Mar 28, 2024  
Undergraduate/Graduate Catalog 2013-2014 
    
Undergraduate/Graduate Catalog 2013-2014 [ARCHIVED CATALOG] See drop-down menu above to access other catalogs.

Course Descriptions


Note: See Catalog Web Addenda at www.bridgew.edu/catalog/addenda as that information supersedes the published version of this catalog.

The course descriptions include all courses that are taught for academic credit at the university. They are arranged in alpha-numerical sequence by course subject code. At present, the majority of the 500-600 level courses are offered in the evening hours. Students should be aware that not all courses are offered in the evening or every semester.

Students who are only able to enroll in classes 4 pm or after should consult the appropriate department chairperson for information about the availability of evening sections of courses required in a specific major, concentration and/or minor. Students are urged to consult “Available Course Sections” under InfoBear at www.bridgew.edu each semester to determine when specific courses are offered.

Click here to view  how to read course descriptions.

 

 

Early Childhood Education

  
  • 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)

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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)

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.


Early Childhood Education: Other Approved Courses

  
  • ECED 498 - Internship in Early Childhood Education (Non-Licensure)



Economics

  
  • 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)

  
  • 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)

  
  • 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)

  
  • 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.

  
  • 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.

  
  • 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)

  
  • 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)

  
  • 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)

  
  • 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.

  
  • ECON 302 - The Canadian Economy: A Comparative Approach

    (3 credits)
    Prerequisite: ECON 101 and ECON 102; or consent of instructor
    This course is an undergraduate introduction to the Canadian economy. It will provide the student with a brief, comparative overview of the size and structure of the Canadian and American economies, a close look at how the Canadian economy evolved from a resource to a modern industrial economy and a detailed study of the structure and institutions which make up the Canadian economy.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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)

  
  • 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.

  
  • 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.

  
  • ECON 410 - Mathematical Economics I

    (3 credits)
    Prerequisite: MATH 141 and MATH 142 and MATH 120 and 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. May be taken for graduate-level credit.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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 adviser. 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.

  
  • 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 adviser. 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.

  
  • 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.

  
  • 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 adviser.


Education (High School, Middle School, PreK-12)

  
  • 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)

  
  • 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. 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.

  
  • EDHM 235 - Learning and Motivation

    (3 credits)
    Candidates for teaching careers will investigate contemporary psychological theories of learning and motivation as they relate to instructional strategies, classroom management and the exigencies of public school teaching. Emphasis will be placed on the practical application of research-supported constructivist principles that promote authentic learning in the increasingly diverse classroom of the 21st century. Candidates will continue to develop their professional portfolios.This course requires 10 hours of field experience in appropriate settings.

  
  • 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)

  
  • 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)

  
  • 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.

  
  • EDHM 413 - Strategies for Teaching - Music

    (3 credits)
    Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 445 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

  
  • EDHM 424 - Strategies for Teaching - Foreign Language

    (3 credits)
    Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and LANG 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

  
  • EDHM 425 - Strategies for Teaching - Visual Art – High School

    (3 credits)
    Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 445 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

  
  • 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.

  
  • EDHM 459 - Strategies for Teaching - Visual Art – Middle School

    (3 credits)
    Prerequisite: EDHM 210 and EDHM 235 and EDHM 335 and EDHM 445 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

  
  • EDHM 490 - Teaching Practicum

    (12 credits) Cross Listed with EDHM 495
    Prerequisite: Acceptance and good standing in the professional education program
    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.

  
  • EDHM 495 - Teaching Practicum

    (12 credits) Cross Listed with EDHM 490
    Prerequisite: Acceptance and good standing in the professional education program
    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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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. 

  
  • 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. 

  
  • 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.


Education (High School, Middle School, PreK-12): Other Approved Courses

  
  • EDHM 550 - Middle and High School Theory into Practice

    (3 credits)
    Prerequisite: Admission to Accelerated Postbaccalaureate Program
    This course will focus on the philosophical and psychological foundations of secondary education with an emphasis on connecting learning theory to best practice. Developing competencies for effective, understandable and appropriate modes of communication in teaching is stressed through microteaching and other simulations. Emphasis is also placed on understanding the contemporary middle and high school, to include but not be limited to various organizational structures, curricula and teacher roles. 40 hours of fieldwork are required.

  
  • EDHM 552 - Curriculum and Instruction in Middle and High School Mathematics and Science

    (3 credits)
    Prerequisite: EDHM 550 which may be taken concurrently
    In this course research and best practice in mathematics and science will be studied in relation to national standards and State Curriculum Frameworks. Multiple perspectives including diversity will be considered as critical factors in curriculum and instruction. Outcomes will focus on the nature of the discipline and what to teach, how to teach and how to assess in a learning-centered classroom. Science licensure candidates complete three online modules and exams.

  
  • EDHM 553 - Curriculum and Instruction in Middle and High School Arts and Humanities

    (3 credits)
    Prerequisite: EDHM 550 which may be taken concurrently
    In this course, research and best practice in the arts and humanities will be studied in relation to national standards and State Curriculum Frameworks. Multiple perspectives including diversity will be considered as critical factors in curriculum and instruction. Outcomes will focus on the nature of the disciplines and what to teach, and how to assess in a learning-centered classroom.

  
  • 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.


Education ‐ Master’s Core

  
  • 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.

  
  • EDMC 530 - The Teacher as Researcher

    (3 credits)
    This course is designed to provide graduate students in education with an introduction to the research process. Emphasis will be placed upon acquiring pragmatic skills that can be used through-out 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. Students are expected to become informed and critical consumers of research literature and become familiar with the methods and technology surrounding scientific inquiry.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDMC 538 - The Professional Teacher

    (3 credits)
    Prerequisite: EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533
    This course is designed to be the capstone course taken at the end of the student’s program. This course addresses the changing context of teaching in view of the Bridgewater State University Conceptual Framework, mentoring, peer coaching and the national standards for professional teachers. Students will analyze the impact of educational reform efforts aimed at improving the teaching, learning and professional development of teachers in the educational environment. Reflective practice and written communication are key components of the course.


Educational Leadership

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDLE 541 - Managing Human and Financial Resources

    (3 credits)
    Prerequisite: EDLE 501
    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.

  
  • EDLE 547 - Designing the School/District Professional Learning Community

    (3 credits)
    Prerequisite: EDLE 501
    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.

  
  • EDLE 561 - Elementary School Administration

    (3 credits)
    Prerequisite: EDLE 501
    The application of general principles of school administration to the specific problems of the elementary school. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resoures, 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.

  
  • EDLE 562 - High School Administration

    (3 credits)
    Prerequisite: EDLE 501
    The application of general principles of school administration to the specific problems of the high school. 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.

  
  • EDLE 563 - Middle School Administration

    (3 credits)
    Prerequisite: EDLE 501
    The application of general principles of school administration to the specific problems of the middle school. 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.

  
  • EDLE 566 - School Plant Planning and Administration

    (3 credits)
    Prerequisite: EDLE 501 or consent of instructor
    This course is designed for the specialist in school administration who may ultimately enter school district administration at the central office. A study of in-depth coordination of the many factors involved in planning, constructing, maintaining and administrating the modern school plant is made.

  
  • EDLE 569 - Legal Aspects of School Administration

    (3 credits)
    Prerequisite: EDLE 501
    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.

  
  • 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.

  
  • 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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