Online Courses, Spring 2018

Term I: January 22 – March 18
Term II: March 19 – May 13

All courses are 3 credits.  Design for User Experience courses are $420 per credit (see Undergraduate Tuition and Fees). All other courses are $625 per credit (see Graduate Tuition and Fees). Non-credit courses are $500 per course.

Non-credit courses offer the option of PDP/CEUs for completion of 80 percent or better in the course. The non-credit courses available for Spring 2018 semester are (see below for details on each one):

  • UX Research Methods (IDESN 1600)
  • History of Interface (IAHIS 2105)
  • Language of Design (IDESN 1270)
  • Sketching for Interactive Design (IDESN 1700)
  • Social Media and Education (ECOMP 6019)
  • Constructing Mathematical Understanding: Number and Operations (EMATH 6107)
  • Constructing Mathematical Understanding for Number Theory (EMATH 6108)
  • Global Learning: Teach the World in Your Classroom (ECOMP 6022)
  • Culturally Responsive Teaching (EECLD 6001)
  • Essential Linguistics: What Every Teacher Needs to Know About Language (EECLD 6002)
  • Content Literacy (EEDUC 6101)
  • Literature and Learning in the K-8 Classroom (EEDUC 6059)
  • Engineering STEM Solutions (EDSCI 5200)
  • Introduction to Physical Science (CNSCI 5100)
  • Emerging Tech: Bringing the Future to your Classroom (ECOMP 7010)
  • Apps in Your Classroom: The Mobile Technology Revolution (ECOMP 6014)
  • The Teaching of Writing K-12 (EEDUC 6001)

To register for an online course, call 877.4LESLEY or email

Design for User Experience

Explore the human factors involved in designing solutions that provide users with intuitive experiences across an ecosystem of products, services, and systems.

  • User Experience Research Methods (IDESN 1600)*

    January 22 – March 18

    This intensive 8-week fully online course introduces students to quantitative and qualitative research methods specific to user experience design. Students will develop the knowledge and skills to uncover the needs, behaviors, and motivations of individuals as it relates to their interaction with a product or service. This course teaches various models to facilitate empathy and design for human interaction. Students will create hypotheses, test assumptions, and analyze results from user interviews, usability testing, user journey- and empathy mapping. By the end of this course, students will be able to create user personas, and refine content based on user feedback to make recommendations for the design of products and services. Team-based work and collaboration is emphasized throughout the course. (On-campus students please note: if this course is not listed as a requirement or choice in your program it will only count as a "general elective;" not as a studio elective nor as a design major elective.)

    *This course is also available for non-credit.

  • History of Interface (IAHIS 2105)*

    January 22 – March 18

    What was the first “interface?” How has the interface reshaped our understanding of knowledge and meaning? How has the interface used metaphors to bridge our physical environment? This course examines the history of interface from the 19th century to present through a chronological study of various tools and technologies created for human-computer interaction. Through illustrated lectures, readings, and discussion, students will understand the impact of the interface on modern society.

    *This course is also available for non-credit.

  • Language of Design (IDESN-1270-80)*

    March 19 – May 13

    This course immerses students in a design studio environment, and introduces them to habits of thinking and making that result in thoughtfully conceived design projects. Projects incorporate the language, skills, processes, and methods that serve as a foundation for all design work. Students participate in critical dialogue that explores design ideas and intentions in relation to specific problems and situations. The goal is to familiarize students with a broad spectrum of design thinking and work, while introducing and practicing the most basic design skills. Processes include rapid prototyping and “fast failure”, and include explorations of objects and their meaning as they are drawn and represented in varying forms and in relationships with other words or images.

    *This course is also available for non-credit.

  • Sketching for Interactive Design (IDESN 1700)*

    March 19 – May 13

    Experience mapping is a strategic process of visually diagramming and communicating complex user interactions. This introductory course teaches the fundamentals of drawing and mapping user experience diagrams. Course will cover various types of diagramming (such as decision trees, user flows, hierarchical structures, matrices and isometrics) for mapping interactive experiences. Students will be introduced to a variety of media in the process of researching, sketching and designing clear and articulate narratives for user experiences. Students and advisors please note: this is not a studio elective, and it is not a design elective for other design programs.

    *This course is also available for non-credit.

  • User Experience II

    March 19 – May 13

    A continuation of the principles and methods of User Experience 1, with further depth and analysis through case studies involving user scenarios. Students will use all aspects of the user experience design process, with the goal for developing a prototypical solution for a specific end user. Course topics include behavioral psychology, cognition, and empathy associated with designing for human/computer interaction.

