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Early Childhood, Elementary, and Middle School Education |
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EDUC 8250 - Family Involvement in Early Childhood Education
3 cr.
This specialized course explores the importance of family interaction with the early childhood educator. Candidates receive a general overview of parent-child interactions, parent involvement, parent education, and parent participation in early childhood education. Students are exposed to the various theoretical and practical approaches to family involvement practices in the early childhood education setting. Awareness, understanding, and appreciation of various family needs, circumstances and cultural experiences are promoted. Family professional partnership models, which effectively serve families with a variety of needs and experiences, are explored. Candidates seeking initial licensure complete a field experience. Credit cannot be given for both EDUC 8250 and EDUC 8270 . This course is part of the initial licensure track, early childhood.
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EDUC 8270 - Collaborating with and Involving Parents in Early Childhood Settings
3 cr.
This advanced specialized course examines the importance of family interaction with the Early Childhood Educator and the imperatives that require family involvement at this level. Candidates examine the various theoretical and research basis for involving families, along with effective family-professional partnership models. They use this knowledge to design and implement strategies for involving families in their settings. Awareness, understanding and appreciation of various family needs, circumstances, and cultural experiences are promoted. Credit cannot be given for both EDUC 8270 and EDUC 8250 . This course is part of the professional licensure track, early childhood.
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EDUC 8300 - Research in Education
3 cr.
In this core course students engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. The goals and methods of educational research, the reading and analysis of primary sources, development of an educational research proposal using research and the teacher as researcher, are explored. In addition, course material includes currently used research strategies, such as ethnographic studies, action research and the case study approach. Emerging educational practices that are research-based are highlighted. Appropriate inferential and descriptive statistical methodologies are also studied. Candidates are strongly encouraged to develop an action research proposal during this course. This course is part of the initial licensure track, all majors.
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EDUC 8310 - Advanced Research in Education
3 cr.
This advanced core course is for candidates in the professional licensure track. In this course, candidates engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. Methods of educational research, developing an education action research proposal, using research to inform practice and the teacher as researcher are examined. Credit cannot be given for EDUC 8310 and EDUC 8300 . This course is part of the professional licensure track, all majors.
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EDUC 8350 - Middle School Instructional Strategies and Practices
3 cr.
This course provides an in-depth look at a variety of instructional practices and strategies appropriate for effective teaching and learning of the early adolescent. Attention is given to addressing the needs of diverse student populations, including but not limited to children with different readiness levels, exceptional talent, different culture/ethnic background or at-risk characteristics. Active and interactive learning strategies are emphasized. This course is part of the professional licensure track, middle school.
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EDUC 8360 - Advanced Social Studies in Education
3 cr.
This course assesses traditional as well as new technologies and their potential applications within the field of social studies education from a historical, theoretical and practical perspective. Students examine how to integrate instructional experiences that equalize educational opportunities for a diverse and inclusive student population and explore opportunities for enhancing multicultural pluralism. The course investigates social studies content, strategies and techniques deemed essential to fulfill varied curriculum requirements by exploring the integrative and interdisciplinary nature of the content. Action-oriented processes are used to focus on the pertinent questions and issues at local, state and national levels as well as those of global importance. Also, inquiry-oriented processes are used to require students to ask questions and further develop and expand academic, social and thinking skills. Candidates are encouraged to challenge convention, raise questions about social assumptions and identify critical issues in social studies education. Candidates seeking initial licensure complete a field experience. This course is part of the initial licensure track, elementary and middle school.
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EDUC 8400 - Literacy in Elementary Education
3 cr.
This specialized course in literacy education examines literature and research related to literacy development. Specific attention is focused on language development, reading/writing process and on literature-based instruction. Classroom strategies and curriculum adaptations that enhance the learning and motivation of diverse learners, including those which integrate the fine arts, are presented, implemented and appraised. Credit cannot be given for EDUC 7015 , EDUC 7222 , 8400 or EDUC 8450 . This course is part of the professional licensure track, elementary.
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EDUC 8450 - Literacy in Early Childhood Education
3 cr.
Advanced strategies for literacy development of young children are presented in this specialized course. Specific focus is placed on emerging literacy and reading process and adaptations, including adaptations which integrate the fine arts to address the needs of all learners. Students examine the interdependence of reading and writing on oral receptive and expressive language. A review of the literature that emphasizes theoretical and empirical research related to literacy development and its implications for teaching young children is investigated. Credit cannot be given for EDUC 7015 , EDUC 7222 , EDUC 8400 or 8450. This course is part of the professional licensure track, early childhood.
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EDUC 8480 - Advanced Emergent Literacy: New Perspectives, Pre-K – 2
3 cr.
