Course Descriptions

Initial Licensure Program

ECOMP 5003
Technology in the Mathematics Curriculum
This course explores how technology supported activities can make mathematics both engaging and understandable to students (and teachers). Using simulations, video, web based applets, spreadsheets, visual databases, and software programs, participants carry out mathematical investigations and connect them to standards based content goals through problem solving, reasoning, communications, and connections to the real world. We also  consider how experiences supported by technology can help K–12 students make better sense of mathematics.

ECOMP 5022
Technology and Social Studies
This course gives teachers a chance to explore a variety of ways that technology can be used to support and enhance the social studies curriculum such as developing student-centered projects, inquiry, communication and “virtual learning.” Students in this course will investigate and evaluate existing standards-based social studies curriculum; build resources; use new tools; and create new curriculum materials for their own classrooms.  They will learn and use the “transformative” power of technology in the social studies.

ECOMP 6100
Educational Uses of Systems Thinking, Modeling and Simulation
This course is an introduction to ‘Systems Thinking,’ a prescribed way of thinking about, describing, and understanding real world phenomena, and its relevance to education.  System thinking is the art and science of examining real world complexity and understanding patterns in relationships. Through computer-based exploration and discussion, students will develop understanding about this framework and about the use of models and simulations as thinking tools in educational settings.

EEDUC 5013
Curriculum, Instruction and Assessment in General Science
Explores fundamental concepts of each science domain, and investigates the interconnections among science disciplines, technology and engineering. Introduces conceptual frameworks and strategies for aiding students’ development of scientific, technical, and engineering knowledge. Explores techniques for creating a valid scientific environment so all students can experience scientific processes and learn rigorous science. Participants will engage in actually utilizing current, nationally-validated, inquiry-based curriculum materials as part of the course of study. Considers a variety of assessment techniques that are used to inform teachers, students, and parents of student performance.

EEDUC 5037
Strategies For Inclusive Schooling
This course provides an overview of instructional and curricular strategies for students with disabilities in inclusive schools. Theory and effective practices are presented in relation to the educational, social and academic components of classrooms. The course reviews the historical and legal perspective of special education, Individualized Education Plan, effective collaboration and models of inclusions.
Usually offered Fall, Spring, and Summer Semesters.

EEDUC 5038
Racism in Education: Historical Perspectives and Current Realities
This course looks at institutional racism as it applies to education. The history of oppressed groups provides a political context for examining past educational policies and practices. Teachers examine their own educational history and connect it to their racial identity formation to understand the impact of racism on both teachers and students.

EEDUC 5108
The Middle School: Philosophy, Curriculum, and Instruction
Addresses the unique psychological, social, and intellectual needs of middle school children, and the school organizational structures, curriculum, and teaching styles which meet these needs. These include, but are not limited to effective models for teaming, interdisciplinary teaching, advisor-advisee, flexible programming, community-based approach to academics, the inclusion of the unified arts, cooperative learning, multiple learning styles, and strategies for effective parental involvement.

EEDUC 5110
Curriculum, Instruction and Assessment in Mathematics
Focuses on creating a mathematical learning environment that stimulates mathematical problem solving and communicating ideas through mathematics. Connections are made within mathematics and among mathematics and other disciplines. Techniques are addressed for enabling all children to achieve mathematics competence and for ways of assessing student performance. An understanding of the national standards and the Massachusetts Curriculum Frameworks is stressed.

EEDUC 5146
Issues in American Schooling: Contemporary Challenges and Historical Contexts
The course examines diverse contemporary issues in American education through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in a democratic society. The course opens in the dialogue about the nature of teaching and learning the design of educational programs in the context of society, political, and economic structures, as well as within the diverse cultural values of a pluralistic society.

EEDUC 5147
Curriculum, Instruction and Assessment in History and Political Science
This course will help students develop an understanding of curriculum, instruction and assessment issues in middle school history, political science and political philosophy; Students will develop sample instructional materials, such as lesson and unit plans, along with strategies for differentiating instruction. Students will learn how to use state standards and essential questions to design engaging lessons, and how assessment may be developed to measure student learning in a meaningful way.

EEDUC 6001
The Teaching of Writing (K–12)
Explores a variety of strategies and approaches to teaching writing in elementary and secondary school. Topics include: writing process, writing across the curriculum, reading/writing connections, writing to learn, integrating technology, assessing growth in writing, and classroom management techniques.

EEDUC 6014
Teaching English to Speakers of Other Languages — Theories and Methods
We will address the historical, theoretical, and philosophical underpinning of bilingual education. We will address the issues related to culture and cultural diversity in the site where the course is being taught and its influence in teaching and learning. We will analyze the process of acquiring a second language. Participants will understand and learn the theories and methods of teaching English as a second language and the effective classroom practices for English learner instruction.

