Graduate School of Education

All courses, arranged by program, are listed in the catalog. Courses designated as “active” have been offered in the past three years. Courses designated as “inactive” have not been offered in the past three years and indicate the semester in which the course was last offered. If you cannot locate a specific course, try our advanced search link. Current class schedules, with posted days and times, may be found on the Registrar's Office website or by logging directly into iSiS.

01.501 Teaching Diverse Populations Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2314
Status Active

Students examine, confront and learn to manage the challenge of successfully educating all children, regardless of racial, cultural, linguistic, gender or physical differences.

01.502 Adolescent Development and Behavior Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2315
Status Active

This course provides an overview of adolescent development issues and classroom management practices. Adolescent development is examined through research into major theorists in developmental psychology: Piaget, Vygotsky, and Erikson etc. Classroom management strategies are explicitly taught through case study analyses, and examination of core beliefs, focusing on interpersonal relationships between students, teachers, parents, mentors and supervisors.

01.503 Understanding Child Development in a Diverse Society Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 36642
Status Active

Examines the major theoretical frameworks of child development and how cultural differences affect development and learning. Focus is on helping students make responsive and culturally relevant pedagogical decisions.

01.504 Methods of Teaching Students with Moderate Disabilities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2316
Status Active

Examines the methods of teaching students with moderate disabilities. Topics include curriculum (including the Massachusetts frameworks), IEPs, and instructional modifications appropriate for students with special needs.

01.505 Children with Disabilities in the Classroom Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33095
Status Active

This course examines the nature of cognitive emotional, developmental, sensory, and physical disabilities that compromise student capacity to make adequate academic progress without special intervention. Legal and ethical responsibilities of the educator in inclusive classroom settings and as an active member of a multidisciplinary learning team are emphasized.

01.600 Multiculturalism Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37785
Status Active

This course will provide a broad overview of the explicit (overt) and hidden (implicit/covert) elements of culture and their implications for language learning and teaching practice. Course participants will explore the ways in which their cultures influence their world view and their perceptions of self and others, thereby exploring their awareness of culture, as well as their openness or resistance to difference. Through course readings, discussions, and interactive learning activities, participants will understand the intersection of culture and language, how culture shapes language as how language is shaped by culture. The relationships between language and power will also be examined. Throughout the course participants will engage in self-reflection as they apply cultural theories to their own development, their attitudes, their perspectives, how they think and the way they use language.

01.600 Multiculturalism and Language Learning Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37785
Status Active

This course will provide a broad overview of the explicit (overt) and hidden (implicit/covert) elements of culture and their implications for language learning and teaching practice. Course participants will explore the ways in which their cultures influence their world view and their perceptions of self and others, thereby exploring their awareness of culture, as well as their openness or resistance to difference. Through course readings, discussions, and interactive learning activities, participants will understand the intersection of culture and language, how culture shapes language as how language is shaped by culture. The relationships between language and power will also be examined. Throughout the course participants will engage in self-reflection as they apply cultural theories to their own development, their attitudes, their perspectives, how they think and the way they use language.

01.607 The Adult Learner Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2335
Status Active

This course will focus on the learning and development of adolescent young adults, adults and older adults in both school-based and non-school based settings. Cognitive, emotional, social and professional learning will be addressed as well as differing and changing learning styles across the lifespan and different learning settings.

01.608 Student Development Theory Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2336
Status Active

the Student Development Theory course will provide students with a theoretical background in the developmental processes of college students. The course will cover pertinent models of student development pertaining to cognitive, moral, psycho/social, environmental, and identity development. Students will gain an understanding of each theory, and understand their practical application.

01.610 Theories of Learning Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2338
Status Active

This course offers a detailed analysis of the major contemporary learning theories, both behavioral and cognitive.

Pre/Co-Requisites: Pre-Requisite: M.ED and Ed.S matriculated only, or Permission of the Instructor.

01.625 Organization of Schools and School Systems Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2351
Status Active

This course is designed to help students understand the organizational dynamics of schools. The knowledge gained should assist students in identifying and suggesting alternatives to programmatic and behavioral regularities found in a school or human service organization.

01.630 Educating Diverse Populations Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2353
Status Active

"Diversity Issues for School Leaders" is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of "Education for Transformation," students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools.

01.632 The Inclusive School Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37813
Status Active

School leaders must create environments that are welcoming to all students and their families and that capitalize on the strengths students bring to the learning environment as well as address the needs of students. As the population of students in our schools has continued to become more diverse, building an inclusive environment in which all are valued and in which all student can succeed has become increasingly complex. Participants in this course will explore their values and beliefs as well as the dominant culture and prevailing belief systems present in the majority of today's public schools. Participants will learn about ways in which many students, their families, and their communities may differ from this dominant culture, and the possible effects of this mismatch. Through readings and interactive discussions, participants will examine ways to build a school culture that is inclusive for all students and their families. Participants will develop detailed plans of action to actively and meaningfully involve parents and community members in all aspects of the school.

01.636 Sociocultural Contexts of Educational Communities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2356
Status Active

Examines the social, cultural, and political forces that shape the school environment and provide context for teaching and learning. Additionally, the types of existing and desired relationships among schools, families and communities will be discussed.

01.642 Sem:Technology and American Mat Culture Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2361
Status Active

01.645 Perspectives and Visions of Schooling I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2363
Status Active

Open to matriculated doctoral candidates only. This foundational course provides new doctoral students with an understanding of differing perspectives on the purpose of public education in the United States during the last 150 years. The philosophical and political perspectives which influenced educational reform during this period will be examined. The course will culminate in reading and discussion of contemporary visions for schooling. This course must be taken before 01.646.

Pre/Co-Requisites: Pre-Req: Ed.D. matriculated only

01.646 Perspectives and Visions of Schooling II Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2364
Status Active

This course examines how psychology and education have been intertwined throughout the history of American education. Various psychological perspectives for educational practice will be considered. The role of research in education, including the use of psychological research methods will be considered as you begin preparing to conduct educational research. Visions of educational psychologists for utilizing psychological research findings in creating future educational practice and policies will also be explored.

Pre/Co-Requisites: Pre-Req: 01.645 Persp & Visions of Schooling I.

02.507 Academic Writing for English Language Learners Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2397
Status Active

This course will enable graduate level English language learners to become competent academic writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. This is a student oriented, pro-active course where writing skills are connected to reading skills. Through attentive, detailed and critical reading of various materials students will further enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies. Must e a TA or RA. Instructor Consent Required

02.515 Internship in English as a Second Language PreK-6 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2405
Status Active

On-site field experience in an ESL classroom, under the supervision of a qualified ESL teacher and faculty of the Graduate School of Education.

02.516 Internship in English as a Second Language 5-12 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2406
Status Active

On-site field experience in an ESL classroom, under the supervision of a qualified ISL teacher and faculty of the Graduate School of Education.