Emphasis in this course is placed on reading and understanding the implications of recent research in emergent literacy. In addition, students observe and respond to early reading and writing behaviors. Candidates learn to support early writing, develop directional principles and understand concepts about print and early reading strategies from Reading Recovery by identifying and selecting natural language texts that promote a self-improving reading system and using picture book literature in gaining literacy. Participants learn to make instructional decisions based on current knowledge of emergent literacy and their own close observations.
Prerequisite(s): EDUC 7101 , EDUC 8400 , or EDUC 8450
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EDUC 8500 - Developmental Assessment in Early Childhood Education
3 cr.
This is an advanced course in the design, development and implementation of developmental assessment tools in early childhood education. Candidates explore the meaning of developmental assessment, aspects of assessment reliability and validity, test construction and administration, limitations of assessment, observation as a tool for assessment, and other related topics. Students evaluate and demonstrate the uses of various assessment instruments. This course is part of the professional licensure track, early childhood.
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EDUC 8600 - Advanced Seminar in Child-Centered Issues
3 cr.
This specialized course in the elementary education program provides candidates with the opportunity to explore, discuss and reflect upon a variety of child-centered issues. Background information for discussions includes research results concerning environments which support and enhance optimum development. Some of the topics covered in the class are multi-cultural/multi-ethnic education, family-teacher partnerships, self-esteem research, inclusion, cognitive styles and creativity, the educator’s role with abused children and educating from student strengths and interests. This course is part of the professional licensure track, elementary.
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EDUC 8625 - Assessment for Reading Instruction
3 cr.
The focus of this course is the assessment of what students identified with reading and/or writing difficulties understand about the reading and writing process.
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EDUC 8650 - Advanced Strategies and Approaches for Teaching Critical Thinking in the Content Areas
3 cr.
This specialized seminar integrates all content area subjects in an elementary school curriculum. In particular, it introduces students to the nature and scope of mathematics, science, social studies and fine arts in the elementary school. Students investigate a variety of content models and curriculum programs while they explore theoretical foundations, practical applications and current issues in the content areas. Strategies and modern techniques for effectively working with diverse populations of students, including computer application in the various content areas, are researched and emphasized. Students demonstrate competencies by developing and demonstrating techniques and activities which illustrate how concepts and practices are learned in each module and how they relate to student needs. This course is part of the professional licensure track, elementary.
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EDUC 8750 - Seminar in Early Adolescent Issues
3 cr.
This specialized course in the middle school education program gives students the opportunity to identify, explore, discuss, and reflect upon a wide variety of early adolescent issues central to the adolescent students’ education, growth and development. Background information for discussions include research results concerning environments, which support and enhance adolescents’ optimal development. Topics explored in the course may include self-esteem; family, school, and community partnerships; learning styles; social changes; and the role of the middle school teacher. Credit cannot be given for EDUC 8750 and EDUC 7300 or EDUC 7024 . This course is part of the professional licensure track, middle school.
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EDUC 9005 - Dynamic Perspectives in Education
3 cr.
Course brings together candidates from across programs to analyze key issues facing educators today. Focal points will include curricular and instructional decisions, legislative mandates, diversity and special education. Personal biases will be examined.
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EDUC 9010 - The Adult Learner
3 cr.
The focus of this course is on the nature of the adult learner. Through journals and readings, students gain an understanding of how the adult learner processes experience, how learning is best structured, and how feedback should be provided. An extension of this focus includes an investigation of human relations, gender uniqueness as well as relations within diverse populations as they impact the personal competence of the adult learner.
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EDUC 9100 - Reflective Seminar and Action Research
3 cr.
This course is the culminating work for candidates in the M.Ed. in early childhood education, elementary education and middle school education programs who are in the initial licensure track. It provides the candidate with the opportunity to implement educational concepts and practices gained through earlier courses and the course(s) being taken simultaneously though an action-research project. Each candidate, in consultation with the advisor, will be assigned a university supervisor/mentor for the project. Credit cannot be given for both EDUC 9100 and EDUC 9150 . This course is part of the initial licensure track, all majors.
Prerequisite(s): EDUC 8300
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EDUC 9150 - Advanced Seminar in Reflective Practice and Action Research
3 cr.
This course is the culminating work for candidates in the M.Ed. in early childhood education, elementary education and middle school education programs who are seeking or already possess a professional license. It provides the candidate with the opportunity to implement, at an advanced level, educational concepts and practices gained through earlier courses and the course(s) being taken simultaneously through an action research project. Each candidate, in consultation with the advisor, will be assigned a university supervisor/mentor for the action research. Credit cannot be given for EDUC 9150 and EDUC 9100 . This course is part of the professional licensure track, all majors.