EEDUC 6100
Adolescent Psychology and Its Impact on Schooling
This course will introduce students to the biological, psychosocial, cognitive, and moral development of adolescents and the impact of each on school planning at the middle and high school levels. A variety of adolescent issues in various sociocultural contexts will be discussed, ranging from sexuality to conflict management to substance abuse, stress, depression, and suicide prevention. Note: formerly Adolescent Psychology in a Human Development Context.

EEDUC 6101
Content Area Reading/Writing Study Skills (4–12)
Reading curriculum is studied with emphasis on comprehension, content area reading, study skills, and readers with diverse needs in the upper elementary, middle school, and high school.

EEDUC 6103
Curriculum, Instruction and Assessment in English
Provides historical and structural foundations of the language for teachers of English in middle schools. Components of the course include the history of the English language; an examination of rules, conventions, and purposes of written and spoken English; a survey of selections of American, English, and world literature for middle school students; and methods of assessing students’ needs as well as meeting the needs of diverse learners.

EEDUC 6111
Multicultural Curriculum: Pedagogy and Practice
This course will examine the goals, assumptions and strategies of multicultural education and assist teachers to effectively apply theories of equity to classroom practice. Through a variety of cognitive and affective approaches, students will identify and analyze the cultural and structural factors that have led to unequal academic outcomes for diverse learners, and explore practitioner-based strategies, resources and materials for the development of classrooms that are culturally affirming and inclusionary. Through activities and assignments, students will both explore and demonstrate a developing awareness of how various artistic mediums can be utilized as important aspects in the development of a multicultural curriculum. Reading will be placed within the context of public schooling today in order to develop students’ “cultural consciousness” of the shared social assumptions that we bring to our teaching experiences. Prerequisite: Completion of a curriculum development course in either Early Childhood, Elementary, or Middle School levels.

EEDUC 6137
Creating a Community of Learners: Integrating the Content Standards
Explores various approaches of using student inquiry, small and large group projects, and community involvement to integrate the subject area content of the Massachusetts Middle School Frameworks. Issues of group development such as inclusion, influence, openness, community, structure, and mediation that support achievement are addressed. Through simulation and analysis, students will deepen their understanding of the underlying structure and process of each of the content disciplines. Prerequisite: EEDUC 5108

EEDUC 6162
Equity and Achievement: A Socio-Political Approach
This course will encourage Middle School and High School certification and advanced degree students to explore the theoretical foundations and frameworks for developing a reflective, equity-based educational practice. Through a variety of cognitive and affective approaches, students will identify and critically analyze historical, socio-cultural, and school-wide factors that have contributed to unequal academic outcomes, explore practitioner-based strategies, and develop culturally-affirming resources and materials for content-specific courses, classroom, and school-wide use.

EEDUC 7728
Practicum and Seminar in Humanities (5–8)
Full semester, full time practicum in English (5–8) and History (5–8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7729
Practicum and Seminar in Mathematics (5–8)
Full semester, full time practicum in mathematics (5-8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7730
Practicum and Seminar in English (5–8)
Full semester, full time practicum in English (5-8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7731
Practicum and Seminar in Political Science/Political Philosophy (5-8)
Full semester, full time practicum in political science/political philosophy (5-8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7732
Practicum and Seminar in General Science (5–8)
Full semester, full time practicum in general science (5-8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

EEDUC 7738
Practicum and Seminar in Mathematics/Science (5–8)
Full semester, full time practicum in Mathematics (5–8) and Science (5–8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses and MTEL requirements. Permission required.

EEDUC 7741
Practicum and Seminar in History (5–8)
Full semester, full time practicum in History (5–8) under the supervision of a supervising practitioner and university program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses and MTEL requirements. Permission required.

ESPED 5100
Special Needs: An Inclusive Perspective
This course presents an overview of characteristics and instructional implications of various disabling conditions. From an inclusive perspective, the class examines information about disabilities, as well as the effects of societal attitudes, the range of service delivery for individuals with disabilities, the historical context of special education, state and federal laws and regulations, the impact of labeling, myths and stereotypes, advocacy, and the role of parents.

12-Credit Post-Master's Program

EEDUC 6041
Sheltered English
This course is designed to equip teachers with essential knowledge and skills to effectively organize and implement instruction appropriate for English Language Learners at different levels of English proficiency. A primary focus will be on Sheltered English and the SIOP Model. Students will master instructional strategies and design lessons compatible with these principles and relate them to the Curriculum Frameworks. The course content will be learned through the kinds of experiential, participatory, and process-oriented strategies that are used successfully with English language learners and build reflective practices.