02.517 Community Organization and Parental Partnership Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2407
Status Active

The aim is to prepare school personnel to work effectively with community groups and bilingual parent organization.

02.520 Teaching Reading and Writing in English Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2410
Status Active

This course examines the development of reading and writing necessary for the ESL child to learn to read and write in English. Students gain familiarity with the various perspectives and practices that have been found to be effective in the teaching of reading and writing to students whose first language is not English.

02.520 Teaching Reading and Writing in English to the Bilingual Student Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2410
Status Active

This course examines the development of reading and writing necessary for the ESL child to learn to read and write in English. Students gain familiarity with the various perspectives and practices that have been found to be effective in the teaching of reading and writing to students whose first language is not English.

02.524 Educational Assessments of Students with Moderate Disabilities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2414
Status Active

A review of the various assessments and standardized tests that are used to identify students with moderate disabilities. The interpretation of assessment results and how to communicate them effectively to parents and school personnel will be examined.

02.528 Teaching and Assessing Academic Reading and Writing I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37786
Status Active

This course is designed to provide candidates with a broad overview of topics and approaches to teaching English language learners to become competent academic readers and writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. Emphasis is on demonstrating teaching methods which are student oriented, pro-active and where writing skills are connected to reading skills; also, effective planning, drafting, rewriting and editing strategies will be emphasized.

02.529 Teaching and Assessing Academic Reading and Writing II Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37787
Status Active

This course is a continuation of Teaching Reading and Writing I. The level is advanced; effective teaching methods of writing, reading and editing are emphasized using relevant and real life examples of academic texts. Detailed analyses and discussions of academic texts through analytical, critical and constructive readings will provide candidates with a solid understanding of teaching methods in advanced reading and writing.

Pre/Co-Requisites: Pre-req: 02.528 Teaching and Assessing Academic Reading and Writing I.

02.531 Internship in English as a Second Language 5-12 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 38485
Status Active

On-Site field experience in an ESL classroom,under the supervision of a qualified ESL teacher and faculty of the Graduate School of Education.

02.539 Pre-Practicum: Alternate Route Credits: 0

Course Details
Min Credits 0
Max Credits 0
Course ID 37202
Status Active

The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Students observe other teachers in their school and must spend one day observing in a district with different demographics. While there is no credit assigned to the pre-practicum, it is a required component of the program. Students complete a pre-practicum binder based on their observances.

02.540 Pre-Practicum Credits: 0

Course Details
Min Credits 0
Max Credits 0
Course ID 37201
Status Active

The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Through a combination of site observations in schools of different demographics, personal/professional teaching opportunities and participation in professional seminars, elementary and secondary preservice teachers gain additional information and skills to prepare them for their practicum. While there is no credit assigned to the pre-practicum, it is a required component of the program. A fee is assessed.

02.541 Teaching English Language Learners Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33080
Status Active

The purpose of this course is to prepare new teachers with the knowledge and skills to effectively shelter their content instruction, so that the growing population of English language learners (ELLs) in K-12 schools can achieve academic success, and contribute their multilingual and multicultural resources. The course will provide aspiring teachers with practical research-based protocols, methods, and strategies to integrate subject area content, language, and literacy development. Successful completion of this course provides the SEI (Sheltered English Immersion) endorsement required for teaching in the Commonwealth of Massachusetts.

02.542 Methods of Early Childhood Education II: Social Studies,Arts,Health and Physical Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33081
Status Active

Students learn basic principles and concepts of history, geography, government, economics, the arts, health and physical education appropriate to the prekindergarten to second grades. Students learn to use project approaches appropriate for teaching young children.

02.543 Classroom Management and Integrative Techniques Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2367
Status Active

Examines the theories and models of behavior management that assist teachers in helping students with moderate disabilities to be integrated into mainstream classroom settings.

02.551 Elementary Math Methods Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2422
Status Active

New approaches in the curriculum and teaching of mathematics in the elementary school; analysis and use of current materials, national and state standards, multimedia approaches, and inductive and problem-solving techniques.

02.553 Language Arts and Childrens Literature Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2424
Status Active

Approaches in the teaching and assessment of the language arts in the elementary school will be analyzed. Assorted genres of literature and the development of literature programs for children in multicultural environments will be studied.

02.556 Reading and Reading Disabilities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2427
Status Active

A critical analysis of fundamental issues and principles in the teaching of reading, including all phases of the elementary reading program. Analysis and remediation of reading disabilities which explores the use of critical diagnostic tools.

02.562 Elementary Social Studies Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2433
Status Active

Examines teaching strategies and materials appropriate for the teaching of K-8 social studies. Examines national and state standards for the discipline.

02.563 Elementary Science Methods Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2434
Status Active

Models the teaching of science as guided discovery while exploring developmentally appropriate concepts in science. Examines national and state standards as well as nationally developed curriculum kit-based materials.

02.568 Internship in Moderate Disabilities 5-12 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 38462
Status Active

Practicum in a special education setting under the supervision of qualified teachers, principal, and university faculty.

02.569 Tchng Middle Sch:English Credits: 6-12

Course Details
Min Credits 6
Max Credits 12
Course ID 2439
Status Active

02.572 Curriculum and Teaching: English Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2442
Status Active

The purpose of this course is to prepare preservice teachers for the content-specific dimensions of their practicum. The course is designed not only to develop pedagogical skills but to encourage prospective English teachers to examine their own beliefs, expectations, and dispositions about the nature of the discipline, the practice of teaching, the process of learning, and the nature of the learners themselves.

02.573 CurrIculum and Teaching History Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2443
Status Active

Students analyze the content, methods, materials, and management techniques used in teaching History. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.

02.575 Curriculum and Teaching Math Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2445
Status Active

Students analyze the content, methods, materials, and management techniques used in teaching mathematics, and examine national and state standards for the discipline. The course includes micro-teaching, self-evaluation, school-based observation, and participation in schools.

02.576 Curriculum and Teaching Science Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2446
Status Active

Students analyze the content, methods, materials, and management techniques used in teaching science. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.

02.578 Teaching Elementary Education and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2448
Status Active

This full time practicum in the elementary school covers 12 weeks under the supervision of qualified teachers, principals, and faculty of the Graduate School of Education. Weekly seminar and portfolio development address the Massachusetts professional teaching standards. Matriculated students only. All coursework must be completed with a minimum 3.25 GPA. Before beginning the practicum.

02.579 Internship in Moderate Disabilities PreK - 8 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2449
Status Active

Practicum in a special education setting under the supervision of qualified teachers, principal, and university faculty.

02.583 Teaching English and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2453
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.584 Teaching History and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2454
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.589 Teaching Mathematics and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2459
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.590 Teaching Biology and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2460
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.591 Teaching Chemistry and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2461
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.592 Teaching Earth Science and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2462
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.593 Teaching Physics and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2463
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.594 Teaching General Science and Seminar Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2464
Status Active

Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.