Prerequisite(s): EDUC 8310 ,
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EDUC 9250 - Educational Strategies
6 cr.
Given the context of the adult learner and the process of implementing educational change studied in the previous courses in the CAGS sequence, the focus of this course is on effective and promising strategies which improve teaching and, thereby, learning for all children. Students become proficient at critiquing the design, analysis and results of research to determine which strategies hold promise for improving teaching. Students also study current effective strategies in the field, such as cooperative learning, social interaction, peer mediation, teaching/learning styles, cross cultural competency, apprenticeship models, reciprocal teaching and project approach, as well as implementation of these strategies in their schools.
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EDUC 9300 - Educational Research
3 cr.
This course focuses on past and current research in education. Theories, research and implications for instructional practice are emphasized. Candidates are given appropriate instruction on the consumption of research, use of data tools such as Excel, the understanding and development of classroom and action research, and various methodologies associated with educational research. Candidates read studies that test all theories against one another at different points in time. Candidates also develop an understanding of longitudinal studies, sampling procedures, and research bias evaluating competing theories. Candidates report implications for teaching. Finally, candidates develop an action research project.
Course replaces EDUC 8300, READ 9100, and SPED 9000
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EDUC 9350 - Internship and Reflective Analysis Seminar
6 cr.
This internship is designed to advance the development of self-directing educators who initiate, facilitate, participate in and evaluate all aspects of educational practice. A year-long experience, the internship offers an opportunity to practice communication skills and apply collaborative skills with one or more colleagues in the field. Through cooperative participation of school personnel, students are given the realm in which to plan, organize and evaluate ways of improving instruction and to implement educational change through such peer leadership structures and practices as mentoring, collaborative supervision, peer coaching and team teaching. All work is carried out under the supervision of faculty. Ongoing internship projects are analyzed during biweekly seminars.
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EDUC 9400 - Practicum I/Early Childhood Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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EDUC 9450 - Practicum II/Early Childhood Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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EDUC 9600 - Practicum I/Elementary Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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EDUC 9650 - Practicum II/Elementary Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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EDUC 9700 - Practicum I/Middle School Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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EDUC 9750 - Practicum II/Middle School Education
3 cr.
In this practicum experience, students are assigned to cooperating schools for a period of student teaching.
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Earth Science |
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ESCI 7007 - Ecology
3 cr.
The dynamic relationship between organisms and their environment is investigated in this survey of major ecological concepts and methodology. Field and laboratory work emphasize problem identification, formulation of hypothesis, data collection, and analysis and interpretation of results in terms of biological implications.
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ESCI 7012 - The Modern Secondary School
3 cr.
This course is required of all MAT candidates who do not have initial licensure to teach. Covers a broad range of issues faced by teachers in today’s secondary schools. Students become familiar with the complexities and demands of secondary school teaching. The course includes 25 hours of prepracticum experience.
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ESCI 7100 - New England’s Glacial Landscape
3 cr.
New England’s topographic features were shaped during the last ice age which ended approximately 11,000 years ago. Students learn how glacial geologists study ice age clues to determine how local landforms were developed. Field trips are required with emphasis on site identification of glacial features.
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ESCI 7200 - Observational Astronomy
3 cr.
This celestial survey course is aimed at providing both basic instruction and experience in viewing and recording the evening sky. Participants learn to set up, align and use all types of basic telescopes; view constellations, planets, moons, star clusters, nebulae, galaxies, double stars and variable stars of the fall and early winter sky and learn basic techniques for recording observations through the medium of sketching, photography and CCD cameras. A substantial part of this course consists of field work located at instructor’s observatory in a rural section of Fitchburg approximately 10 minutes from the university. The remaining work consists of labs and analyses of data collected by participants. A project is required of all students. Meetings after the first session are held off-campus and some variable scheduling is done to take advantage of sky conditions or cancellations due to cloud cover.
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ESCI 7300 - Meteorology
3 cr.
This is an introductory course in atmospheric meteorology, oceanography and the space environment. Main topics of consideration are climatology and large-scale transient weather phenomena that affect the earth. Course curriculum includes background concepts in meteorology and a student project on a topic of current interest.
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ESCI 7400 - Oceanography
3 cr.
This course examines the physical and chemical properties of sea water and their roles in the energy/nutrient cycles of marine ecosystems, the role of nutrient cycles and upwelling in fisheries locations, the fluid dynamics of oceanic circulations in both the surface and deep water regions, and the geology of the seabed, including plate tectonics (continental drift), marine sedimentation processes and coral reef formation and bleaching. Finally, a thorough study of the coastal geomorphic/oceanic processes that shape the coastlines of the world via wave dynamics, coastal erosion and erosion control techniques is explored.
