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Graduate Academic Catalog 2015-2016 [ARCHIVED CATALOG]
Graduate Education
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Seeking Initial License and Master of Education
The programs in this section are designed for students who have completed a baccalaureate degree in a liberal arts field and do not yet hold the Initial License. Before beginning the practicum, students will need to have passed the MTEL (Massachusetts Test for Educator Licensure) in communication and literacy and in the applicable content areas.
Programs for Initial Teacher Licensure
- Early Childhood with and without Disabilities (PreK-2)
- Elementary (1-6)
- English as a Second Language (PreK-6, 5-12)
- Moderate Disabilities (PreK-8, 5-12)
- Middle School/Secondary
- Arts (PreK-6, 5-12)
- Biology (5-8, 8-12)
- Chemistry (5-8, 8-12)
- Earth Science (5-8, 8-12)
- English (5-8, 8-12)
- Foreign Languages-French (5-12), Spanish (5-12)
- General Science (5-8)
- History (5-8, 8-12)
- Humanities (5-8)
- Mathematics (5-8, 8-12)
- Mathematics/Science (5-8)
- Political Science/Political Philosophy (5-8, 8-12)
- Physics (5-8, 8-12)
The total master’s degree program of 36-39 credit hours is composed of 21 credit hours of core courses and 15-18 credit hours of concentration courses. Upon completion of the specially designated (**) courses and the practicum, the student will be eligible for recommendation to the Massachusetts Department of Elementary and Secondary Education for the Initial License. This may enable the student to be eligible for a full-time teaching position while continuing study in the master’s degree program. At the completion of all the required courses, students will be recommended for graduation with the degree Master of Education in Curriculum and Instruction.
The College reserves the right to alter program requirements as necessary to remain in compliance with Massachusetts Department of Elementary and Secondary Education licensure standards.
Prepracticum Field Experiences
Prior to the practicum all graduate students seeking the Initial License are required to complete a minimum of 100 documented clock hours of monitored, field-based experience. These field experiences will prepare candidates by acquainting them with the school and classroom environment at the appropriate grade level and content area(s) with a variety of typical and atypical students of different gender, racial, linguistic and socioeconomic backgrounds. Gordon College places graduate students for their prepracticum and practicum field experiences. Students seeking licensure in Early Childhood, Elementary and Moderate Disabilities are required to complete an additional 20 hours of field experience observing reading instruction.
Practicum
Eligible graduate students file a completed practicum application form with the Graduate Office the term before they plan to enroll in the practicum. Before the application is approved, academic records are reviewed to determine that candidates have completed all academic and field requirements and have been accepted into the graduate program, and have passed all applicable tests of the MTEL (Massachusetts Test for Educator Licensure).
Prior to the practicum a meeting is held with the supervising practitioner, the teacher candidate and a college supervisor. Information and paperwork are given to the supervising practitioner and teacher candidate. This first three-way meeting provides opportunity to discuss roles, responsibilities, and expectations of the practicum; the evaluation forms of the practicum; the licensure regulations; and the Practicum Manual.
The practicum evaluation forms for the graduate student are required for the Initial License. Specific time and site requirements of the practicum are as follows:
The teacher candidate must complete:
- A practicum of 12 weeks for a minimum of 360 clock hours-3 credit hours
- At least 180 clock hours of teaching, taking on direct instructional responsibilities
- The practicum at an approved school site, at the appropriate grade level, teaching the appropriate field of knowledge for the license sought:
- Early Childhood requires a practicum of 240 hours in grades 1-2 and 120 hours in preK-K; At least one of two setting must include children with disabilities.
College supervisors observe the teacher candidate a minimum of four times. After each of the observations the supervisors hold a conference with the candidate to critique the lesson, discuss the progress of the practicum, and review the contents of the reflective log which each candidate is required to keep. A copy of the written evaluation by the college supervisor is given to the candidate after each observation.
Three of the conferences must include the College supervisor, supervising practitioner and the teacher candidate. At the midterm three-way conference, the teacher candidate must have completed half of the Preservice Performance Assessment, and the supervising practitioner and College supervisor review it at that time. By the final three-way conference, all evidence and license-specific questions must be completed for the Preservice Performance Assessment.
Candidates are required to attend seminars during the practicum. These seminars, along with individual advising sessions, are designed to help candidates reflect on their teaching and make appropriate pedagogical adjustments. Additionally, they will have opportunities to dialogue with other professionals in their fields, gain help as they enter the job market, and be guided through the licensure process.
Assigning the final grade for a practicum is the responsibility of the supervisors and the college supervisor. The grade is based on the following:
- Cooperating practitioner’s assessment using rubric
- Log presentation throughout the teaching experience
- Overall assessment of growth
- Seminar participation
- Comparison with College standard for grading practica teachers
Seeking Professional or Additional Licensure and Master of Education
The programs in this section are designed for students who already possess the Massachusetts Initial License and who wish to pursue additional licensure through the completion of the appropriate master’s degree program.