02.600 Introduction to Second Language Acquisition Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37782
Status Active

This course is designed to facilitate students' understanding of how people learn, or acquire, a second (or third, fourth etc.) language. This understanding then facilitates and benefits language teaching and assessment. In this course, we will examine current second language acquisition (SLA) research; we will study some of the current language teaching approaches and techniques and discuss how to apply then in specific situations. Students will become familiar with SLA terminology, research and data and will be able to connect SLA research with teaching and assessment (i.e. connecting theory with prax), other crucial and relevant topics, such as universal features of SLA (age, critical periods, environmental triggers, cross-linguistic influences), individual factors (aptitude, motivation), social factors (class, gender, social, cultural contexts), etc. will be covered. As part of the learning process in the class, students will be asked to develop their own theory of SLA and SL teaching or to analyze in detail the theory (or theories) they most identify with. Discussions and active participation are crucial in the course.

02.601 Introduction to Linguistics Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37783
Status Active

All language teachers benefit from understanding of how language in general works. This course is designed to help students to understand and use in their language teaching the basic concepts, methods and approaches of linguistics. The following topics are covered in the course; phonetics (sounds/sound inventory of a language), phonology (how we understand and organize the sounds and patterns), morphology (word structure, morphernes; how smaller units of meaning make up words), syntax (sentence structure, how words make up sentences), semantics (how we understand and parse sentences, structural ambiguity, context within sentences), pragmatics (how context impacts meaning on a textual level), social aspects of language(dialects, sociolects, language change, etc.). Although most of the examples will involve English, for comparative and contrastive purposes other languages will be used (no need to understand them). Students will be encouraged to come up with as many of their own examples as possible.

02.607 Advanced Academic Writing I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 36918
Status Active

This course will enable graduate level English language learners to become competent academic writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. This is a student oriented, pro-active course where writing skills are connected to reading skills. Through attentive, detailed and critical reading of various materials students will further enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies.

Pre/Co-Requisites: Pre-Req: 02.507 Academic Writing/Engl Language,or satisfactory score on English language placement test.

02.650 Capstone TESOL Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37784
Status Active

The capstone project requires participants to apply the theories and strategies they have learned throughout the TESOL program to analyze a case study. Participants will be presented with a case study and will apply principles of learning, linguistics, second language acquisition, and methods of ESL (or sheltered) instruction to analyze the case and provide a comprehensive instructional play to address the needs of the case student. The final project for the capstone is a comprehensive paper of approximately 25 pages. Participants will be graded on the content of the project as well as the quality of writing.

03.651 Web-based Technologies in the Learning Environment:Teaching and Learning Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2512
Status Active

Students will research, discuss and examine web-based educational technologies and the pedagogical practices associated them. We will also interrogate the way that these technologies and their requisite literacies have changed, are changing and will change the nature of institutional instruction. In addition, we will investigate the policy implications that arise from the existence of these technologies. This course is taught online. It is suitable for students at the Masters, Ed.S or Doctoral level.

04.501 Mathematics for Elementary Teachers III: Basic Principles of Euclidean Geometry Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2529
Status Active

This course integrates the study of geometry and measurement and includes lines, angles, investigations of triangles, quadrilaterals, polygons, arca and perimeter; congruency, similarity, and Pythagoras' Theorem. The students will explore mathematical explanation, argument, justification and how these processes connect to geometric proof. Also systems of units and concepts related to measurement will be investigated.

04.512 History for Teachers Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2540
Status Active

This course examines the major concepts, people and events of US and World history using the ten themes outlined by the NCSS ( National Council for the Social Studies). These standards are grouped under the four strands for teaching social studies in the state of Massachusetts (history, economics, geography and civics) and guide the focus for teacher preparation and instruction.

04.513 Teaching World History Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2541
Status Active

In an increasingly globalized and diverse age, courses in world history have become a growing teaching field at the secondary level in the United States. The overarching purpose of this class is to help students prepare to teach classes in world history. This course will introduce the field and concepts of world history. It will familiarize students with available materials such as textbooks, readers, primary documents, academic books and articles, novels, films, websites, and podcasts. The class will introduce and align with the state, national, and AP standards in world history.

04.525 Science for Secondary Science Teachers Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2547
Status Active

This course emphasizes content knowledge which includes the facts, concepts, laws, theories and organizing frameworks of science and syntactic knowledge which includes values, beliefs and assumptions that the science teacher has about the generation of scientific knowledge.

04.530 Interactions and Assessment in Science Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2549
Status Active

This course examines the ways in which students interact and learn in the science classroom. Construction of a Science, Technology, and Society (STS) unit plan, as well as the development of assessment tools that align to lesson and unit goals are key features of this course.

04.533 Mathematics for Elementary Teachers I: Basic Principles of Arithmetic Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2552
Status Active

Participants will be engaged in constructing solid conceptual understanding of the language and operations of arithmetic; topics include place value and the history of counting, inverse processes, a large repertoire of interpretations of operations with numbers, concepts of integers and rational numbers, multi-digit calculations, including standard algorithms and non-standard methods the reasoning behind the procedures.

04.534 Mathematics for Teachers I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2553
Status Active

This course revisits the content related to the development of number and operation, proportions, ratios and percent; modeling operations with fractions, beginning algebra and geometry. The course emphasizes the meanings of operations and relationships among those operations; multiple representations of concepts and connections across different representations. It also examines basic Number Theory concepts, such as factors and multiples, as well as divisibility tests, at both concrete and abstract levels.

04.535 Mathematics for Teachers II Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2554
Status Active

This course revisits the mathematics content related to the grades 8-12. It examines in depth elementary functions, and different mathematical models such as linear, quadratic, exponential, logarithmic and trigonometric, to describe real life situations. The course includes some topics from Euclidean geometry. The course emphasizes multiple representations of concepts, connections across different representations, as well as different levels of representations form concrete to abstract.

04.537 Mathematics for Elementary Teachers II: Basic Principles of Algebra Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2556
Status Active

The course examines the topics related to ratio and proportion, slope, the notion of function, absolute value, linear and non linear functions, sets, equations, inequalities, simultaneous equations, reading and creating graphs of functions, formulas (in closed and recursive forms), and tables; studying characteristics of particular classes of functions on integers. It will also investigate some topics related to statistical analysis and probability.

04.553 Lowell and Industrial Revolution Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2569
Status Active

Participants in this National Endowment for the Humanities-sponsored Landmarks Workshop, offered through the Tsongas Industrial History Center, examine the causes and consequences of America's Industrial Revolution, using Lowell as a case study. The course covers the nineteenth-century shift from an agrarian to an industrial society, with a focus on water-powered factory systems, textile production and corporations, the issue of slavery in a cotton textile city, labor and women's history, environmental impacts, immigration, globalization, and literary responses. Limited to NEH participants only.

04.554 Creation of a Nation Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2570
Status Active

This course will focus on the meeting of three worlds: Africa, Europe and the Americas and will explore the cultural and ecological interactions.