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ESCI 8000 - Advanced Methods of Teaching at the Secondary Level
3 cr.
The course combines academic study with clinical practice and supervision. Theories and topics studied and demonstrated include learning styles, critical thinking, computer applications and inclusive learning environments. Emphasis is placed on integrating culturally or linguistically diverse students and those with special needs. Interdisciplinary course development and implementation, student assessment, including portfolio assessment and writing, are studied for utilization across the curriculum.
Prerequisite(s): ESCI 7012 or Initial Teacher Licensure.
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ESCI 8100 - Environmental Geology
3 cr.
This course is designed for teachers who need a science-based approach to understanding and solving environmental problems. Case studies that explore environmental problems are examined. Issues range from impact of earthquakes, volcanic eruptions and flooding on local communities, to climatic changes on a global scale and the effects of the current world population on the carrying capacity of Earth.
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ESCI 8250 - Curriculum and Technology
3 cr.
This course looks at the integration of educational technology in the classroom and its relationship to learning theories and curriculum, specifically, the Massachusetts Curriculum Frameworks. The course also explores the use of the Internet as a classroom resource to strengthen curriculum. Various Internet related topics are covered, such as acceptable use policies and copyright issues.
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ESCI 8260 - Curriculum Design and Development
3 cr.
This course is designed to provide students with knowledge and skills of the curriculum development-revision process. The course examines societal demands on the curriculum and the role of the American school in a democratic and multicultural society as students assess, revise and implement instructional programs and the curriculum in a systematic and logical way. Active participation in school-based curriculum teams, IEP teams, site-based management teams and community groups teach effective delivery of services to all students and school improvement/reform efforts. In collaborative groups students review, revise and expand the curriculum and assessment procedures in order to integrate current research findings and education reform initiatives.
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ESCI 8500 - Research in Education
3 cr.
Research is carried out in a specific field of education that involves an in-depth exploration of a well-defined problem. The student must develop a hypothesis for the possible solution to the problem, develop the experimental technique to test the hypothesis and develop a logical conclusion based upon the data collected. The final product is a written documentation of the research and results. Each study is done under the supervision of graduate faculty.
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ESCI 9100 - Independent Study
3 cr.
The content of these courses is designed by a student with the guidance of a faculty member to provide in-depth exposure to a topic for which no regular course is available.
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ESCI 9400 - Clinical Experience
6 cr.
Clinical Experience is a capstone course allowing full integration and application of content knowledge and pedagogical theory and practice. In a high school classroom students incorporate all standards specific to the discipline of biology as well as all common standards for classroom teachers. A minimum of 400 clock hours or one full semester on-site under the auspices of the university is fulfilled. A research project is completed during the duration of the clinical experience.
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ESCI 9500 - Internship
6 cr.
The Internship is a capstone experience allowing full integration and application of content knowledge and pedagogical theory and practice. Within the individual’s classroom it incorporates all standards specific to the discipline in which certification is sought as well as all common standards for classroom teachers. A minimum of 400 clock hours or one full semester on-site under the auspices of the university is fulfilled. A research project is completed during the duration of the internship.
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Educational Leadership and Management |
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EDLM 7000 - Computer Application in Education
3 cr.
This course is designed for teachers and administrators who have had little exposure to computers and data processing. Administrators learn to use the computer as a management tool, especially as it relates to fiscal and personnel matters. Through hands-on experience, participants become familiar with the equipment and learn how computers and systems work.
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EDLM 7005 - Politics of Education
3 cr.
This course deals with the various processes that are utilized at the federal, state, and local levels to identify multilevel educational programs and priorities and to fund them. Students develop systematic knowledge about their political environment, acquire skills and strategies necessary to act on that knowledge and attain principles that shape responsible political action. Guest speakers share their particular viewpoints in these areas.
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EDLM 7010 - Physical Plants and Transportation
3 cr.
This course examines the challenges, problems, and activities related to new building programs. It also looks at the various aspects of phasing out old buildings, providing alternate uses and redefining grade, curricula, and administrative organizational patterns.
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EDLM 7020 - Organizational Theory and Educational Planning
3 cr.
This course explores the principles of school district organization and function. In the context of the school district, students assess the individual and social needs, formulate direction setting purposes and acquire model building and simulation techniques. Plant management and transportation issues are also addressed.
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EDLM 7030 - Introduction to Systems Approaches in Education
3 cr.
The course provides a conceptual basis for systems approaches to administrative and leadership problems in education. Through cases and simulations students learn the application of such techniques. Needs assessment, planning, operational and evaluative approaches are discussed and practiced.
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EDLM 7040 - Collective Bargaining in Education
3 cr.
