits)
This course focuses on the theory and application of the following: national income analysis and determination, fiscal policy, monetary theory and policy and the Federal Reserve System. Offered either semester. (CSOC)
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ECON 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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ECON 201 - Intermediate Microeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The theory of consumer behavior and demand, production and cost, the firm and market organization are discussed in this course with emphasis placed on practical applications. Offered either semester.
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ECON 205 - Intermediate Macroeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
A number of macroeconomic models are developed in this course, including the Keynesian, monetarist and rational expectations models. Economic theory is used to explore the nature and causes of business fluctuations and the desirability of various government policies. Offered either semester.
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ECON 210 - Statistics for Economics and Business (3 credits)
This course will provide students with an understanding of descriptive and inferential statistics. Students will develop the ability to analyze data and draw conclusions about large populations based on measures from sample data. The course will include hypothesis testing, ANOVA, simple linear regression, and the application of statistical methods to business and economic issues. (CQUR)
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ECON 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECON 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECON 301 - Industrial Organization (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides an analysis of the structure, conduct and performance of industries. Topics discussed include causes and measurement of market concentration, strategic behavior of firms and the development of public policies, such as antitrust and regulation, that affect business.
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ECON 315 - Money and Banking (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The roles and functions of money and the banking system are discussed in this course. Various monetary theories and the influence of monetary policy on the state of the economy are examined. Offered fall and spring semester.
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ECON 320 - Comparative Economics (3 credits)
Prerequisite: ECON 101 and ECON 102
This course compares different economic systems that have arisen as the world economy has evolved and alliances have been formed over time. There is a strong emphasis on exploring the current and historical implications of different economic philosophies, particularly with reference to NAFTA economies: Canada, U.S.A. and Mexico. Topics include globalization, international economic organizations, economic integration, economic policy making, health care, labor migration, resource use and environmental issues.
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ECON 321 - International Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
Pure trade theory and its application to solving policy problems are covered in this course. Topics studied include balance of trade, balance of payments and monetary systems.
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ECON 325 - The Economy of Crime (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The topics covered by this course include the theoretical and empirical analysis of the economic causes of criminal behavior, the social costs of crime and its prevention and the design of law enforcement policies.
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ECON 331 - Public Economics (3 credits)
Prerequisite: ECON 101 or ECON 102
Government intervention changes opportunities and incentives for individuals, families, businesses, and state and local governments. This course will provide students with an understanding of the reasons for and consequences of government intervention and policies. It combines public finance, which is how the government allocates resources, and public choice, which reflects the political decisions of voters and their elected representatives. We will apply economic tools to analyze public policy issues such as government intervention in combating environmental pollution, the introduction of education vouchers, the contours of health care and social security reforms, among others.
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ECON 340 - Law and Economics (3 credits)
Prerequisite: ECON 101
This course examines the economic basis for legal decisions. Microeconomic theory is combined with an analysis of the law, with particular emphasis on case studies. Topics covered include the problems of defining property rights and the economics of tort, contract and criminal law.
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ECON 350 - Urban Economic Problems and Policies (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
The economic aspects of selected urban problems such as housing, poverty, transportation, crime and the urban environment are analyzed in this course. Public policies relating to these problems are discussed.
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ECON 360 - Environmental Economics (3 credits)
Prerequisite: ECON 101 and ECON 102 or consent of instructor
This course analyzes the economics of environmental issues and natural resource use. Topics include allocation of renewable, non-renewable and common property resources, external cost/benefit analysis and public goods. Also included is the “ecological economics” approach, which incorporates an analysis of the physical requirements for ecological sustainability.
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ECON 375 - Labor Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course analyzes the determination of wages and employment in the labor market. Applications of the theory include unemployment, discrimination, safety in the workplace and unions. Effects of government policies, such as comparable worth, affirmative action and health and safety regulations, are examined.
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ECON 376 - Health Care Economics (3 credits)
Prerequisite: ECON 101
This course is designed to provide a basic understanding of the application of economic theories in the health care sector. Information will be provided on how the health care system can be analyzed, developed and improved by using different economic theories and techniques. Topics include the definition and scope of health care economics; importance of studying health care economics; health care trends in the USA; factors responsible for increases in health care costs; supply of and demand for physicians, nurses, pharmacists and other allied health personnel; the quality of medical care and economics of health care plans; and consumer demand for health care and medical facilities. Offered either semester. (Formerly ECON 337)
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ECON 377 - Sports Economics (3 credits)
Prerequisite: ECON 101
This course explores a variety of economic issues relating to professional team sports, collegiate and amateur sports such as football, baseball, hockey, tennis, skiing and golf. Students will examine ticket prices, player salaries and the profitability of team franchises. They will also study facility design and game-day transportation issues, and why the economic impact of sports facilities is often used to justify government subsidies.