04.558 Becoming A Nation Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 32025
Status Active

This course looks at the westward expansion of the United States from the signing of the Constitution to the pre-Civil War period.

04.559 Teaching Founding Documents Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2572
Status Active

This course examines the founding documents and how these documents are relevant in the lives of middle school children.

04.576 Promoting Healthy Lifestyles Among Students Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 30298
Status Active

The focus of this course is on applying nutrition concepts relevant to elementary and middle school children and how these concepts can be integrated into the classroom at an age appropriate level. This course will address a broad range of issues including eating habits, disordered eating, sports nutrition, food allergies and school wellness policies.

04.603 Curricular Practical Training Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 2602
Status Active

CPT provides students with the opportunity to apply their learning from coursework in an educational setting. Candidates are required to submit a culminating assignment before the end of the academic semester.

04.622 Science, Mathematics and the Educated Mind Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2619
Status Active

Examination of interaction of Science and Mathematics in the growth of knowledge, and current considerations of literacy.

04.623 Policy & Practice in Science, Technology, Engineering, & Mathematics Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2620
Status Active

This course explores the dynamic relationship between educational policy and classroom teaching. By comparing the similarities and differences for this relationship within each of these fields, students will gain a practical and theoretical understanding of both the historical role policy plays in education and its chronic shortcomings. Finally, the educator�s role in implementing effective change in these fields is considered.

04.624 Assessment of Learning Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2621
Status Active

Students examines various approaches to the formative and summative assessment of learning. This course examines the importance of assessment in planning curricula and individual lessons.

04.626 Developments of concepts in Science Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2622
Status Active

Students explore the historical development of selected science concepts and the emergence of the philosophy of science. Progress in science is examined together with views of the nature of science.

04.627 Development of Mathematics Concepts Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2623
Status Active

Participants will analyze the nature of mathematics content knowledge and the nature of mathematics process knowledge, as well as the nature and process of knowledge acquisition. A conceptual framework will emerge from the synthesis of existing information.

04.628 Reasoning and Problem Solving in Science Credits: 0

Course Details
Min Credits 0
Max Credits 0
Course ID 2624
Status Active

An analysis of the development of procedural knowledge, with particular emphasis on reasoning and problem solving, as they are currently conceptualized in educational and psychological literature.

04.630 Reasoning and Problem Solving Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2626
Status Active

The course is designed to direct and encourage critical examination of the theory of problem solving. Students analyze current research literature relating to reasoning, problem solving and critical thinking. Synthesis of this literature serves as a foundation for examining curriculum decisions.

04.635 Dynamics of Curricular Change Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2631
Status Active

This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools.

04.637 History & Theory of Curriculum Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2633
Status Active

This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts. Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories.

04.638 Curriculum Design K-12 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2634
Status Active

A review of state mandates which, by law, shape the curriculum of the school. Examination of "new" curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation of the personnel and techniques by which these curricula can be developed.

04.643 The Skillful Teacher Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2639
Status Active

This course is designed to help teachers and educational leaders view teaching from a reflective stance. Video material of teaching situations will be examined for the application of skills discussed in the course.

04.645 Directed Study Curriculum and Instruction Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2641
Status Active

04.650 Capstone Project: Advanced Programs Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2645
Status Active

Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection.

Pre/Co-Requisites: Pre-Req: M.Ed. matriculated only

04.655 Directed Study Curriculum and Instruction Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2649
Status Active

Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.

04.656 Ed.S Seminar Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2650
Status Active

Candidates undertake an in-depth study of issues pertinent to PK-12 education and develop a product to address these issues. Candidates must complete 24 credits prior to registering for the Ed.S Seminar.

Pre/Co-Requisites: Pre-Req: Ed.S. Matriculated only

04.674 Research into Learning in Science Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 30756
Status Active

In this course, we shall be reading research articles and examining how the research was carried out. You will conduct an "action research" project. Those who engage in action research have a commitment to bring about change. In this case, you will be investigating something in your own classroom or school that concerns you and therefore the results of your research will help you to think about what might be done to change the situation. Through the collection and sorting of data we can gain insights into situations that were previously muddy. Teachers often have to make judgments based on experience, but this is not persuasive to outsiders. With data we can convince others that the course of action we choose is justified.

04.675 Leadership in Science Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 30757
Status Active

There are many issues in science education that can be clarified as a result of reading current literature and engaging in discussion with other teachers. In this course, we will examine some of the most pressing issues that face us as science teachers e.g. What is science literacy? What role should inquiry play in a science curriculum? What is the role of technology in science education? Is ability grouping approproate for learning in science? Each week we will examine a different issue and share our expertise, as we explore what it means to be a leader in science education. You will share your own science teaching expertise by developing an article to be submitted to an NSTA publiction via a peer review process. Additionally, you will put your progam learning into practice and will be assessed through written evidence captured in a professional portfolio.

04.676 Exploring the Nature of Science Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 30758
Status Active

If you were asked to describe the characteristics of science what would you say and would you know whether professional scientists agree with you? National professional societies such as the NSTA and the AAAS, believe that if middle and high school students understand how science has been and is practiced, they will be more likely to question their own thinking, recognize the power of scientific theories and understand that there are no absolute truths. This course will take you on an exploration of some fascinating discoveries in the history of science, engage you in debate about controversial issues in science, and involve you in raising your own scientific questions.

04.729 Directed Study: Mathematics and Science Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2662
Status Active

Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.

04.753 Doctoral Dissertation/Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2665
Status Active

04.756 Doctoral Dissertation/Education Credits: 6

Course Details
Min Credits 6
Max Credits 6
Course ID 2666
Status Active

04.759 Doctoral Dissertation Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2667
Status Active

05.501 Introduction to Leading Professional Learning Communities Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 36996
Status Active

This course introduces participants to strategies that will enable them to cultivate and lead school-based professional learning communities. During a week-long summer institute, students develop an action plan. In the fall, students will keep in contact (electronically) with peers and the instructor and will attend a final face-to-face session to support their efforts. The grade for the one credit course is awarded at the end of the fall semester.

05.502 Issues, Mandates and Ethics in Special Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2671
Status Active

This course will examine special education laws and ethical practices in K-12 settings.

05.592 Practicum I, Elementary Principal PK-6 Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 30303
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 500 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' and the Massachusetts Administrative Leadership Standards.

05.592 Principalship: Practicum I Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 30303
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 500 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' and the Massachusetts Administrative Leadership Standards.

05.593 Practicum II, Elementary Principal PK-6 Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 30304
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 500 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' and the Massachusetts Administrative Leadership Standards.

05.593 Principalship Practicum II Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 30304
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 500 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the Standards for Advanced Programs in Educational Administration of the ELCC (Educational Leadership Constituent Council). and the Massachusetts Administrative Leadership Standards.

05.594 Practicum I, Middle School Principal 5-8 Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 30305
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.