Literacy and Reading

Develop ways to integrate reading and writing into lesson plans, and consider topics like cultural responsiveness, linguistics, and content literacy.

  • Culturally Responsive Teaching (EECLD 6001-80; EECLD 6001-81)

    January 22-March 18

    This course sets the foundation for creating meaningful and relevant teaching and learning for culturally and linguistically diverse students. Legal issues and a historical perspective are used to examine the student's civil rights and the ways that prejudice, culture, language diversity, and socioeconomic factors influence the student's academic success or lack of it within the current system and under the current policies. The cultures of the student's state are studied and used in planning and cultivating culturally responsive learning/instruction and positive cultural identity in the family and community relations. Intercultural communication at the local, national, and international level is addressed. Participants engage in self-study, write their own cultural and linguistic autobiography, identify and utilize cultural resources in the community, and plan to actively involve linguistically diverse families in the school environment. 

    Instructor, both sections: Amanda Wager

  • Essential Linguistics: What Every Teacher Needs to Know About Language (EECLD 6002-80 and EECLD 6002-81)

    March 19 – May 13

    This course takes a practical approach to the study of linguistics and English as a new language with implications for teaching ESL, reading, writing, spelling, phonics, and grammar in monolingual or multilingual contexts. The basic nature of language, first language acquisition, language variation, language change, and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge elements such as phonology, morphology, syntax, and pragmatics that informs planning for teaching first or second language. Structural and semantic differences between the student's first and English as a new language are examined and used in planning for learning. 

    Instructor section 80: Solange de Azambuja Lira; Instructor, section 81: Laura Schall-Leckrone

  • Literature and Learning in the K-8 Classroom (EEDUC 6059-80; EEDUC 6059-81)

    January 22 – March 18

    This course will explore children's and young adult literature as teaching tools in language arts and content area instruction. With an emphasis on curriculum development, the course will focus on teaching strategies for various genres; issues related to differentiated instruction and text complexity; and the use of children's and young adult literature as a vehicle to explore multiple perspectives.

    Instructor Section 80: Carol Knowles; Instructor section 81: Kathryn Contini

  • Content Area Literacy (EEDUC 6101-80 and EEDUC 6101-81)

    January 22 – March 18

    Disciplinary literacies are explored as a means of accessing content knowledge in the PreK-12 classroom. The course examines constructivist reading comprehension and vocabulary strategies, and investigates how listening, speaking, reading, writing, and viewing are a means of both developing and demonstrating content area knowledge. Diverse text types and genres are examined for their complexity and content, as tools for scaffolding content learning.

    Instructor section 80: Grace Enriquez; Instructor section 81: Charlene Douglas

  • The Teaching of Writing K-12 (EEDUC 6001-80)

    March 19 – May 13

    This course promotes the thoughtful examination of writers and writing instruction. Throughout the course, students are introduced to strategies and skills they can use to enhance their own writing and the writing of K-12 students. Using a process approach, students learn how to communicate ideas effectively in a variety of genres and for a multitude of purposes. Based on the most current understandings in the field, this course explores such topics as writer's workshop, conferencing, struggling writers, assessment, reading/writing connections, writing in the disciplines, revision and editing, the use of technology to support writers, and the management of writing instruction.

    Instructor: Grace Enriquez

  • Perspectives on Literacy, Learning, and Teaching (EEDUC 6164-80)

    March 19 – May 13

    This course explores theories, values, goals, and assumptions underlying the ways literacy is learned and taught in school and out-of-school contexts. Emphasizing how these understandings play out in practice, students will study the histories, issues, relationships, instructional materials, and resulting policies surrounding various literacy education approaches. Students will critically examine particular perspectives to inform their own practice as literacy teachers, and experiences as literacy learners, and consider how such perspectives can shape their continued instructional practice. For M.Ed. students in Literacy for K-8 Classroom Teachers only.

    Instructor: Carol Cohen

Teaching and Learning

Explore new ways to approach the teaching and learning process in your classroom.

  • Development and Learning: Psycho-social Perspectives in Education (EEDUC 5122-80)

    January 22 – March 18

    This course focuses upon constructivist-interactionist views of child development, spanning the preschool years through adolescence and young adulthood. Topics include early development, play, children's art, cognitive development and learning, family systems and social learning, classroom instruction and organization, communication, curriculum and cognition, evaluation and assessment, language development and literacy, moral development, gender differences, and developmental diversity among individuals and across cultures including race, ethnicity, linguistic background, and economic conditions.