EEDUC 6118 
Multicultural Issues in Education
A comprehensive, interdisciplinary study of the impact of culture and language on the curriculum, relationships, and pedagogy in schools. The course provides a rigorous theoretical and experiential exploration of cultural pluralism in school settings. Intercultural interaction such as cross-cultural enrichment, inclusionary practices, discrimination, racism, ethnocentrism, development of cultural identity, and cross-cultural transition is a central focus. The manifestation and implications of these issues are studied on the individual, group, and systems levels.

EEDUC 6142
Teaching History and Political Science as Part of Interdisciplinary Inquiry
This course is an advanced methods course in history and political science instructional methodology and inquiry in the middle school classroom. Concepts, skills, and attitudes associated with middle level learners are discussed in conjunction with various teaching models, methods, and materials considered developmentally appropriate and effective for middle school students.  Strategies for integrating social studies instruction with other curricula are investigated through active student participation that is a key component of this course.

EEDUC 6145
Building an Effective Interdisciplinary Educational Team
The essence of an effective educational team is its interdisciplinary nature and the organizational arrangement of the team. The team includes teachers, students and parents. Team development is a very defined process that goes through recognizable stages for both the group and the individual team members. This course provides the experience of actively working with these stages to fit a team’s current and future needs.

EEDUC 6146
Teaching Mathematics as Part of Interdisciplinary Inquiry
Explores various pedagogical strategies appropriate in middle school settings with a focus on integrated curriculum to support local mathematics curriculum and content as well as issues concerned with the integration of state standards and NCTM practices and standards.  Through simulation, practical experience, classroom modeling, and analysis, students will deepen their understanding of the interplay between adolescent cognitive development and relevant teaching strategies, while enlarging their repertoire of viable methodologies for use in middle school mathematics classrooms.

EEDUC 6147
Teaching English as Part of Interdisciplinary Inquiry
Explores connections between English instruction and other major disciplines at the middle school level. Coursework focuses on multidisciplinary dimensions of student inquiry and research, performance assessment, instruction and practice in non-fiction reading comprehension, and strategies for developing student skills in organizing and presenting information through composition, performance, and discourse.

EEDUC 6148
Teaching Science as Part of Interdisciplinary Inquiry
Engages middle school teachers in the acquisition of the knowledge and skills to implement, inquiry-based science activities that integrate into interdisciplinary curricula. Participants will identify and analyze effective, nationally validated middle school science curricula and utilize these to create a classroom of science learners that supports risk taking and the negotiation of science conceptual understandings.

EEDUC 6153
Designing and Implementing Community-Based Projects
Projects in the community engage middle school students in gaining deeper subject-are knowledge and more academic motivation by seeing their school skills put to immediate use. Students acquire a greater sense of citizenship by actively participating in their own community's affairs as they work with town residents on accomplishing some task. Teachers will learn the steps necessary to make this a rich and effective experience and to connect this experience in an integral way to academic knowledge and skills.d

EEDUC 6810
Creating Peaceable Schools
This five-day course provides an opportunity to explore in depth the principles and practice presented during the four-day institute sponsored annually by the Center for Peaceable Schools. Students attend the four-day institute, meeting regularly as a class throughout. On the fifth day immediately following the institute, students meet for a full day of class to integrate the experience and to plan final projects. Additional tutorials for the final project can be arranged.

EEDUC 7118
Assessment and Research in and about Middle School Programs
This capstone course engages practicing middle school teachers in examining and implementing various standardized and authentic assessment approaches, acquiring methods of analyzing the quality of the research literature about middle schools, and understanding various ways of analyzing the effectiveness of their own team’s approach.

ESPED 6105
Math, Science and Technology: Content and Strategies
This course focuses on developing specially designed curricula and teaching strategies in math, science, and technology for diverse learners at the middle and high school levels. Focus will be on cultivation of mathematical thinking and scientific problem solving. Students will work with Massachusetts Curriculum Frameworks, as well as a variety of materials and instructional technologies to support learning in math and science for students with moderate disabilities.

ESPED 6129 
English Language Arts, History, and Social Studies:
Content and Strategies 5-12 (SPED)
This course emphasizes reading comprehension, writing and study skills in English Language Arts, History and Social Science for middle school and high school learners with a range of moderate disabilities.  Students will work with state Curriculum Frameworks to identify and develop a variety of teaching strategies and curricular adaptations appropriate for content area classrooms.