Programs for Initial Licensure
The M.Ed. prepares students to obtain the appropriate master’s degree and an additional Initial Licensure in the following specialist areas:
- Educational Leadership
- Supervisor/Director* (dependent on prerequisite license)
- Principal* (PreK-6, 5-8, 9-12) (dependent on prerequisite experience)
- Special Education Administrator* (dependent on prerequisite license)
- Superintendent/Assistant Superintendent* (dependent on prerequisite license)
- Math Specialist (PreK-8)
- Reading Specialist (all levels)
Upon completion of the course of study, candidates must also pass a content area test for Massachusetts licensure. To obtain the Reading Specialist License, candidates must have taught a minimum of one year under the initial teaching license.
*Contact the graduate education office for specific details pertaining to each role.
Programs for Professional Licensure
The M.Ed. prepares students to obtain the appropriate master’s degree and Professional License in the following areas:
- Early Childhood with and without Disabilities (PreK-2)
- Elementary (1-6)
- Moderate Disabilities (PreK-8, 5-12)
- Middle School/Secondary
- Arts (PreK-6, 5-12)
- Biology (5-8, 8-12)
- Chemistry (5-8, 8-12)
- English (5-8, 8-12)
- History (5-8, 8-12)
- Mathematics (5-8, 8-12)
- Modern Foreign Languages-French (5-12), Spanish (5-12)
- Physics (5-8, 8-12)
The appropriate master’s degree requires that 12 credits of the degree coursework be in the content area appropriate to the student’s teaching field. Students in this program have completed a baccalaureate degree in a liberal arts field or its equivalent in an appropriate content field. The candidates already possess the Initial License or its equivalent and are pursuing the M.Ed. degree and/or an additional license.
The College reserves the right to alter program requirements as necessary to remain in compliance with Massachusetts Department of Elementary and Secondary Education licensure standards.
Prepracticum for Initial Licensure in Educational Leadership
Prior to the practicum, all graduate students seeking initial licensure in educational leadership are required to complete a minimum of 75 documented clock hours of monitored, field-based experience observing different aspects of interactions within the role sought, and satisfactory completion of the appropriate Massachusetts Tests for Educator Licensure (MTEL) requirements.
These field experiences in diverse settings will prepare candidates by acquainting them with the duties, situational challenges and requisite skills of the school or program leader at the appropriate role and school level. As future school leaders, students will be exposed to the myriad of demands attendant to providing quality instructional programs for typical and atypical students of different gender, racial, linguistic and socioeconomic backgrounds.
Practicum in Educational Leadership
The practicum for the roles within Educational Leadership consists of 500 hours. The Gordon program is designed so that during it the candidate will study, interact, and collaborate with colleagues who are seeking licensure for different leadership roles within the school district. Whatever the role sought, the candidate will need to interact with other colleagues in their respective leader roles within the school district. By studying together candidates begin to understand early in their careers the perspectives of these different roles and learn how to reflective listen, work to consensus, and appreciate issues each one faces. Knowing how to collegially work together with other educational leaders in this educational setting gives candidates the opportunity to think creatively and respectfully in a supportive setting before entering the role in a licensed position.
Two hundred hours of the practicum is designed to coincide with the course work. The initial courses will get you started with prepracticum field experiences, and then each will immediately follow with practicum work so the candidate implements what is learned while moving through the program. This opportunity allows for clarification and more study by the candidate in areas found to be particularly challenging. EDU 781-784 identifies the final stage of the practicum in the desired role even though each candidate has been in practicum work in the respective role through earlier courses and field experiences. This 6-credit course includes specific mentoring around observation and evaluation. It also deals with daily issues candidates face during the remaining 300 hours of practicum over the period of a school year.
Educational Specialist (Ed.S.)
The Educational Specialist (Ed.S.) is an advanced degree program designed for students who have earned a master’s degree to obtain additional expertise in another area of teacher licensure or leadership. The Ed.S. consists of 30 credit hours and offers the following content areas:
Educational Leadership
Supervisor/Director*
Principal* (PreK-6, 5-8, 9-12)
Special Education Administrator*
Superintendent/Assistant Superintendent*
Specialist
English as a Second Language
Mathematics
Reading
The capstone of the Ed.S. is either a practicum (if licensure is desired) or a research project.
Prerequisites for the Ed.S. include a passing score on the MTEL if student is seeking licensure. The Ed.S. program will follow the same schedule as the current master’s degree in the respective content areas offered, with classes taught on evenings, weekends and summers.
*Contact the graduate office for specific details pertaining to each role.
Master of Education and/or Initial Teacher Licensure
Master of Education and Professional or Additional Teacher Licensure
Education Specialist
Additional Initial Licensure
Arts
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ART 601 - Experimental Drawing Credits: 3
Advanced-level drawing class extends beyond traditional boundaries to explore two-dimensional surface through use of metaphoric visual language. Variety of papers, pigments, drawing tools (traditional and contemporary) and adhesives used. Larger scale works encouraged. Lab fee.
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ART 610 - Modern Art Seminar Credits: 3
Introduces major trends, theories and movements in 20th-century art (Cubism, Surrealism, Expressionism, Minimalism, etc.); Modernism and Postmodernism discussed within Western contexts while addressing non-Western influences.
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ART 612 - Figure Painting Credits: 3
A studio painting course exploring use of human figure in narrative, social commentary, religious iconography and other contexts. Model fee.