    Instructor: Diane Ronchetti-Cooper

  • Meeting Diverse Needs in the Mathematics Classroom (EEDUC 6154-80)

    March 19 – May 13

    This course considers the theory, research, and practical applications of ensuring that all children succeed mathematically. Gender, socioeconomics, culture, language, learning differences, assessment, and differentiated instruction are considered. Offered as part of an off-campus sequence.

    Instructor: Sven Holch

Special Education

Explore how to adapt instruction to different learning styles and connect with students with and without disabilities.

  • ASD: Allies and Advocates (ESPED 6020-80)

    January 22 – March 18

    This course facilitates the in-depth exploration of autism advocacy. A historical view the perception of disability and treatment of people with disabilities provides the context for the urgency of advocacy. The changing landscape of autism advocacy is explored, critically examining the evolving roles of allies, advocates and self-advocates. The voice of autistics is central to this course and in leading the advocacy movement, identifying an advocacy agenda, and determining the role of advocates and allies.

    Co-instructors: Linda Lengyel, Stephen Hinkle

  • ASD: Challenges of the Criminal Justice System (ESPED 6012-80)

    March 19 - May 13

    This course explores the Criminal Justice System’s struggles to address the needs of people with disabilities, specifically Autism Spectrum Disorder. The CJS’s denial of equal protection to people with Autism demonstrates the urgency for advocacy in this area. Behaviors and characteristics that are natural to Autism often conflict with the expectations of the CJS. The over-representation of disabilities in the CJS requires a critical examination of the evolving roles of allies, advocates, and self-advocates.

    Instructor: Barbara Ransom

  • Positive Behavior Support for Diverse Classrooms (ESPED 6133-80)

    March 19 – May 13

    This course is designed to help teachers create classrooms in which all students will learn and flourish. The course moves from setting up and managing an effective classroom (universal preventive strategies), to designing curricular, instructional, and behavioral strategies and supports (supportive strategies), to addressing academic and behavioral challenges and problems (corrective strategies). The needs of various student populations, including English Language Learners, special education students, and students of diverse racial and ethnic backgrounds, will be addressed. The course will involve class meetings, online work, and classroom research..

    Instructor: Linda Lengyel

  • Instructional Planning for Students with Disabilities (ESPED 6138-80)

    March 19 – May 13

    Assessment and monitoring of student progress using a variety of instruments is the basis of this course. Teachers learn to select, construct, use, and interpret non-discriminatory and developmentally appropriate assessments relevant for diverse students with a range of disabilities. The dissemination of assessment data for professionals and parents is addressed.

    Instructor: Barbara Govendo

  • Adaptations in Math and Science (ESPED 6139-80)

    January 22 – March 18

    This course examines language acquisition and development from birth through adolescence. Typical and atypical language development, as well as first and second language acquisition and development, will be addressed. Focus is on the neurological basis of communication, developmental milestones, verbal and nonverbal communication, and language diversity as differentiated from disorder. Connections between culture and communication, language delays, and communication disorders as displayed in both high-incidence disabilities (e.g., learning disabilities) and low-incidence disabilities (e.g., Autism Spectrum Disorder) will be studied. Appropriate teaching strategies and assistive technologies will be examined.

    Instructor: Amanda Bigelow

  • Development and Implementation of Individualized Education Programs (ESPED 6141-80)

    January 22 – March 18

    This course will focus on the Individualized Education Program (IEP) process from referral to eligibility determination and placement, including legal rights and responsibilities. Based upon interpretation of case study assessment results, students will develop legally and educationally appropriate IEPs to meet identified needs and recommend appropriate accommodations, modifications, and specialized instruction. The roles and responsibilities of various education professionals and family members with regard to implementation, collaboration, documentation and progress reporting will be explored.

    Instructor: Gail Cahill

Science, Mathematics, & Technology

Learn methods for helping all students succeed in STEM-related subjects.

  • Introduction to Physical Science (CNSCI 5100-80)

    March 19 – May 13

    In this introductory course on science inquiry, participants investigate common everyday phenomena. This course invites participants to "uncover" the complexity of a simple glass of water. They observe physical processes at play in this familiar system and develop scientific "habits of mind." Participants see how scientific principles can be applied to understanding the world around us. The following key physical science concepts are explored: density, displacement, buoyancy, melting, freezing, equilibrium, phase changes, and energy transfers.

    Instructor: Michael Thibodeau

  • Engineering STEM Solutions (EDSCI 5200-80)

    January 22 – March 18

    This course focuses on the use of the engineering design process to solve problems within a science context integrating STEM content. Participants investigate case studies of real engineering problems in the field, bridge content to practice, and begin to visualize research in an interdisciplinary context. Through the use of technology and design, participants deepen analytical and problem solving skills. Teachers will also become familiar with engineering education applications and learn to modify for their classroom.