05.595 Practicum II, Middle School Principal (5-8) Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 30306
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.

05.596 Practicum I, High School Principal 9-12 Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 30307
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.

05.597 Practicum II, High School Principal (9-12) Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 30308
Status Active

The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.

05.601 Seminar: Portfolio Development and Defense Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 36760
Status Active

The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The one-credit option is for the student who anticipates submitting required materials and defending her or his portfolio over two or more semesters.

05.602 Seminar: Portfolio Development and Defense Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 36761
Status Active

The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The two-credit accelerated option is for the student who will submit all required materials and defend her or his portfolio in one semester.

05.603 Seminar: Portfolio Development and Defense Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 36762
Status Active

The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The three-credit accelerated option is for TAs and RAs only.

05.604 Leadership of Community Engagement I Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37685
Status Active

The purpose of Leadership of Community Engagement I is to expose teacher leaders to the variety of issues associated with family and community engagement. Through critical examinations of theory, personal experiences and collective knowledge, teacher leaders will learn how to engage families and community members (i.e., business, health and service agencies and community-based organizations) and recognize the different forms of engagement. This course will highlight collaborative strategies that "shares power" with parents, families, and community organizations in schools.

05.605 Leadership of Community Engagement II Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37686
Status Active

The purpose of Leadership of Community Engagement II is to continue the conversation and exploration of family and community engagement with teacher leaders from 05.604. The second course focus is on the implementation and analysis of the Research Action Plan drafted in the firs semester. Teacher leaders will explore the challenges, barriers, successes and unintended consequences of their family and community engagement action plan. This course will highlight collaborative strategies of "critical friend groups" and participatory action research. Teacher leaders will lead group discussions and share ideas and strategies to help them address their family and community engagement issues.

Pre/Co-Requisites: Pre-req: 05.604 Leadership of Community Engagement I.

05.606 Leadership and Learning I Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37687
Status Active

"Leadership and Learning: Course One" is the first in a sequence of three one credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course One, students participate in a three day summer institute (9 AM to 3 PM) and develop an action plan for the coming school year in which they will lead the development of a professional learning community. Students are invited to participate in an ongoing research study of professional learning communities.

05.607 Leadership and Learning II Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37688
Status Active

"Leadership and Learning: Course Two" is the second in a sequence of three one credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For course two, students participate in three online learning modules and two face-to face seminars during the fall semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.

Pre/Co-Requisites: Pre-req: 05.606, Leadership and Learning I.

05.608 Leadership and Learning III Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37689
Status Active

"Leadership and Learning: Course Three" is the third in a sequence of three on credit courses that provide strategies, practical training, and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course three, students participate in three online learning modules and two face-to-face seminars during the spring semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.

Pre/Co-Requisites: Pre-req: 05.607, Leadership and Learning II.

05.609 Seminar I: Professional Accomplishments Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37690
Status Active

Candidates are asked to document a limited number of verifiable accomplishments outside the classroom from both the professional and local communities. Candidates must explain how each accomplishment impacts student learning. Accomplishments are limited to the last five years. Later in the program, more recent accomplishments may be added tot he entry. The portfolio entry is 20 pages in length.

05.610 Seminar II: Active Learning Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37691
Status Active

In this seminar, candidates must analyze an inquiry approach to education and its relation to their current practices. They must examine the connections between inquiry, teaching, learning, and the standards of accomplished teaching. The portfolio entry requires a video in which candidates are asked to document a class meeting where students are learning through inquiry based instruction. Documentation takes the form of a 20 minute video edited into three sections. Section one shows how the lesson is introduced. Section two records students engaged in inquiry learning. Finally , section three records the lesson's closure. The analysis focuses on the available evidence from the video; specifically, how the candidate's actions (or inaction's) resulted in student learning. The portfolio entry is limited to 12 pages.

05.611 Introduction to Higher Education Administration Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2677
Status Active

05.613 Leading the Professional Learning Community Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37814
Status Active

it is well documented that teachers who habitually examine their shared work based on inquiry, observation, analysis of data, dialogue, and experimentation tend to be more effective than those who are not reflective and work in isolation. How do we help all teachers become highly effective: How do we spread reflective practice from isolated pockets to all teachers in a school? The answer lies in the transformation of a school's professional staff from isolated practitioners into a professional learning community. A professional learning community is a work culture in which educators regularly learn with and from each other through collaborative inquiry. This course provides the practical know-how and deep understanding need for educators to introduce and lead collaborative inquiry within their school or district and transform the teaching staff into a professional learning community. Furthermore, this course introduces the idea of collaborative inquiry by transforming participants into a professional learning community during the course. Thus, participants focus collaborative inquiry on their shared practice, read and reflect on selected authors, and develop action plans to help them introduce or advance collaborative inquiry in their own work settings.

05.615 Seminar II: Teaching Cycle Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37692
Status Active

This seminar focuses on the teaching cycle (planning, implementing, assessing) in conjunction with the standards of accomplished teaching in specific content areas. The portfolio entry emanates from the day to day work of each teacher and requires teachers to document the decisions and choices which directly impact the student learning experience. The entry includes lessons plans associated with specified learning objectives, detailed assignments, examples of student work form two of those assignments representing high and low achieving groups, and an analytical reflection of how the teachers work fostered (or did not foster) student understanding. The portfolio entry is 12 pages in length.

05.617 Seminar IV: Whole Class Discussion Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37693
Status Active

Candidates develop the knowledge, skills, and dispositions necessary to foster student engagement. They will examine formal and informal assessment techniques associated with whole class discussions and analyze the importance of an equitable learning environment in fostering student participation. Candidates are required to submit a second, 20 minute unedited video of a whole class discussion. They closely analyze the video and interpret the student exchanges and teacher actions according to the standards of accomplished teaching. The portfolio entry is limited to 12 pages in length.

05.622 Managing Resources and Finances. Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2684
Status Active

This course will provide students with an understanding of the financial principles and budget management in the operation of our public schools. We will analyze economic and demographic data, review local/state and federal education budgets,examine the legal principles of school finance,review local, state and federal laws and policies on public education and evaluate case studies in the operation of public schools. Students will prepare budget documents, develop financial forecasts and prepare policy briefs on various topics related to school finance.

05.623 School Policy and Law Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2685
Status Active

This course will provide students with an understanding of the law and legal basis for making decisions in our public schools. We will analyze court decisions, state and federal constitutional provisions and laws and public policies and regulations as they pertain to the operation of the public schools in the United States. With a solid understanding of the legal framework of governance at the federal, state and local level and the decisions derived though court cases, educators will be better equipped to respond to the numerous challenges and decisions they face throughout the school year.

05.630 Leadership & Learning Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2691
Status Active

05.638 Planning, Technology and School Improvement Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2699
Status Active

This course helps educators develop a broad grasp of the educational possibilities and concerns the Internet raises, for K-12 educators as well as those in higher education. Through the course, students develop in-depth knowledge of Internet resources and problems related to a specific issue of professional interest.