This course reviews the federal and state statutes pertaining to collective bargaining in the public sector. Specific emphasis is placed on those statutes bearing on Massachusetts and its educational enterprises. Among the topics discussed and dissected are bargaining contracts, bargaining processes and legal issues.
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EDLM 7500 - Topics
3 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest.
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EDLM 7510 - Applying Computer Technology in Education
3 cr.
This course provides teachers and administrators, at all levels and in all subject areas, with strategies for developing and implementing the use of current and near future computer technology in education. Participants explore creative techniques to build into and enhance their existing curriculum. Working with current software applications, the Internet and the World Wide Web, participants devise programs and materials for their own classrooms and schools and in support of their teaching. Individual laboratory and project development activity will take place during each class. Little or no prior computer experience is needed.
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EDLM 7520 - Planning Professional Development Programs
3 cr.
This course will assist both the educational administrator and the classroom practitioner to focus on professional development and its central importance to school improvement. Students will consider the necessary elements to develop a quality professional development program. Given the current Massachusetts reform initiative in teacher certification, and that school districts are providing low or no cost options for staff development, this seminar will address timely issues including effective analysis, planning, roles, schedules and designs of meaningful professional development. Professional training plans and techniques in hospitals, social agencies and industrial sites will also be explored.
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EDLM 7530 - Schools, Family, Student Partnerships in Education
3 cr.
This course explores techniques and practices which can maximize the strengths and advantages of schools, families and students. A shift of the current paradigm of education to one that applies the principles of supporting and developing the student is explored. Particular attention will be given to teacher, parent and student partnerships for learning how to help students to learn. While discussing theoretical and practical applications of such partnerships, functional local programs will be designed to enhance the involvement of each of these groups in the educational process.
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EDLM 7600 - Managing Diversity
3 cr.
This seminar focuses on cultural diversity in schools and on the growing challenges and opportunities diversity provides for educators. Emphasis is given to the unique regional cultural/linguistic demographics of diversity within a proactive perspective. Reflective readings and application strategies prepare the educational leader for rewarding multicultural communication and a commitment to effective management of diversity.
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EDLM 8000 - Community Relations
3 cr.
In this course students learn communication techniques and acquire knowledge about political structures and regulations for improving a school and/or community. Individuals develop strategies for relations within their own community, utilizing specific goal-setting techniques. A review of current literature promotes an awareness of the diverse publics involved and suggests methods for influencing perceptions about schools and their educational goals. A pre-practicum experience is included as an activity of this course.
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EDLM 8005 - Foundations of Educational Administration
3 cr.
This introductory course is designed to provide an overview of school leadership focusing on the philosophical foundations of education; the psychological traditions of learning processes; the legal parameters of the school as an institution within the society; the cultural environment of urban, suburban, and rural educational settings; and educational trends as indicated by current research and pertinent literature.
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EDLM 8006 - Principles of Success for Practicing Administrators: Putting Plans into Action
3 cr.
This course develops theory and practice behind the implementation of principle-centered leadership. The course is built around specific issues and needs of individuals who are fully employed as school administrators/directors. Topics covered include: communicating effectively, developing innovative action plans based on goals and vision, creating a support system that empowers others and developing steps of program implementation within organization restrictions. Administrators practice sustaining action, problem solving, celebrating success and measuring progress.
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EDLM 8010 - Human Resources and Personnel Administration
3 cr.
This course focuses on establishing the rationale and organizational structure that supports effective human resource administration. Among the topics included in this course are staff selection, teacher induction, teacher tenure, promotion and dismissal, salary scheduling, policy making, relations with professional and non-professional personnel, and employee welfare. Emphasis is placed on the interpersonal dynamics of the educational enterprise as it relates to human resource management. Additionally, there is an exploration of issues involving affirmative action, and concerns about the underrepresentation of minorities in teaching and administration.
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EDLM 8012 - Law, Ethics, & Policies for the Educator
3 cr.
Constitutional/statutory provisions governing a public school system are examined on local, state, and national levels. Particular attention is given to the legal and ethical parameters of compliance of federal and state guidelines, legislation, and judicial decisions. 5-hour field experience.
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EDLM 8015 - Educational Technology Ethics
3 cr.
Examines the impact of educational technology on social, legal, cultural and moral systems. Social policies and laws related to copyright, intellectual property, privacy, free speech and responsible behavior are discussed.
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EDLM 8020 - Law for the Educator
3 cr.
Constitutional and statutory provisions governing a public school system are examined on local, state and national levels. A thorough review is made of the legal parameters surrounding the local level of the educational system. In addition, students inspect federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation. The impact of precedent-setting cases is a major focus of this course.