    Instructor: Lisa Marshall

  • Great Diseases: Teaching Infectious Diseases (EDSCI 6130-80)

    March 19 – May 13

    This course provides the background to teach about infectious diseases (ID) using The Great Diseases curriculum, a Biology II course developed by our partnership with Boston teachers and Tufts Medical School scientists. Participants will investigate life-relevant scientific questions using authentic scientific practices to explore host-microbe interactions and challenges of identifying and treating ID. Participants will consider a variety of inquiry-based approaches to teach about ID and will learn to modify lessons for their classrooms.

    Instructor: Revati Masilamani

  • Learning, Design, and Robotics: Gateway to Critical Thinking (EDSCI 6018-80)

    March 19 – May 13

    Our robotics laboratory is a fun, engaging course that infuses engineering-based projects into K-12 instruction. We build robots from scratch; learn programming with and without electronics; experiment with simulations; develop media-rich curricula while integrating common core and STEM standards; examine trending issues in Science, Technology, Engineering, Arts and Mathematics (STEAM) education; and discuss the pedagogies that support these approaches. Encouragement of pupils under-represented in STEM K-12 classes is examined. Participants purchase robotic kits in lieu of textbooks. All levels welcome.

    Instructor: Brenda Matthis

  • Earth and Space Science (EDSCI 6115-80)

    January 22 – March 18

    Processes that operate on Earth, Earth's place in the solar system, and the universe will be explored. Using a large scale to smaller scale" approach we will study the vastness of the universe: its stars first then the solar system and finally Earth's systems. Additional systems to be explored include Earth materials plate tectonics water and Earth's surface processes and bio-geology.

    Instructor: Michael Thibodeau

  • Functions and Algebra I: Building Mathematical Understanding (EMATH 6109-80)

    January 22 – March 18

    Participants develop a solid conceptual understanding of the branch of mathematics known as algebra. Topics will include ratio and proportion, slope, operations with integers, the notion of function, absolute value, linear versus non-linear functions, sets, equations, inequalities, simultaneous equations and demand functions.

    Instructor: Helen Banzhaf

  • Geometry and Measurement I: From Polygons to Pythagoras (EMATH 6111-80)

    January 22 – March 18

    This first course integrates the study of geometry and measurement and includes lines, angles, investigations of triangles including sorting, similarity, trigonometry, and Pythagoras' Theorem. We will also investigate quadrilaterals, polygons, area, and perimeter. Participants will examine the nature of geometric definitions and follow a path that explores mathematical explanation, argument, and justification and how these processes connect to geometric proof.

    Instructor: Amanda Bigelow

  • Constructing Mathematical Understanding: Number and Operations (EMATH 6107-80 and EMATH 6107-81) * also available as a non-credit course

    January 22 – March 18
    March 19 – May 13

    Participants will develop a solid conceptual understanding of the language and operations of arithmetic, as well as the interrelationships among arithmetic, algebra and geometry. Topics include place value and the history of counting, inverse processes, the geometry of multiplication, the many faces of division, and conceptual models of integers and rational numbers. Registration restriction: successful completion of an algebra or higher-level math course at the undergraduate level.

    Instructor (both terms): Rita Gordon

  • Constructing Mathematical Understanding for Number Theory (EMATH 6108-80 and 6108-81)

    March 19 – May 13

    Participants develop a solid conceptual understanding of the branch of mathematics known as number theory. Topics include properties of prime, composite, abundant, deficient, and perfect numbers; divisibility rules; and the use of geometric and other representations for finding prime factorizations and greatest common factors. Participants will also investigate the fundamental theorem of arithmetic, computing in different bases, and arithmetic progressions.

    Instructor Section 80: Scott Govoni; Instructor Section 81: Kara Morton

  • 21st Century Teaching: Supporting All Learners with Technology (ECOMP 5007-80)

    January 22 – March 18

    This hands-on course teaches the integration of a broad range of technologies that foster a school climate and culture that actively supports learning for all students, including students with disabilities and students who are culturally and linguistically diverse. Participants develop the knowledge and skills to support diverse learners, including: understanding the learning characteristics of these students; leveraging digital media to support collaborative learning opportunities; evaluating and selecting appropriate computer-based applications and online tools; experimenting with and using assistive technologies; integrating technologies into the curriculum; and discussing trends and research that support these students in the classroom.