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ART 613 - Advanced Painting Credits: 3
Explores and extends personal visual language and promotes greater sophistication of painting technique and theory. Lab fee.
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ART 620 - Photography Credits: 3
Introduces fundamentals of cameras, lighting, composition, basics of processing and printing black and white film, and use of photography as medium of communication and artistic expression. Lab fee.
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ART 625 - Clay Sculpture Credits: 3
Hands-on course to develop skills in three-dimensional thinking and gain working knowledge of sculptural properties of clay. Both additive and subtractive processes of construction used. Conceptual focus on mass, volume, concavity, convexity and overall interaction of form in space, along with proportion, detail and surface texture. Works completed using a combination of various methods including firing, painting and glazing. Lab fee.
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ART 663 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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ART 673 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
Biology
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BIO 604 - Conservation Biology Credits: 3
Presents ecological, population and genetic factors that influence biological diversity from biological, social and faith-based perspectives. Topics include theoretical concepts and practical applications to preserve and protect ecosystems, habitats and species in decline, with emphasis on sustainability and stewardship.
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BIO 621 - Molecular Cell Biology Credits: 3
Surveys subcellular structures, composition and function at the molecular level. Emphasis given to regulatory mechanisms of genetic information flow from DNA to protein, cell-cell signaling and cell cycle control.
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BIO 625 - Nutrition Credits: 3
Explores fundamentals of current nutritional science; emphasizes physiological basis. Analyzes proteins, lipids, carbohydrates, vitamins, minerals and their major functions, and importance of water. Encompasses whole person and integral role of nutrition in human health.
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BIO 630 - Introduction to Marine Science Credits: 3
The ocean is a complex environment, and as such, the field of Marine Science is interdisciplinary by its very nature. This course will provide an overview of the four main disciplines of oceanography: geological, chemical, physical and biological oceanography in the classroom and lab, out in the field, and out on the water. Lab fee.
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BIO 635 - Environmental Science Credits: 3
This course will focus on the broad range of science concerning the environment. Topics will be selected that are relevant to teaching and that will provide necessary background to understand science and the environment for primary and secondary education. The focus will be conservation biology and the biology of environmental science.
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BIO 637 - Earth and Space Credits: 3
Includes basic astronomy, meteorology, geology and oceanography. Topics will range from plate tectonics to climate change to the history of earth and the universe. Emphasis on activities, field trips and laboratories for these topics.
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BIO 640 - Landscape Ecology and GIS Credits: 3
Focus on field techniques, including use of GPS, and on analysis of community and population ecology data. Connections with local groups lead to field project. Individual research.
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BIO 641 - Biochemistry Credits: 3
Explores inner workings of cellular metabolism, starting with basic biomolecules such as amino acids and building to biosynthesis and maintenance of body homeostasis. Lab fee.
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BIO 663 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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BIO 673 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
Chemistry
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CHE 611 - Quantitative Analysis Credits: 3
Surveys analytical techniques in chemistry and introduces modern methods of chemical analysis in hands-on experiments. Digs deeper to emphasize practical applications in laboratory environment. Topics include error analysis and statistics, titrimetric analysis, electrochemistry, ASTM standard methods.
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CHE 612 - Instrumental Analysis Credits: 3
Introduces instrumental methods of quantitative and qualitative analysis, including chromatography (gas and liquid), spectroscopy (UV-Vis, fluorescence, FTIR, AA, mass) and associated hyphenated techniques (gas chromatography mass spectrometry). Laboratory emphasizes environmental and bioanalytical applications. Lab fee.
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CHE 641 - Biochemistry Credits: 3
Explores inner workings of cellular metabolism, starting with basic biomolecules such as amino acids and building to biosynthesis and maintenance of body homeostasis. Lab fee.
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CHE 663 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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CHE 671 - Environmental Chemistry Credits: 3
Examines basic chemistry of the environment and how we as humans effect change through air, water and soil.
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CHE 672 - Natural Medicinal Products Credits: 3
Introduces discoveries of naturally occurring medicinal compounds and their elaboration into pure materials used in modern medicine. Similar to independent study program where topic of research and corresponding project is driven by student. (Field trips)
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CHE 673 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
Education
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EDU 520 - Teaching Strategies Credits: 3
Instruction in parameters of teaching, including classroom management, instruction, motivation and curriculum. Students learn and demonstrate understanding of strategies in classroom. Major emphasis to plan thematic unit or other appropriate unit of study incorporating objectives, lessons and evaluation. Students consider needs of all students, taking into account such factors as multiple intelligence theory, learning style and exceptionality.
Requires field experience in classroom setting, arranged according to guidelines set for individual students by graduate program
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EDU 521 - Math in the Interactive Classroom Credits: 3
Acquaints classroom teachers with development of mathematical concepts in curriculum through use of manipulatives. The NCTM Curriculum Standards and Massachusetts Math Curriculum Framework assume manipulatives are an integral part of instruction in classroom, where learning of mathematics is an active process. Variety of manipulatives utilized.
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EDU 522 - Integrating English Language Arts in the Classroom Credits: 2
Explores teaching theory and practices needed for effective instruction of English language arts. Participants become familiar with curriculum standards and instructional practices in teaching language arts. Students develop methods and practices in teaching writing and in integrating literature in elementary classroom.