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EDLM 8023 - Principles for Success for Effective Administrators
3 cr.
This introductory course lays the foundation for becoming an effective administrator. Candidates build the knowledge, skills, and dispositions of effective administrators, administrators with the capacity to be transforming. 20 field experience hours.
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EDLM 8024 - Conflict Management Seminar
3 cr.
What we believe and what we’ve been taught influences how we act in the development and resolution of conflict. Competence as a conflict intervener, then, is characterized in part by the ability to apply contemporary theory to inform practice and to reflect about one’s own conflict belief systems and the ways they influence intervention work. One part of this course explores interdisciplinary theoretical frameworks for interpreting conflict and examines the critical role of identity issues, including culture, gender, and class in the analysis and resolution of conflict. A second part of the course investigates the nature of reflective practice and creates a medium for students’ examination of their own beliefs about conflict and its resolution, with an emphasis on the influence those beliefs have on mediation practice and developing consistency between beliefs and practice.
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EDLM 8026 - Data–Informed Decision Making for School Improvement & Student Learning
3 cr.
Through case studies, applied practice, and research-based practices, candidates investigate data sources for possible application in administrative decision-making to improve teacher effectiveness and student learning, as well as for school improvement. 25 field experience hours.
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EDLM 8027 - Meaningful Family & Community Engagement and Partnerships
3 cr.
This course prepares administrators with a solid base of knowledge, skills, and dispositions in regard to fostering and sustaining meaningful partnerships with families and community to positively influence the development of students. 15 hour field experience.
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EDLM 8028 - Public School Finance, Human Resources and Personnel Administration
3 cr.
The focus of this course is twofold: 1) establishing the rationale and organizational structure that support effective human resource management; and 2) addressing the fiscal and allocated functions of school administration. 10 hour field experience.
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EDLM 8029 - Instructional and Curriculum Leadership and Evaluation
3 cr.
This course is designed to develop the knowledge and skills essential to leadership roles in the areas of curriculum, instruction, and assessment. 25 hour field experience.
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EDLM 8030 - Public School Finance
3 cr.
This course addresses the fiscal and allocated functions of school administration. Students develop the skills and knowledge related to budgeting, accounting and financing at the local, state and federal levels. Resource acquisition and development of strategies for locating alternative revenue sources and, subsequently, allocating these resources efficiently and effectively, are skills the student acquires.
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EDLM 8035 - Sheltered English Immersion: Closing the Achievement Gap through Leadership SEI Endorsement Administrator Course for Leadership/Administrator Candidates
3 cr.
This course is designed to prepare educational leadership candidates with the knowledge and skills to effectively consider school policy and structure for sheltered content instruction. 25 field experience hours.
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EDLM 8040 - Curriculum Leadership and Evaluation
3 cr.
This course is designed for administrators who must become knowledgeable about curriculum development and program evaluation. The role of the administrator as a decision-maker and as an instructional leader is explored. Emphasis is placed on program development and evaluation, which reflects the various cultural and ethnic minority groups students represent. Additionally, practical applications of programs as well as the application of evaluation models and techniques are investigated. Prepracticum responsibilities are a part of this course.
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EDLM 8050 - Seminar: Research in Educational Leadership
3 cr.
This course acquaints candidates with the current research in educational administration and how to assess its effectiveness and pertinence to educational problems and issues in our cultures. Candidates will design an action research project.
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EDLM 8800 - Administration of Special Education Programs
3 cr.
Service delivery models as they relate to legislation, general curriculum and various handicapping conditions are presented. Emphasis is given to the services, organization, programs, personnel and facilities as they relate to the exceptional child and young adult. Students are expected to be well-versed in the effects of federal and state mandates for special education services as a result of this course.
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EDLM 9000 - The Principal: Organization and Administration of the Elementary, Middle, and Secondary School
3 cr.
This course addresses the role of the principal as an effective manager of schools at various levels of education. The focus is on the development of the human, conceptual, and technical skills required of decision-making, communication, planning and recruitment, scheduling, public relations, evaluating and contract management. Course assignments reflect the specific level of interest of the participants (elementary, middle, and senior high schools).
Prerequisite(s): Nine semester hours of prerequisite core courses (excluding EDLM 91XX) are required.
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EDLM 9005 - Dynamic Perspectives in Education
3 cr.
Course brings together candidates from across programs to analyze key issues facing educators today. Focal points will include curricular and instructional decisions, legislative mandates, diversity and special education. Personal biases will be examined.
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EDLM 9010 - Cases and Concepts in Educational Administration
3 cr.
A case study approach is used to address problems and issues encountered in school administration. Current managerial concepts and strategies are used to explore alternative solutions to and methods of dealing with administrative problems and issues. This course is normally taken by students when all core courses have been completed in order to maximize their integration of administrative knowledge and skills.