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ECON 400 - History of Economic Thought (3 credits)
Prerequisite: ECON 101 and ECON 102
This course is an overview of the development of economic theory, which is presented in a historical context. The ideas of many important contributors to economic thought will be studied including those of Adam Smith, Karl Marx and John Maynard Keynes. May be taken for graduate-level credit.
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ECON 410 - Mathematical Economics I (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides training in the use of calculus and other mathematical tools in comparative static analysis and the solving of optimization problems in economics. Offered spring semester. May be taken for graduate-level credit.
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ECON 420 - Econometrics I (3 credits)
Prerequisite: ECON 101 or ECON 102; and ECON 210; or consent of instructor
This course is an introduction to the methods of econometrics, including the two variable linear models, the generalized least squares estimator and auto-correlation.
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ECON 430 - Managerial Economics (3 credits)
Prerequisite: ECON 205 and ECON 210; or consent of instructor
This course emphasizes the practical applications of micro- and macroeconomic skills to real-life problems. Quantitative tools and case studies will be used to understand topics including demand, cost and output, and pricing decisions in various market structures. May be taken for graduate-level credit.
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ECON 460 - Experimental Economics (3 credits)
Prerequisite: ECON 101
This course is an introduction to the use of economic experiments to study individual behavior. Topics in the course will include a history of economic experiments, examples of useful experiments, and the design and implementation of experiments to obtain data suitable for statistical analysis. Offered annually.
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ECON 498 - Internship in Economics (3-15 credits)
Prerequisite: Consent of department chairperson; formal application required
This course is a non-classroom experience designed for a limited number of junior and senior majors to complement their academic preparation. This course may be repeated for a maximum of 15 credits. Offered either semester.
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ECON 499 - Directed Study in Economics (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies may pursue an independent project under a faculty member’s supervision. This course may be taken twice for a maximum of six credits. Offered either semester.
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ECON 500 - Foundations of Economics (3 credits)
This course presents a study of basic economic principles, participants’ behavior and structure of the macro economy. Basic principles covered include opportunity cost and market mechanism. The microeconomic segment focuses on consumer and firm behavior, resource markets and market failures. Macroeconomics aggregate topics contain economic models, and discretionary policy and its implications. This course will help enhance understanding and awareness of household, business, national and international economic affairs.
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ECON 501 - Foundations of Business Statistics (3 credits)
This course is an introduction to the concepts of statistics, with applications in business and economic analysis. Specific techniques covered include descriptive statistics, probability, statistical inference, hypothesis testing, correlation and regression.
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ECON 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department chairperson; formal application required
This course consists of original research undertaken by graduate students in their field of interest under the sponsorship of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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ECON 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department chairperson; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field of interest under the direction of a faculty advisor. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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ECON 550 - Managerial Economics (1.5 credits)
Prerequisite: ECON 500 and ECON 501
This course studies the application of the analytical constructs of economic theory to practical problems faced by a firm and its representatives. Topics include demand analysis, production and cost analysis, market and pricing analysis, capital budgeting and government policy.
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ECON 560 - Special Topics in Economics (1-3 credits)
In this course, special topics of current relevance in economics will be offered from time to time. The topic to be addressed will be announced prior to registration. May be taken more than once with the consent of the advisor.
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Education (High School, Middle School, PreK-12) |
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EDHM 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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EDHM 210 - Introduction to Teaching (3 credits)
Prospective candidates for teaching careers explore the teaching learning process in schools by examining the College of Education and Allied Studies Conceptual Framework Model and by reading, writing and analyzing research materials, by using technology, observing in the field, and by planning learning experiences. The history and philosophies of education (educational foundations) will be emphasized. Candidates gain knowledge and experience concerning diversity, differentiated learning, special education, the Massachusetts Curriculum Frameworks, and the organizational structure of schools. Professional responsibilities, ethics, and legal aspects concerning education are also identified. Candidates will begin to develop their first portfolios as a professional in education. This course requires 10 hours of field experience in appropriate settings.
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EDHM 235 - Learning and Motivation (3 credits)
Prerequisite: EDHM 210, which may be taken concurrently
Candidates for teaching careers will investigate key aspects of learning theories and classroom management as they relate to instructional strategies and the exigencies of public school teaching. Emphasis will be placed on the practical application of research-supported constructivist principles of learning, motivation and teaching underscored by a rigorous treatment of class management. The underlying emphasis for the course will be to promote authentic learning of the increasingly diverse students of the 21st century. Candidates will continue to develop their professional portfolios. This course requires 10 hours of field experience in appropriate settings.
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EDHM 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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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)
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EDHM 335 - Assessment and Planning (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program
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. 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 335, which may be taken concurrently
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. 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. Includes 20 hours of required field observation.