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EDU 523 - Integrating History in the Classroom Credits: 2
Prepares elementary teachers to educate young citizens in today’s fast-changing, culturally diverse world. Offers highly effective methods for fueling student’s interest through brain-based learning, standards-based learning, and differentiated instruction. Focuses on research and understanding of founding documents in American history.
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EDU 524 - Integrating Science in the Classroom Credits: 2
Prepares elementary teachers to educate students in scientific theory, principles of scientific inquiry, and relevant practices for effective instruction in scientific methods.
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EDU 527 - Exploring Mathematical Concepts Credits: 3
Explores ways to expand teacher’s knowledge of strategies used to teach mathematics. Topics include number and operation; algebraic thinking; geometry; measurement; problem solving, justifying and reasoning; mathematical communication; representation and making mathematical connections.
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EDU 528 - Disciplinary Literacy and Writing Credits: 3
Students integrate literacy instruction (reading, writing, speaking and thinking) into disciplines in areas of licensure
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EDU 532 - Literature for Adolescents Credits: 3
Examines literature for young adults that can be used thematically throughout middle school and secondary curricula. Cross-cultural implications of literature included.
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EDU 533 - Foundations of Reading Credits: 3
Based on findings of scientifically based reading research. Consideration of teaching theories, methods, strategies and materials for teaching literacy viewed in light of current reading research. Each of five components of reading as identified by National Reading Panel (2000) examined through study of reading process.
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EDU 534 - Literacy and Language Acquisition Credits: 3
Provides fundamentals and methodologies of assessing and instructing English Language Learners toward improved literacy. Explores preconditions and methodology needed for ELL students to succeed, as well as linguistic theory and equity issues related to second language acquisition. Current issues in ELL literacy education analyzed and critiqued.
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EDU 535 - Selected Topics in Content Field: Science Credits: 3
Appropriate field of knowledge for development of competency in student’s field
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EDU 536 - Selected Topics in Content Field: English Credits: 3
Appropriate field of knowledge for development of competency in student’s field.
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EDU 537 - Selected Topics in Content Field: Mathematics Credits: 3
Appropriate field of knowledge for development of competency in student’s field.
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EDU 538 - Selected Topics in Content Field: Foreign Language Credits: 3
Appropriate field of knowledge for development of competency in French or Spanish.
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EDU 539 - Selected Topics in Content Field: History Credits: 3
Appropriate field of knowledge for development of competency in social sciences.
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EDU 540 - Selected Topics in Content Field: General Credits: 3
Appropriate field of knowledge for development of competency in student’s field.
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EDU 562 - Human Development and Learning Credits: 3
Introduces major theories of human development from infancy through adulthood. Special emphasis on educational needs and implications of each aspect of lifespan. Students encouraged to integrate knowledge of human development and learning with theological principles and ethical considerations. Includes lecture, discussion, group participation, case studies and audio-visual presentations.
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EDU 564 - Introduction to Exceptionality Credits: 3
Basic special education for pre-K through grade 12 teachers. Provides participants general understanding of special education federal and state law, procedures and responsibilities. Covers impact of child with disabilities on family and culture of family. Introduces strategies for working and collaborating with parents and other professionals as well as discovering resources of services for family by other agencies. Analysis of issues and in-depth look at most frequent types of disabilities encountered in classroom. Identifies ways to design or modify curriculum for children with disabilities in general education classroom when universally designed plans do not meet these students’ needs.
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EDU 575 - Classroom Management and Organization Credits: 3
Provides ideas, techniques and skills to improve performance of professional educators. Explores discipline theories and practical ideas, effective teaching strategies, classroom organizational models and other issues related to teaching and learning.
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EDU 580 - Methods and Practice in Early Childhood Education Credits: 3
Emphasizes teaching methods appropriate for preschool through grade 2 and early childhood curriculum. Interdisciplinary teaching unit developed to meet needs of students with and without disabilities in early childhood classroom.
Significant documented field experience.
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EDU 581 - Methods and Practice in Elementary Education Credits: 3
Emphasizes teaching methods for grades 1–6 and particular curriculum of elementary school. Explores teaching theory and practices relevant to elementary level teacher. Become familiar with Massachusetts Curriculum Frameworks and standards and benchmarks for all curriculum areas. Develop methods and practices which equip effective elementary teachers.
Accumulate 40–60 hours of field experience in local elementary school, where students observe and teach Interdisciplinary curriculum unit. Significant documented field experience.
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EDU 582 - Methods and Practice in Teaching Students with Moderate Disabilities Credits: 3
Prepares teachers of preK–8 or grades 5–12 learners with moderate disabilities through curriculum and teaching methods. Provides examination of assessment instruments, diagnostic process, and instructional implications for students with suspected disabilities. Special education process examined, including laws and IEPs.
Prerequisite(s): EDU564
Significant documented field experience.
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EDU 583 - Methods and Practice in Middle School Education Credits: 3
Prepares teachers of middle school grades 5–8 through curriculum and teaching methods. Looks closely at becoming effective middle school teacher and all that encompasses. Learn about goals, objectives, learning styles and methods of teaching middle school; how to grow as professionals; and use of technology. Developing unit plan a major focus in preparing for practicum.