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EDLM 9015 - Public Relations Tools for Leaders
3 cr.
Leaders are successful only when they win support for their programs. This course provides leaders with the tools to develop the public relations strategies, plans and campaigns that bring success within reach. More practical than philosophical in its approach, this course emphasizes audience analysis and long range planning while providing proven techniques for using the news media, writing effective speeches, synchronizing community relations initiatives and managing a bad news crisis. At the end of the course, each leader will have a tailored action plan and the wherewithal to implement it.
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EDLM 9020 - Collegial Supervision
3 cr.
The nature and function of supervision as it relates to both the teacher and the supervisor are studied. Also presented is a contemporary view of the concept of supervision from both a theoretical and practical perspective. The role of the supervisor is discussed as it has evolved from the traditional model to the instructional leadership model - a model that embraces collegiality and professional development. Included are strategies and processes related to a variety of supervisory models, such as clinical supervision, mentoring, differentiated supervision, cooperative development and self-directed development. Emphasis is on studying ways in which the planning, organization and evaluation of instruction may be effectively improved through the cooperative participation of school personnel.
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EDLM 9026 - History of Higher Education
3 cr.
The course explores the major developments in American education from the 17th century to the present. Emphasis is placed upon aspects of European education and how it impacted higher education as we presently know it. The philosophical as well as historical aspects of the modern system and its evolution are covered.
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EDLM 9030 - Leadership Theory
3 cr.
This course covers the entire Leadership Theory Movement from its inception to present day thinking. All aspects of the discipline are covered, including leadership theory, findings of leading scholars, leadership techniques, case studies associated with successes and failures, and application to a modern society.
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EDLM 9035 - Collegial Supervision in an Era of Accountability
3 cr.
The role of the supervisor is examined and practiced as it has evolved from the traditional model to the instructional leadership model, a model that embraces collegiality and professional development in an era of accountability. 100 practicum hours.
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EDLM 9040 - Organizational Issues
3 cr.
This course covers the role of the modern organization in a changing environment with emphasis on key organizational issues of importance.
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EDLM 9045 - Dynamics of Planned Change
3 cr.
The study of planned change, essentially aimed at education, includes review and analysis of sociological and psychological factors inherent in the change process. 100 practicum hours.
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EDLM 9050 - College and University Teaching
3 cr.
This course explores the history, philosophy and objectives of teaching at all levels of higher education. The teaching and learning process is covered in depth with a special emphasis placed upon developing an understanding of the student, teacher and the interaction required for effective learning.
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EDLM 9060 - Social Context
3 cr.
This course covers social issues in higher education in a changing environment with emphasis on key current issues.
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EDLM 9070 - Strategic Planning in Higher Education
3 cr.
This course is a comprehensive review of strategic planning for higher education. All functional areas of strategic planning are covered with emphasis on its relationship to marketing, management, and finance. The course utilizes case studies.
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EDLM 9080 - Practicum in Higher Education Administration
6 cr.
The practicum/internship position for the enrolled student provides all of the necessary experience for a particular position in administration. The experience is supervised by an experienced faculty member. The timing coincides with an academic semester. Specific educational outcomes are developed by the student with assistance from a designated faculty member. A total of 300 hours are required for the semester.
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EDLM 9090 - Independent Study
3 cr.
This course utilizes a conference approach with an individual student placing emphasis on critical thinking, refinement of research skills and ability to pursue topics independently. In some exceptional cases, students are permitted to utilize this course in lieu of core or specialization track courses due to completion time constraints or lack of course offerings.
Prerequisite(s): Permission of advisor only.
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EDLM 9100 - The Dynamics of Planned Change
3 cr.
A study of planned change, essentially aimed at education, includes a review and analysis of sociological and psychological factors inherent in the change process. Topics reviewed include organizational behavior, intervention theory, intergroup relations, and management techniques. The course schedule includes a series of multi-hour sessions mixing lecture, simulation, problem-solving and discussion of the four major course components: organizations; planning change; strategic planning and managing change. Topics are considered in light of the overall objective of changing/improving schools with an eye toward improving the education of students and, consequently, improving their lives. Candidates will participate in an eight hour, one day strategic planning session.
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EDLM 9101 - A Practicum/Internship in Educational Leadership and Management: Supervisor/Director
3 cr.
The candidate conducts a 100 hour practicum for school principal licensure. The assignments reflect a variety of experiences to meet the Massachusetts Professional Standards and Indicators for Educational Administrator Licensure.
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EDLM 9150 - Advanced Seminar in Reflective Practice and Action Research
3 cr.