05.641 Issues in Staff Development Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2702
Status Active

Includes understanding of how to work with adult learners who are peers, as well as techniques for assessing staff needs, design of programs to improve staff performance and strategies to ensure productive in-service education.

05.642 Principles of Supervision Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2703
Status Active

This course is designed to help current and aspiring supervisors explore the skills,knowledge and personal attributes central to instuctional leadership and supervision. A paradigm shift away from an historical/traditional view of supervision towards a more collegial model is emphasized. Students will complete field work including two observations of a collegue and pre and post-lesson conferences.

05.643 Principalship PK - 12 Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2704
Status Active

This course is designed to help aspiring principals explore the skills,knowledge and personal attributes central to effective leadership. The course aims to acquaint students with research, theories,and frameworks from the knowledge base on school leadership; explore the issues,daily experiences, and decisions of the principal within the action context of the school; assist students to think critically and systematically about leadership; help students become more conscious of their own values,assumptions and purposes as school leaders; further develop leadership skills,insight,and vision for schooling; assist students to think of themselves as educators for transformation.

05.649 Directed Study: Administration Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2710
Status Active

Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.

05.650 Instructional Leadership and School Reform Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2711
Status Active

Addresses the way in which an instructional leader initiates changes in organizations-whether curricular or in the systems which make organizations function.

05.651 Transformative Leadership for Schools Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2712
Status Active

This course considers ways in which school leaders can facilitate transformative change in all aspects of school life. Focusing on theory, research, and pragmatic strategies, the course examines approaches to school design for school startup and redesign for schools undergoing significant change.

05.652 Managing Change and Conflict Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2713
Status Active

Examines theories in the changing process, strategies for effective adoption and implementation of innovations and conflict resolution.

05.658 Role of the Curriculum and Instructional Leader Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2715
Status Active

This course provides prospective leaders with the theoretical and empirical bases for understanding the instructional core and how to create the conditions needed for high quality teaching and learning to occur in their schools. Course participants will explore how to (i) establish a vision that promotes high standards for learning and is shared by all stakeholders; (ii) promote a positive school culture that is anchored in professional behavior and trusting relationships; (iii) promote effective instructional programs and the application of best practices to student learning; (iv) make decisions grounded in reliable data integrity, fairness, and ethical conduct.

05.670 CAGS Capstone Seminar I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2722
Status Active

05.673 Advanced Research Seminar Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2725
Status Active

05.680 Leadership of Community Engagement I Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37009
Status Active

This course will examine the intricacy of community engagement. Parent and community engagement in education is widely recognized as important, yet very few teacher leaders are taught how to foster engagement more broadly and deeply in schools. Teachers will learn community-based relational approach and other theories related to parent and community engagement. Through action plans, they will create opportunities for community partnerships necessary for promoting the success of all students.

05.681 Leadership of Community Engagement II Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37010
Status Active

In this course, students will implement and evaluate their community engagement action plan from Leadership of Community Engagement I. Students will begin to unravel and document best practices seminal to community and school partnerships. Through the sharing of important resources such as social networks and community capital. Teachers will create a learning community to support each other and colleagues engaged in this important work.

05.682 Peer Leadership I Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37011
Status Active

This is the first in a sequence of three one credit courses that provide strategies, practical training, and a foundation in adult learning theory necessary for teachers to cultivate and lead school-based professional learning communities. For Course One, students participate in a three day summer institute (9am-3pm) and develop an action plan for the coming school year in which they will lead the development of a professional learning community. Students are invited to participate in an ongoing research study of professional learning communities.

05.683 Peer Leadership II Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37012
Status Active

This is the second in a sequence of three one credit courses that provide strategies, practical training, and intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course Two, students participate in three online learning modules and two face-to-face seminars during the fall semester. Students receive coaching and instruction as they pursue the action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.

05.684 Peer Leadership III Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37013
Status Active

This is the third in a sequence of three one credit courses that provide strategies, practical training and the intellectual foundation necessary for teachers to cultivate and lead school-based professional learning communities. For Course Three, students participate in three online learning modules and two face-to-face seminars during the spring semester. Students receive coaching and instruction as they pursue action plans developed in Course One and write a reflective journal. Students also read literature comprising the intellectual foundation for the professional learning community and write two critical essays.

05.685 Accomplished Teaching Seminar I; Professional Accomplishments Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37014
Status Active

Candidates are asked to document a limited number of verifiable accomplishments outside the classroom from both the professional and local communities. Candidates must explain how each accomplishment impacts student learning. Accomplishments are limited to the last five years. Later in the program, more recent accomplishments may be added to the entry. The portfolio entry is 20 pages in length.

05.686 Accomplished Teaching Seminar II; Active Learning Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37015
Status Active

In this seminar, candidates must analyze an inquiry approach to education and its relation to their current practices. They must examine the connections between inquiry, teaching, learning, and the standards o f accomplished teaching. The portfolio entry requires a video in which candidates are asked to document a class meeting where students are learning through inquiry based instruction. Documentation takes the form of a 20 minute video edited into three sections. Section one shows how the lesson is introduced. Section two records students engaged in inquiry learning. Finally, section three records the lesson's closure, The analysis focuses on the available evidence from the video; specifically, how the candidate's actions (or inaction's) resulted in student learning. The portfolio entry is limited to 12 pages.

05.687 Accomplished Teaching Seminar III; Teaching Cycle Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 37016
Status Active

This seminar focuses on the teaching cycle (planning, implementing, assessing) in conjunction with the standards of accomplished teaching in specific content areas. The portfolio entry emanates from the day to day work of each teacher and requires teachers to document the decisions and choices which directly impact the student learning experience. The entry includes lesson plans associated with specified learning objectives, detailed assignments, examples of student work from two of those assignments representing high and low achieving groups, and an analytical reflection of how the teachers work fostered (or did not foster) Student understanding. The portfolio entry is 12 pages in length.

05.688 Accomplished Teaching Seminar IV; Whole Class Discusion Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 37018
Status Active

Candidates develop the knowledge, skills, and dispositions necessary to foster student engagement. They will ex amine formal and informal assessment techniques associated with whole class discussions and analyze the importance of an equitable learning environment in fostering student participation. Candidates are required to submit a second, 20 minute unedited video of a whole class discussion. They closely analyze the video and interpret the student exchanges and teacher actions according to the standards of accomplished teaching. The portfolio entry is limited to 12 pages in length.

05.701 Seminar: Qualifying Paper Development Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 36763
Status Active

The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The one-credit option is for the student who anticipates developing the qualifying paper over two semesters, and submitting the paper at the end of the second semester.

05.702 Seminar: Qualifying Paper Development Credits: 2

Course Details
Min Credits 2
Max Credits 2
Course ID 36764
Status Active

The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The two-credit accelerated option is for the student who anticipates developing and submitting the final draft of the qualifying paper in one semester.