Field observation hours required. Significant documented field experience.
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EDU 584 - Methods and Practice in Secondary Education Credits: 3
Emphasizes appropriate methods and curriculum in variety of content fields in high school: art, biology, chemistry, English, foreign language-French or Spanish, mathematics, physics. Looks closely at becoming effective high school teacher and all that encompasses. Students learn about goals, objectives, learning styles and methods of teaching high school; how to grow as professionals; and use of technology. Developing unit plan a major focus in preparing for practicum.
Field observation hours required. Significant documented field experience.
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EDU 589 - Practicum and Seminar Credits: 3
Full-time, 12-week supervised practicum assignment in appropriate school setting. Must complete minimum of 360 clock hours in classroom, including at least 180 hours of full responsibility. Required seminars at College. Supervising practitioner and College faculty supervisor give each preservice teacher guidance and supervision during practicum. Supervising practitioner provides daily support and feedback. College supervisors visit student teachers throughout practicum to observe them in classroom, provide feedback and conduct three-way conferences.
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EDU 590 - Internship
Supervised teaching experience in appropriate setting. Must be prearranged and approved by instructor.
Prerequisite(s): Permission from Director of Graduate Education.
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EDU 604 - Philosophy, Ethics and Teaching in Schools Credits: 3
Examines historical and philosophical roots of curriculum and pedagogy in today’s schools. Every effort made to relate past to present and view contemporary issues in historical perspective. Teachers challenged to apply principles and ethical standards in classrooms and develop own coherent philosophy of education.
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EDU 614 - Integrating Technology for All Students Credits: 3
Explores and gains working knowledge of current instructional technologies. Class demonstrations and hands-on exercises focus on systems and tools K–12 teachers may find in their districts and schools. Become familiar with web 2.0 tools and current hardware and software platforms. Assists teachers in computer technology for students with special needs in general or specific settings. Overview of appropriate adaptive software as well as tools to evaluate and use computer technology for individualizing instruction.
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EDU 620 - Mentoring New Teachers Credits: 3
For experienced classroom teachers; information and necessary skills to be effective mentors for new teachers.
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EDU 625 - Curriculum Models and Design Credits: 3
Designed to give broad sense of curriculum development requiring student to examine philosophies behind curriculum design, analyze curriculum models with respect to different paradigms, understand basic components and concepts of curriculum development, and design curricular models following current practices for appropriate grade levels. Theory integrated with practical application gives teachers principles to develop, improve and evaluate curriculum within school system, grade level and individual classroom.
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EDU 629 - Integrating Reading, Writing and Technology Credits: 3
Prepares experienced teachers to integrate technology with language arts instruction. Students examine theory, research and appropriate programs, materials and technology in effort to promote effective instruction in reading and writing with technology. Dual emphases of theory and application include close examination of research and theory related to judicious use of technological tools, and hands-on analysis of technology that supports literacy instruction.
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EDU 630 - Integrating Math, Writing and Technology Credits: 3
Prepares teachers to integrate technology with mathematics and writing instruction. Students examine theory and appropriate programs, materials and technology to promote effective instruction in writing and mathematics. Emphasis on evaluation and application of a variety of technological tools. (Technology option)
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EDU 631 - Integrating Literature throughout the Curriculum Credits: 3
Offers extensive reading experience, mainly in children’s literature and young adult literature (including a variety of genres), but also in supportive professional readings. Methods and ideas for integrating high quality children’s literature throughout subject areas shared, generated and discussed.
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EDU 633 - Principles of Reading and Literacy Credits: 3
Based on findings of scientifically based reading research. Consideration of teaching theories, methods, strategies and materials for teaching literacy viewed in light of current reading research. Each of five components of reading as identified by National Reading Panel (2000) examined through study of reading process.
Field experience.
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EDU 634 - Language Acquisition, Learning Disabilities and ESL Credits: 3
Provides fundamentals and methodologies of assessing and instructing English Language Learners toward improved literacy. Explores preconditions and methodology needed for ELL students to succeed, as well as linguistic theory and equity issues related to second language acquisition. Current issues in ELL literacy education analyzed and critiqued.
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EDU 635 - Sheltering Content Instruction for ESL Credits: 3
Provides teachers who work with English language learners with knowledge and skills needed to effectively shelter content instruction for students. Examines strategies for lesson preparation and delivery.
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EDU 637 - Selected Topics in Sheltered Content Instruction Credits: 3
Studies appropriate field knowledge for development of competency in ESL.
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EDU 639 - Assessment and Diagnosis of Reading/Language Difficulties Credits: 3
Provides advanced-level examination of reading assessment instruments. Examines appropriate application, data interpretation, and instructional implication for diagnosing pupils with reading difficulties.
Prerequisite(s): EDU 633 .
Field experience.
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EDU 640 - Differentiation and Remediation of Reading/Language Difficulties Credits: 3
Focuses on strengthening knowledge and skills required to instruct readers with diverse abilities, needs and backgrounds. Emphasizes use of assessment and progress monitoring tools to develop appropriate learning interventions and strategies.
Prerequisite(s): EDU 633 , EDU 639 .