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EDHM 413 - Strategies for Teaching - Music (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 424 - Strategies for Teaching - Foreign Language (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 336 and LASP 324 and admission to the Professional Education Program
Strategies, including methods, materials and media for teaching are studied. Developing competency and versatility is stressed through simulations and guided teaching in area schools. Also see HSED and MSED
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EDHM 425 - Strategies for Teaching - Visual Art - High 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 445 - Content Area Reading, Writing and Study Skills (3 credits)
Prerequisite: EDHM 210 and EDHM 235 and admission to the Professional Education Program
Students will learn how to teach reading, writing and study skills in their content area. Furthermore, they will understand how to develop their students’ critical thinking and problem solving skills. Technology is emphasized.
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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 490 - Teaching Practicum (12 credits) Cross Listed with EDHM 495
Prerequisite: Acceptance and good standing in the professional education program; and EDHM 335 and EDHM 336 and EDHM 445 and appropriate Strategies course for the major; and consent of the student teaching office
Prospective teacher candidates are assigned appropriate student teaching stations where they work in an approved situation under an experienced supervising teacher or as a teacher of record. This is practical experience for one semester in a public school where teacher candidates are functioning as professional teachers in order to meet Massachusetts professional standards for teachers.
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EDHM 495 - Teaching Practicum (12 credits) Cross Listed with EDHM 490
Prerequisite: Acceptance and good standing in the professional education program; and EDHM 335 and EDHM 336 and EDHM 445 and appropriate Strategies course for the major; and consent of the student teaching office
Prospective teacher candidates are assigned appropriate student teaching stations where they work in an approved situation under an experienced supervising teacher or as a teacher of record. This is practical experience for one semester in a public school where teacher candidates are functioning as professional teachers in order to meet Massachusetts professional standards for teachers.
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EDHM 499 - Directed Study (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. This course may be taken twice for a maximum of six credits. The adviser’s permission is required.
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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. This course may be repeated for a maximum of six credits.
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EDHM 554 - Student Teaching Practicum (6 credits)
Prerequisite: EDHM 550; and EDHM 552 or EDHM 553
Graduate students are assigned appropriate student teaching stations where they work in approved situation under an experienced supervising teacher. This is a practical experience for one semester in a public school where student teachers are functioning professional teachers. A university supervisor visits to assist the student teacher. Seminars may be held to exchange experiences. Students are expected to carry a minimum responsible teaching load equal to 50% of the regular teacher’s assignment. Full-time for one semester. Offered either semester.
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EDHM 556 - Employment-Based Practicum (6 credits)
Prerequisite: EDHM 571 and EDHM 572 and EDHM 573 and formal application required
A minimum of 300 clock hours will be required in a 5-8 or 9-12 grade setting as a teacher of record. The experience must be in the content area and at the grade level at which licensure will be sought. Request for this course must be made to the department and the student teaching office in the College of Education and Allied Studies.
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EDHM 558 - The Reflective Middle and High School Practitioner (3 credits)
Prerequisite: EDHM 550; and EDHM 552 or EDHM 553.
This capstone course focuses on the candidates meeting all of the competencies needed for Massachusetts Initial Licensure for teaching. In this experience they will closely examine their own classroom learning and teaching practices that are consistent with the constructivist theory of learning. They will reflect upon and demonstrate their knowledge of the best practices that address high standards and expectations, effective instruction, assessment and classroom management. Each candidate for Initial Licensure will complete his/her professional portfolio that clearly provides the evidence of achievement of the required performance outcomes. Note: This course may be taken concurrently with EDHM 554 or EDHM 556.
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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. The course may be taken more than once.
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EDHM 571 - Teaching and Learning in Middle and High Schools (3 credits)
Prerequisite: Acceptance into the APB program
This course focuses on differentiated instruction, learning styles, management of a classroom, and the use of technology. Other topics will include special education, English language learners and adolescent psychology. Mock lessons will be performed and 20 observation hours are required.
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EDHM 572 - Planning and Assessment in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on lesson and unit planning connected to frameworks and standards, varied types of assessment including standardized assessment, performance assessment, formal and informal assessment, and formative and summative assessment.
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EDHM 573 - Issues and Foundations in Middle and High Schools (3 credits)
Prerequisite: EDHM 571, which may be taken concurrently
This course focuses on current issues, and policies in education and their origins. Particular attention will be paid to public policy and the impact on today’s classroom. Communication with parents, administrators and colleagues will also be a focus of this course.
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Education ‐ Master’s Core |
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EDMC 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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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 are examined from a variety of vantage points, including theoretical underpinnings, research findings and the position taken by professional organizations. Students are expected to articulate a personal position on critical issues and to practice school leadership and community advocacy on issues of concern.
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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 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. This course may be repeated for 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. This course may be repeated for a maximum of six credits.
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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 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. May be taken more than once with the consent of the adviser.
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