05.703 Seminar: Qualifying Paper Development Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 36765
Status Active

The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The three-credit accelerated option is for TAs and RAs only.

05.710 Research Planning: Leadership Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2728
Status Active

Research Planning: Leadership is a scaffolded-experience to guide students in the development of their qualifying paper (the second comprehensive exam), a structured review of the literature. Only students who are at the appropriate stage of their program may enroll with permission of the instructor.

Pre/Co-Requisites: Pre-Req: 07.701 Data Analysis, 07.702 Research Methods & Design; Academic Plan Ed.D only.

05.729 Directed Study : Leadership in Schooling Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2729
Status Active

Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.

05.753 Doctoral Dissertation/Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2736
Status Active

05.756 Doctoral Dissertation/Education Credits: 6

Course Details
Min Credits 6
Max Credits 6
Course ID 2737
Status Active

05.759 Doctoral Dissertation/Education Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2738
Status Active

05.760 Dissertation Research Credits: 1

Course Details
Min Credits 1
Max Credits 1
Course ID 35285
Status Active

Doctoral candidates must be enrolled in this course if they have completed their required dissertation research and wish to defend their dissertation.

05.766 Continued Graduate Research Credits: 6

Course Details
Min Credits 6
Max Credits 6
Course ID 2740
Status Active

06.511 Reading Theory & Instr. in Young Adult Literature Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2746
Status Active

The purpose of this course is to introduce graduate students who are preparing to teach to the reading theory and instruction appropriate for the teaching of young adult literature. There is an overview of theoretical views, a general study of what constitutes young adult literature, approaches to using the books, and finally developing the ability for critical analysis of this body of work. The course emphasizes the theme of identity in the development of young adults and the books that they read.

06.511 Teaching Reading in Content Area Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2746
Status Active

This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas.

06.522 Young Adult Literature Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2747
Status Active

The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail

06.527 Language Acquisition Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 30802
Status Active

This course will focus on the study of the acquisition of language and the relationship of language learning to the development of literacy. Students will examine both first and second language acquisition. Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy.

06.528 Assessment of Reading and Language Disabilities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2749
Status Active

This course examines the selection and use of procedures to make an adequate clinical and educational diagnosis. Includes the assessment of function and dysfunction in factors associated with language development; receptive, expressive, writing, reading; and the administration and interpretation of individual and group tests of perceptual, motor, and conceptual functioning in reading and language.

06.529 Treatment Reading and Language Disabilities Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2750
Status Active

This course will explore the specific practices in remedial teaching in grades K-12, using published materials, and developing new materials for small group, whole class, and tutoring settings. Students will develop and implement realistic corrective programs based on the interpretation of literacy assessments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation.

Pre/Co-Requisites: Pre-Req: 06.528 Assess of Reading & Lang Disab.

06.530 Reading and Thinking: Secondary School Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2751
Status Active

This course examines the relationships among reading, writing, and thinking in high school, particularly in diverse populations and with second language learners. Emphasis will be placed upon practical work in classrooms and the development and assessment of new teaching practices.

06.549 Theory and Research: Reading and Language Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2755
Status Active

A final course on the national and international research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director.

06.550 Reading Specialist: Practicum I Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33548
Status Active

The Reading Specialist Practicum requires students to use the knowledge gained in their coursework to design, implement, and analyze a program for struggling readers in a clinical experience. The practicum meets both Massachusetts and IRA standards for Reading Specialist/Literacy Coach.

06.551 Literacy Coach: Practicum II Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33715
Status Active

This is the second of two clinical practicum experiences in the Reading and Language program. Candidates will design a professional development project in their school setting which will allow them to model lessons, observe and co-teach with peers, and provide feedback to teachers and paraprofessionals. The online seminar provides support for implementing the program. The practicum meets the guidelines for the International Reading Association

Pre/Co-Requisites: Pre-Req: 06.550 Reading Specialist: Practicum I.

06.607 Methods of Sheltered Language Instruction Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 32101
Status Active

Different approaches and teaching procedures in Second Language instruction will be discussed as well as the methodological models of English as a Second Language instruction.

06.610 Teaching Reading in Content Area Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 38725
Status Active

This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas.

06.612 Topics in Language Arts and Literacy Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 31958
Status Active

This is an elective course in the doctoral program that covers a range of topics in language arts and literacy.

06.625 Teaching Of Writing Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2769
Status Active

This course reviews the research and literature on writing instruction, grades K through 14, and examines points of view, approaches, methodologies, and assessments

06.627 Second Language Acquisition and Assessment Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2771
Status Active

A Study of the general schools of thought that have formed the basis of teaching English as a Second Language. This course is designed to assist students in conceptualizing the foundations of second language acquisition. The course will also inform students about appropriate procedures for assessing the skill development of second language learners.

06.636 Literacy Coach Institute Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2777
Status Active

06.675 History, Theory, and Contemporary Issues in Language, Literacy and Culture. Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 31880
Status Active

The purpose of this course is to engage students in the complexities and debates regarding theoretical perspectives and research on language, literacy, and culture that have affected language and literacy learning. This course will begin with introduction to the history of research done on concepts of language, literacy and culture. Students then look at the evolution of sociolinguistic and stenographic research language, literacy and culture as well as other modes of inquiry on language and literacies. Most of the course is spent closely examining studies for how they conceptualize the mutual construction of language, literacy, and culture, and for what they can tell use about the nature of literacy learning. In addition, students will explore the questions those studies raise such as cultural diversity,identity, learning, curriculum and instruction school-community relationships and social justice in literacy and language learning.

06.676 History, Theory, and Research in the Teaching of Writing Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 32981
Status Active

This course covers the history of the teaching of composition from the ancient Greeks to the present day, the development of both theory and pedagogy, and the current research into how writers learn, which teaching methods work best, and which issues continue to be of concern. Students will learn to critique writing pedagogy, to place programs and issues into historical perspective, and to analyze and design research into the teaching of writing.

06.677 Theories of Verbal Communication Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33001
Status Active

The course will examine various theories and models of verbal communication appropriate for study in the Language Arts and Literacy. The specific theories and models will be determined each semester.

06.678 History, Research and Contemporary Issues in Reading Instruction Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 33002
Status Active

Students will trace the history of reading instruction in the United States from The New England Primer in the 1600s to the present with special attention to the ways in which those milestones may have impacted reading instruction today. Each of the key philosophical orientations to reading instruction will be explored from the point of view of the research that informs that instruction. Contemporary issues in reading instruction will be examined with ties to both the research and the history. Contemporary issues will be drawn from, but not limited to, politics, curriculum design, instructional materials, and instructional design.

06.729 Directed Study: Language and Literature Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2806
Status Active

Students will work on individually designed projects in language arts and literacy in close cooperation with a faculty member.