Field experience.
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EDU 641 - Sheltered English Immersion Endorsement Course for Teachers Credits: 3
The purpose of this course is to prepare teachers with the knowledge and skills to effectively shelter their content instruction so that English language learners (ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources in the classroom and beyond. Teachers will have opportunities to practice strategies, analyze their practice, provide and receive feedback, and to reflect on their experiences.
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EDU 649 - Assessment and Diagnosis of Math Difficulties Credits: 3
Provides teachers with advanced-level knowledge to assist students with diverse abilities, needs and backgrounds in mathematics. Focuses on appropriate application, data interpretations and instructional implication for diagnosing pupils with math difficulties. Readings from selected texts and articles inform class discussion and assignments. Fifteen hours of participatory observation required in each class member’s school setting. Contributes to overall math specialist prepracticum requirement of 75 hours.
Prerequisite(s): MAT 621 , MAT 627 , MAT 636 .
Field experience.
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EDU 650 - Differentiation and Remediation of Math Difficulties Credits: 3
Equips teachers with advanced-level knowledge to instruct students with diverse abilities, needs and backgrounds in mathematics. Focuses on assessment and progress monitoring tools to develop appropriate learning interventions and strategies. Readings from selected texts and articles inform class discussion and assignments. Students tutor for minimum of 10 one-hour sessions and write case study. Contributes 15 hours to overall math specialist prepracticum requirement of 75 hours.
Prerequisite(s): EDU 649
Field experience.
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EDU 651 - Multicultural Education Credits: 3
Examines diversity of United States and resulting differences of students enrolled in elementary and secondary schools. Concepts, issues and perspectives related to multicultural education introduced to examine personal awareness and attitudes toward diversity, instructional practices, curriculum and resources that impact schools. Highlights importance of developing reflective practitioners with competence to teach all learners. Students work independently and collaboratively to develop teaching strategies that specifically integrate arts to better incorporate understanding and appreciation of cultural diversity in context in which differences are a strength, not a deficiency, and to create equity of learning and assessment. Field trips.
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EDU 654 - Understanding Cultural and Family Systems Credits: 3
Examines family structure and cultural diversity and how these two factors significantly impact schools and demand new or modified approaches to curriculum and instructional practices to better meet needs of all children. Field trips.
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EDU 661 - Advanced Human Development Credits: 3
In-depth reexamination of major theories of human development from infancy to adulthood. Special emphasis placed on educational needs and implications of each aspect of lifespan. Students encouraged to integrate knowledge of human development and learning with theological principles and ethical considerations. Includes lecture, discussion, group participation, case studies and audio-visual presentations.
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EDU 663 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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EDU 665 - Meeting the Needs of Exceptional Students in Regular Classrooms Credits: 3
Prepares students to design and implement curriculum and instructional strategies for teaching students with moderate disabilities within general education classroom. Legal and historical foundations supporting inclusion of students with disabilities discussed. Current research and theoretical background of inclusive practices examined. Major topics are characteristics of students with learning, behavior, emotional, communication and physical disabilities; models for co-teaching, consultation and collaboration; and classroom management skills. Major considerations are Response to Intervention (RTI); Universal Design for Learning (UDL); Differentiated Instruction (DI) and NCLB legislations.
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EDU 667 - Educational Assessment of Students with Moderate Disabilities Credits: 3
Examines methods of educational assessment of students with moderate disabilities. Emphasis given to formal and informal evaluation procedures used by special needs educators to study and maximize educational functioning of students. Focus given to literacy, mathematics, and affective and cognitive factors related to learning. Examines historical, ethical, legal and multicultural considerations. Prereferral procedures, parental rights, educational planning and current trends in assessment introduced. Students complete educational assessment and write formal testing report.
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EDU 668 - Advanced Disciplinary Literacy: Reading, Writing, Oral Communications and Critical Thinking Credits: 3
Students will research, discuss, synthesize and analyze theories and practices of disciplinary literacy instruction in the areas of reading, writing, speaking and critical thinking. These communication modes will be practiced at a high level to complete class assignments.
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EDU 670 - Educating the Human Brain: How Neuroscience Can Inform Teaching Practices Credits: 3
Explores “best practices” of teaching in light of recent research from disciplines of memory, learning theory, cognitive psychology, and brain science. Central goal is to bring together contemporary theories of how we learn with specific teaching strategies. Emphasis placed on brain development; how the brain can change (plasticity), and limitation the brain can place on mastering material presented in classroom.
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EDU 673 - Selected Topics Credits: 3
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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EDU 675 - Classroom Management Credits: 3
Provides ideas, techniques, and skills to improve performance of professional educators. Explores discipline theories and practical ideas, effective teaching strategies, classroom organizational models and other issues related to teaching and learning.
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EDU 676 - Collaborative Teaming of Special and Regular Educators Credits: 3
Explores practical and philosophical approaches to inclusion. Emphasizes collaboration and communication of special and regular educators with common knowledge of assessment, diagnosis, strategies and modifications for all children.
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EDU 678 - Using Museums in the Classroom Credits: 3
Exposes educators to educational programs and resources of science, art and history museums. Broadens teacher’s awareness of what is available through cooperative interaction with museum education departments and their staff. Classes will visit a variety of the area’s leading museums and participate in training workshops led by some of the Boston area’s foremost museum educators.