This course is the culminating work for candidates in the M.Ed. in early childhood education, elementary education and middle school education programs who are seeking or already possess a professional license, and is also part of the non-licensure concentrations for Educational Leadership and Management. It provides the candidate with the opportunity to implement, at an advanced level, educational concepts and practices gained through earlier courses and the course(s) being taken simultaneously through an action research project. Each candidate, in consultation with the advisor, will be assigned a university supervisor/mentor for the action research. Credit cannot be given for EDLM 9150 and EDUC 9100 . This course is part of the professional licensure track, all majors.
Prerequisite(s): EDLM 8050
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EDLM 9221 - Clinical Experience in Educational Leadership and Management
6 cr.
The clinical experience is in the role and at the level of the certificate sought. It integrates content area knowledge, pedagogical theory, and practice. A clinical experience requires a minimum of 400 clock hours or one full semester as defined by the field site. Clinical experiences are fulfilled either under the auspices of a college or university, in which case supervision and evaluation are the responsibility of the college or university, or under the auspices of a school system authorized by the Bureau as a clinical experience site, in which case supervision and evaluation are the responsibility of the school system. Evaluation of all clinical experiences are based on the appropriate standards for the administrative certificate being sought.
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EDLM 9300 - A Practicum in Educational Leadership and Management: School Principal Pre K-6
6 cr.
The candidate conducts a 300 hour practicum for school principal licensure. The assignments reflect a variety of experiences to meet the Massachusetts Professional Standards and Indicators for Educational Administrator Licensure.
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EDLM 9310 - A Practicum in Educational Leadership and Management: School Principal 5-8
6 cr.
The candidate conducts a 300 hour practicum for school principal licensure. The assignments reflect a variety of experiences to meet the Massachusetts Professional Standards and Indicators for Educational Administrator Licensure.
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EDLM 9320 - A Practicum in Educational Leadership and Management: School Principal 9-12
6 cr.
The candidate conducts a 300 hour practicum for school principal licensure. The assignments reflect a variety of experiences to meet the Massachusetts Professional Standards and Indicators for Educational Administrator Licensure.
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EDLM 9500 - Thesis
3 cr.
The thesis is undertaken by students who are not seeking certification and in lieu of the practicum/internship in the Education Leadership and Management Program. (See thesis description in the Educational Leadership and Management description).
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EDLM 9600 - The Contemporary Educational Leader (Capstone)
3 cr.
This course explores the significant issues and relevant research affecting individual and systemic educational leadership. Students will actively investigate such topics of contemporary concern as diversity, reform movements, the profession of teaching, the power of leadership, creative curricula, innovative learning environments, the promise and potential of new educational technologies, student and faculty accountability to the curriculum, equity in funding and financial megatrends. The course will provide master teachers, administrators and staff developers with new insights into the key ideas and critical components of proactive leadership.
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EDLM 9999 - Comprehensive Examination
0 cr.
All EDLM licensure and non-licensure candidates, excluding Technology Leadership candidates, must register for EDLM 9999 Comprehensive Examination to take the comprehensive examination as part of their program of study after they have completed at least 33 credits of program coursework. For a full policy consult the latest EDLM Faculty and Student Handbook or contact the program chair.
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Educational Technology |
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ETEC 7020 - Audio and Video Production for the Classroom
3 cr.
This is a process-oriented course with emphasis on selection, operation, and use of current video equipment designed for instructional use. Emphasis is on setting up and operating video and audio equipment for classrooms, small ITV studios, location shooting, and postproduction for preparation of instruction.
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ETEC 7030 - Graphics for Designing Media
3 cr.
This is a basic course applying the elements of graphic design to the development of learning resources. Students apply their acquired graphic skills to prepare handouts, visuals for display, and other graphic materials in instructional settings.
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ETEC 7050 - Slide-Sound Production
3 cr.
Instruction in presentation techniques of projected imagery; emphasis on 35mm slide/tape and Super 8 mm film animation is offered. Students receive instruction in basic operation of the appropriate equipment and adaptation of the product for effective instruction. Students must supply film.
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ETEC 7100 - Television Production I for Educators
3 cr.
This is a process-oriented course with emphasis on setting up, operating, and maintaining radio and television production equipment. Students will be involved in production of a half-hour show to be cablecast on Channel A-3, A-8, A-22 in Boston.
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ETEC 7150 - Television Production II for Educators
3 cr.
This process-oriented course is designed to make students proficient in production of TV programming with stress upon being able to make, obtain and setup necessary props, background, trick camera shots and sound effects. Emphasis is on advanced skill development and color production as a team. Students will learn to integrate good television programming into school-based curriculum and to use television as an instructional tool.
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