    Instructor: Brenda Heiman

  • Using Technology to Integrate Mathematics Across the Curriculum (ECOMP 6003-80)

    January 22 – March 18

    This course focuses on using technology to integrate mathematics with other subjects. Students will explore interdisciplinary activities focusing on using data and a visual database as tools to engage students and enhance their understanding in both math and other disciplines. In addition, we will look at collaborative web tools and video to support learning and productive collaboration. Free web resources, from high-stakes testing support to education-focused virtual reality games, will also be featured.

    Instructor: Ihor Charischak

  • Cyberbullying in Schools: Awareness, Prevention, and Intervention (ECOMP 6012-80) * also available as a non-credit course

    March 19 – May 13

    This course will introduce educators to the world of cyberbullying. Through readings, discussions, group work, and simulations, the course will focus on how cyberbullying happens and the manifestation of it in the classroom and beyond. The legal implications for students, teachers, schools, and districts will also be explored. The course will conclude with class-created recommendations on actions that educators can take today to create a classroom/school culture that rejects cyberbullying.

    Instructor: Jo-Anne Hart

  • Apps in Your Classroom: The Mobile Technology Revolution (ECOMP 6014-80)

    March 19 – May 13

    Explore the powerful potential of using mobile technologies in your classroom. Bring your own mobile device and use it to explore classroom based projects that empower student learning. Then create your own project. Explore a world of educational apps and join your colleagues in learning how even free apps can support your students. Learn how apps are constructed, and create your own apps. Unlock the amazing emerging potential of mobile technologies for your classroom.

    Instructor: Ricky Carter

  • Teaching and Learning with Digital Media (ECOMP 6016-80) * also available as a non-credit course

    March 19 – May 13

    This course will help educators to harness the power of digital media for teaching and learning. They will learn to use that power to transform traditional teacher-centered classrooms into student-focused learning environments where students use digital media for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will also help them develop proficiency with the tools and skills needed for authorizing and publishing digital media in a variety of formats for student learning.

    Instructor: Jo-Anne Hart


  • Social Media and Education (ECOMP 6019-80)

    January 22 – March 18

    This project-based course introduces educators to social media for their teaching practice. We identify, experience, and evaluate selected social media applications and critically consider the implications for learning in and out of the classroom. Students are encouraged to apply social media features, such as authentic communication, to address ELL and accessibility. Social media is integrated into our class assignments, so rather than learn tools, we "work the web."

    Instructor: Sharon Carmin Karasic

  • Digital Technology: How It Works (ECOMP 6020-80)

    January 22 – March 18

    This course focuses on conceptual understanding of how digital technologies work, both technically (internally) and practically (with humans). The course demystifies digital technology and expands students' knowledge of the deep commonalities as well as the differences between its different forms. Digital technology is studied in its social and historical contexts, revealing the relations between people and the technology they use, in and outside classrooms, and how both technology and those relations change symbiotically over time.

    Instructor: William Barowy

  • Global Learning: Teach the World in Your Classroom (ECOMP 6022-80)

    January 22 – March 18

    This course will help educators harness the power of global connections for teaching and learning Teachers will learn to integrate readily available digitized resources to transform traditional classroom learning materials by making use of a vastly expanded horizon for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will help teachers use streaming media resources, primary source artifacts, webcams, and field trips. They will create new materials for shaping 21st Century global citizenship.

    Instructor: Jo-Anne Hart

  • Assessment and Technology (ECOMP 6102-80)

    March 19 – May 13

    This course investigates use of classroom assessments in support of student learning. Participants will explore a broad range of assessment strategies as well as technologies that support assessment “for,” contrasted with “of,” student learning. Topics such as high stakes testing, standards alignment and common core standards, and big data analytics are examined through student-led inquiry and discussion. Formative and summative assessment as well as personalized learning for diverse learners are key areas of this course.

    Instructor: David Hartranft

  • Emerging Tech: Bringing the Future to your Classroom (ECOMP 7010-80)

    March 19 – May 13

    Learn about promising technologies including eye tracking, 3D printers, and wearable computers. Explore the possibilities for trends such as the Maker Movement and the Flipped Classroom. Discover the latest web-based resources and collaboration tools for every grade level and subject area. Learn to integrate emerging technologies into existing curricula while promoting transformative thinking and creativity. Build your expertise and gain experience in identifying the efficacy of future technologies for enhancing student learning.

    Instructor: Maureen Yoder

  • Online Teaching: Issues and Implementation (ECOMP 7017-80)

    March 19 – May 13

    This course focuses on concepts and issues related to online education. Students will advance their knowledge of teaching and learning online including development and implementation of online courses. Issues of pedagogy, methodology, challenges and current state of the field will be examined. With guided practice, students will engage in developing and leading online seminars.

    Instructor: Heather Tillberg-Webb