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EDU 682 - Advanced Theory and Practice in Teaching Students with Moderate Disabilities Credits: 3
Prepares teachers of students with moderate disabilities to identify and choose instructional content and methodology. Focuses on (1) how various disabilities impact school performance of children and adolescents; (2) nature of curriculum and access to it; (3) interventions to help students with disabilities access general curriculum; and (4) curriculum access and Individualized education program. Examines teaching methods and practice to promote inclusion of students with disabilities; state and federal laws pertaining to special education; characteristics and needs of students with learning, behavioral, emotional, intellectual, communication, and low incidence disabilities; development of Individual Education Plan and team process; models for consultation and collaboration; and classroom management skills.
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EDU 683 - Advanced Theory and Practice for Reading Specialists Credits: 3
Experienced educators synthesize, analyze, dialogue and reflect on current reading and learning theory and research to apply to classroom curriculum choices, methods and intervention.
Prerequisite(s): EDU633, EDU639, EDU640
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EDU 684 - Advanced Theory and Practice for Teachers of English as a Second Language Credits: 3
Experienced educators synthesize and analyze research and theories of second language acquisition at different ages, and theories and methods of instruction in reading and writing in a second language. Examines teaching strategies for development of language skills at different age levels: theory and research in second language acquisition; linguistics, regional socioeconomic and developmental factors in influencing language variation; theories and strategies for developing English language skills in communication; assessment techniques; historical, philosophical and legal bases for ELL.
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EDU 685 - Advanced Theory and Practice for Math Specialists Credits: 3
Culminating course of math specialist program. Specifically targets areas where math specialist will need to lead elementary school math programs forward in light of current Common Core and NCTM Standards and Focal Points. Participants explore ways to work with administrators, teachers, parents and students, providing direction and focus towards effective elementary school mathematics program.
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EDU 686 - Math Clinic Credits: 3
Equips teachers with advanced-level knowledge required to instruct students with diverse abilities, needs and backgrounds in mathematics. Focuses on addressing needs of all learners by breaking down basic math content into concrete elements, then moving to semi-concrete to semi-abstract to abstract, utilizing a multisensory, hands-on, manipulative-based learning approach.
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EDU 687 - Practicum and Seminar in ESL Credits: 3
Full-time, 12-week supervised practicum assignment in appropriate school setting. Must complete minimum of 360 clock hours in classroom, including at least 180 hours of full responsibility. Required seminars at College.
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EDU 688 - Reading Clinic Credits: 3
Develops understanding of dyslexia and Orton-Gillingham remediation approach. Students learn definition and characteristics of dyslexia and how to teach persons with dyslexia using systematic, multisensory approach. In addition to seminar hours, students complete at least 100-hour supervised practicum with at least two students, using techniques taught during seminars. Completion of course may lead to Initial Certification in Orton-Gillingham program.
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EDU 689 - In-School Clinical Credits: 3
This course provides the opportunity for students to put into practice what has been learned in previous courses: research-based reading strategies in one-one-one, small group and whole group settings; professional development in reading and writing; student and family engagement in literacy; mentoring new teachers; organizing and facilitating grade-level collaboration for reading; diagnosis and remediation of reading/language difficulties; report writing.
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EDU 690 - Action Research in the Classroom Credits: 6
Introduces methods of qualitative and quantitative research. Student identifies research question related to classroom setting; explores action research methods; conducts survey of professional literature germane to question; develops research tools and research plan. Student conducts action research study based on plan and reports findings at conclusion of course. Uses own classroom during fall term as lab for reflective research. During spring term, conducts research and prepares extensive written research report, presented orally to colleagues and professors.
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EDU 695 - Introduction to Multisensory Structured Language Instruction Credits: 1
Examines the definition of dyslexia and common characteristics, reading research, and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS): principles of language structure; how to teach language with direct, multisensory methods; student identification and placement; program implementation; progress monitoring; scheduling; and creating a successful classroom environment.
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EDU 696 - Intensive Instruction for the Non-Responsive Reader (Steps 1-6) Credits: 6
Presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding. Provides specific procedures to teach the concepts presented in WRS Steps 1-6. Additional topics include accuracy and automaticity of word recognition, fluency with decodable text, and listening/reading comprehension at beginning stages of reading.
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EDU 697 - Clinical Intensive Instruction for the Non-Responsive Reader Credits: 3
Supervised practicum requires successful delivery of 60 WRS lessons (at minimum) and mastery through WRS Step 4.2 with an individual student selected according to WRS criteria. A Wilson trainer observes the participant working with his/her student five times during the practicum. Must demonstrate that the teaching plan is based on continuous assessment of the student’s needs.
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EDU 701 - Educational Leadership I -Theoretical Seminar Credits: 3
Introduction to Educational Leadership provides aspiring educational leaders comprehensive overview of major issues, perspectives and theories as reflected in writings of leading researchers and theorists within field of educational leadership. Examines bibliographic profiles of exceptional leaders to identify shared characteristics, traits and skills essential to effective leadership of schools and educational programs. Examines theory behind leadership style and identifies his/her individual leadership style. Students complete 15 prepracticum hours in the license sought to get an overview of the role. Students then with targeted goals complete 50 hours of practicum.