06.753 Doctoral Dissertation/Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2812
Status Active

06.756 Doctoral Dissertation/Education Credits: 6

Course Details
Min Credits 6
Max Credits 6
Course ID 2813
Status Active

06.759 Doctoral Dissertation/Education Credits: 9

Course Details
Min Credits 9
Max Credits 9
Course ID 2814
Status Active

07.541 Practitioner Action Research Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2823
Status Active

This course examines how action research helps educators to learn to explore pressing classroom and school issues in systematic ways. Action research provide educators with opportunities to deepen their knowledge and skills as reflective practitioners, allowing them to contribute to the achievement of students and the improvement of schools.

Pre/Co-Requisites: Pre-Requisite: M.ED and Ed.S matriculated only, or Permission of the Instructor.

07.642 Program Evaluation Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2829
Status Active

Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will identify and discuss several models of program evaluation,understand what needs to be considered and addressed in needs assessment, learn to identify an appropriate design for a new evaluation. Students will be expected to conduct program evaluation, present their ideas and illustrate how evaluation results can be useful for program decision making.

07.660 Ethnographic Inquiry Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2835
Status Active

This course provides the theoretical underpinnings of the nature, principles and processes of ethnographic research which focuses on the understanding of human cultures. Students will study how an ethnographic research project is developed and will conduct an aspect of a study during the semester. There will be particular emphasis on collecting and analyzing data in ethnographic research.

07.700 Introduction to Research Design and Methods Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 37812
Status Active

In this course students will be introduced to: Principles of research design in social sciences; Understanding how to plan for research using quantitative and/or qualitative data collection methods; Ethics of research conduct; Understanding and preparing for the Institutional Review board (IRB) process; Evaluating the trustworthiness of research; How to critically review research; The historical and philosophical issues undergirding qualitative research; Paradigms; Sampling procedures; Types of measurement error; Methodologies appropriate for educational research; Recent developments in education research.

07.701 Data Analysis Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2836
Status Active

Prereqisite: A descriptive statistics or research methods course satisfactory to the Program Faculty. This course covers basic statistics used in the analysis of educational research.

Pre/Co-Requisites: Pre-req: 07.700 Introduction to Research Design and Methods

07.702 Research Methods and Design Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2837
Status Active

Methods of data collection suitable for answering a variety of educational research questions. Considers both qualitative and quantitative strategies for research and evaluation needs. Prerequisite: 07.701 or acceptable substitute.

Pre/Co-Requisites: Pre-Req: 07.701Data Analysis.

07.704 Qualitative Research Methods Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2839
Status Active

This course concentrates on the use of qualitative methods for educational research. Strategies for conducting qualitative studies are described and techniques for analyzing and reporting findings are emphasized.

07.705 Survey Research Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2840
Status Active

Focusing on survey research methods, this course will familiarize students with the strategies, techniques, tactics, and issues in developing and administering questionnaires and interviews.

Pre/Co-Requisites: Pre-Req: 07.701 Data Analysis, 07.702 Research Methods & Design; Academic Plan Ed.D only.

07.706 Intermediate/Advanced Data Analysis Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2841
Status Active

Mixed methods research and evaluation uses both quantitative and qualitative data and information to answer research and evaluation questions. Mixed methods research and evaluation integrates these two general methodologies to design more complete and powerful scholarship and produce more informative answers to research, instructional, and educational questions of both the formative and the summative kind. These questions may be research hypotheses, instructional program effects, or educational program and policy evaluations. This course is designed to meet the needs and goals of the students who enroll in it and is conducted by a learning contract model. Advanced univariate and multivariate design and statistical techniques will be selectively covered, including: meta-analysis, instrument design and development. It includes various qualitative techniques and analytical models, such as development and use of protocols, interviewing, content and discourse as well as text analysis, analytic and observational scoring procedures and systems, document analysis, policy analysis. Scholarly text development such as histories, white papers, or professional literature reviews will be included.

07.707 Writing for Professional Development Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2842
Status Active

In this course individuals will develop mastery of the elements of style, techniques of argument, and other writing skills such as audience, voice, and genre. They will prepare to propose and report research clearly and concisely for publication.

07.709 Measurement & Evaluation Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2844
Status Active

Basic measurement and evaluation theories and techniques are surveyed, including achievement, attitudes, opinions, abilities, personality, skills and trait variables. Emphasis is given to methods of establishing reliability and validity of various measures.

08.601 Leadership, Law & Policy in Higher Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2847
Status Active

This course examines theory, research and practice that inform us about the problem of scholarship, teaching, change and innovation in higher education. Students study academic life in the larger context of the institutional structure.

08.654 Student Development & Leadership in Higher Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2852
Status Active

This course will examine the role of higher education in creating leaders for a diverse and democratic society Grounded in student development theory and practice, this course will engage participants in reflective and critical exploration of leadership theories, frameworks, concepts and skills that focus on social justice and purposeful change. The course is designed to provide foundational grounding in the study of leadership theory and research, with a focus on the leadership paradigms emphasizing transformation, collaboration and empowering group members in an effort to improve the world in which we live. During this course you will read current ideas about student development and the nature of leadership, you will engage in class activities and assignments which challenge you to think critically with multiple perspectives and frameworks and you will undertake a self-examination about who you are and what you believe as someone who will facilitate student development and leadership in student affairs and within higher education.

08.659 Strategies for Instruction in Higher Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2855
Status Active

A variety of theories, methods and multi-media techniques of teaching will be explored in order to familiarize students with the many options available to facilitate learning by adults

08.660 Diversity in Higher Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 2856
Status Active

Focuses on the preparation, admission, retention, and achievements of minorities in higher education, both past and present.

08.670 Practicum I: Higher Education Option Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 38127
Status Active

The Practicum I: Higher Education is the first of two culminating requirements for those students striving to earn the M.Ed. in Education Administration: Higher Education Option. Practicum I and II require students to engage in a project that demonstrates the practical application of their knowledge and skills in real-life higher education leadership activities and responsibilities over the course of two semesters; both semesters involve significant leadership work in partnership with a supervisor/mentor in an appropriate higher education site. Selection of the focus and scope of the project will be tailored to students area of focus in the Higher Education Option and their current work responsibilities.

Pre/Co-Requisites: Pre-Req: M.Ed. matriculated only

08.671 Practicum II: Higher Education Credits: 3

Course Details
Min Credits 3
Max Credits 3
Course ID 38343
Status Active

Practicum II: Higher Education is the second in the series of two culminating requirements for those students striving to earn the M.Ed. in Education Administration: Higher Education Option. Similar to Practicum I (08.670), Practicum II (08.671) requires students to engage in the continuation of the project form Capstone I that demonstrates the practical application of their knowledge and skills in real-life higher education leadership activities and responsibilities over the course of the semester. Both Practicum semesters involve significant leadership work in partnership with a supervisor/mentor in an appropriate higher education site. Practicum II content will be tailored to students' area of focus in the Higher Education Option and their current work responsibilities.

Pre/Co-Requisites: Pre-req: 08.670 Capstone I: Higher Education.