Field experience required.
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EDU 702 - Educational Leadership II -Applied Concepts and Case Studies Credits: 3
Case studies and problem based learning are used to address problems and issues encountered by school leaders. Through this problem solving approach, students develop personal skill and confidence using leadership theories and strategies introduced within the leadership seminar. Through a case study and problem based learning approach, major issues, theories, and perspectives of educational leadership are reexamined with particular emphasis on issues such as problem solving, consensus building, conflict resolution, ethics, and building relevant community connections. Students will complete pre-practicum placements of 15 hours that include experience with diverse learners. Student will shadow and interview the education leaders who hold the Massachusetts license in the role and level of the license sought. Students then with targeted goals complete 50 hours of practicum.
Field experience required.
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EDU 705 - Principled Leadership-Ethics, Values and Moral Leadership Credits: 3
This course examines from a Christian perspective how leadership practices with a moral dimension built around purpose, values, and beliefs can transform a school into an outstanding organization marked by commitment, dedication, and service. Students will examine how transformational leaders respond to situations they encounter and reflect upon how their own moral values and ethical understandings enable principled decision making. The texts will be used as a framework to examine real life situations and to apply ethical decision making to daily situations that school leaders face. All assignments will be expected to focus on the role and level of the Massachusetts license being sought.
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EDU 710 - Curriculum, Instruction and Assessment Credits: 3
This course provides future school administrators with tools for effective instruction and curriculum leadership. The course examines the development of a curriculum plan responsive to student performance standards; identifies and implements effective instructional strategies; utilizes appropriate performance measures for assessing instructional programs. The course examines a variety of instructional technologies that support student learning and enhance teacher efficacy. The class models an administrative team in its discussions comprised of leaders in varying roles such as principals, supervisors, directors, special education coordinators, and superintendents in order to understand and appreciate this content from those perspectives.
Students participate in at least four field experiences (15 prepracticum hours) that are related to leadership in the areas of curriculum, instruction, and assessment in settings where the demographics reflect diversity.
Field experience required.
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EDU 712 - Developing and Leading Educational Programs Credits: 3
Emphasizes program development and evaluation that reflect student cultural and ethnic diversity as well as accommodation of learning needs of all students.
Field experience required.
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EDU 715 - Collegial Supervision and Mentoring Credits: 3
Studies nature and function of supervision relative to teacher and supervisor. Emphasis given to planning, organization and evaluation of instruction that effectively improves cooperative participation of school personnel.
Field experience required.
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EDU 720 - Human Resources and Personnel Administration Credits: 3
The effectiveness of public schools and their organizational vitality is largely dependent on the people who comprise the staff and the ability of the leader to creatively shape school and district goals through them. To administer effectively, the leader must possess those skills and understandings that best enable him/her to lead and manage adults. Together, professional and paraprofessional, clerical, cafeteria, and custodial staff all constitute the school’s human resources team. The course focuses on the need for comprehensive and clearly written policies together with efficient organizational structures to support effective human resource administration. Among the topics included in this course are personnel search, staff selection, teacher induction, mentoring, supervision, evaluation, professional development, policymaking, teacher contracts, teacher “professional status” (tenure), promotion and dismissal. Emphasis is placed on the interpersonal dynamics of the educational enterprise as it relates to human resource management. Additionally, issues of affirmative action and prohibited discriminatory personnel practices will be examined. Students in this course will gain a thorough knowledge of adult learning and learn those strategies that work best to bring about a positive school culture through readings, assignments and 15 prepracticum field experiences in diverse school settings in conversations with educational leaders in the role and level of the Massachusetts license being sought.
Field experience required.
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EDU 725 - School Finance, Administration and Technology Credits: 3
Financial support is critical to the success of public schools. School leaders are required to be adept at assessing school needs and for developing a financial plan to successfully address these needs. Needs are identified as those financial, human or material resources necessary to advance the goals of the district, school, or department. This course will prepare future educational leaders to understand the federal, state, and local context of school finance. Students will be able to identify the major types of budgeting models that can be utilized and become directly involved in the preparation of an actual school budget. Course provides students with a comprehensive overview of school budgeting processes and business administrative functions. Specific emphasis is given to program, school, and district level budget development and implementation. Other related issues regarding the operation and maintenance of facilities, acquisition and maintenance of instructional equipment and materials (including educational technology), transportation management, and other ancillary student health and counseling services are examined as well. Students spend 15 prepracticum hours learning about school finances from different educational leaders’ perspectives as well as technology needed to manage school finances.
Field experience required.
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EDU 730 - School Law Credits: 3
Examines constitutional, statutory and case law governing public education on local, state and national levels. Explores facets of school law and manner in which it is interwoven in day-to-day decisions of running school district in Massachusetts. To be successful leaders of educational organizations, thorough understanding of school law and Massachusetts law is imperative. Students discover legal framework that surrounds decisions and actions in day-to-day pursuits as administrators. Through class discussions, assignments, simulations, case studies, presentations and guest speakers, students learn and experience school law and many areas in which it impacts public education administration.
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