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Computer Science |
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CSC 9000 - Independent Study
3 cr.
The independent study provides an opportunity for highly motivated students to explore advanced areas of computer science not provided within the departmental curriculum. Approval of the faculty sponsor, consent of the advisor and permission of the chairperson are required.
Prerequisite(s): At least 18 S.H. graduate courses in computer science and an overall GPA of at least 3.0.
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CSC 9010 - Master’s Thesis I
3 cr.
Students conduct a research project resulting in a thesis. Thesis develops under the guidance of a thesis supervisor and thesis committee. Thesis must be developed and presented according to the guidelines set forth by the university and the department.
Prerequisite(s): 18 S.H. graduate courses in computer science and overall GPA of at least 3.0.
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CSC 9011 - Master’s Thesis II
3 cr.
Students conduct a research project resulting in a thesis. Thesis develops under the guidance of a thesis supervisor and thesis committee. Thesis must be developed and presented according to the guidelines set forth by the university and the department.
Prerequisite(s): 18 S.H. graduate courses in computer science and overall GPA of at least 3.0.
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CSC 9012 - Thesis Continuation I
3 cr.
Students that need more time to complete the thesis can register for up to two thesis continuation courses. The credits in these courses may be used for maintaining full-time status, but do not count toward the total credits required for the degree.
Prerequisite(s): CSC 9011
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CSC 9013 - Thesis Continuation II
3 cr.
Students that need more time to complete the thesis can register for up to two thesis continuation courses. The credits in these courses may be used for maintaining full-time status, but do not count toward the total credits required for the degree.
Prerequisite(s): CSC 9011
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CSC 9050 - Graph Algorithms
3 cr.
This course is offered infrequently
This course introduces various graph algorithms such as shortest path, depth first and breadth first searches, minimum spanning trees, graph connectivity and network flows and graph coverings and colorings. Graph problems are analyzed for the existence of polynomial time algorithms.
Prerequisite(s): CSC 8050
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CSC 9600 - Topics in Computer Science
3 cr.
The objective of the topics course is to study a topic of current interest in computer science. The course serves as a vehicle for curriculum experimentation and/or enrichment. The course of study should provide an understanding of some current advance in computer science and/or greater understanding of a particular topic that is of current interest.
Prerequisite(s): Depend on the topic of study.
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Creative Arts |
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CRAR 8140 - Creative Teaching
3 cr.
This course applies creative problem solving techniques and the arts to other content areas of the curriculum. This course is part of the initial licensure track, all majors.
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CRAR 8145 - Celebrating Diversity through the Arts
3 cr.
The course is a study of methods used for balancing Euro-centric cultural backgrounds; celebrating cultural diversity through the arts; building respect and understanding through cultural grid systems; creating harassment-free learning environments; teaching without gender bias and understanding, discussing, and preventing classroom sexism, racism, anti-Semitism, and homophobia.
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CRAR 8146 - Arts Technology in the Classroom
3 cr.
This lab experience provides professional development in the arts technologies. Emphasis is placed on integrating these exciting tools into varied learning. Topics include both visual arts and music applications such as digitized images, digital sound, scanners, synthesizers, video overlay card, MIDI laser discs, sequencers and sound design. This course is a must for educators from all disciplines and levels. No prior technology expertise required.
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CRAR 8200 - Music Learning Theory and Creativity
3 cr.
A study of Gordon’s learning theory of music aptitude, achievement, and testing and its relationship to musical creativity. After learning and performing basic rhythmic and tonal patterns students apply this knowledge and skill in creating compositions. The similarities and differences among the terms discovery, creativity and improvisation are discussed and experienced in a variety of music projects. The importance of creativity and improvisation in Gordon’s skill learning sequence are discussed and experienced in depth.
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CRAR 8500 - Art and Human Development
3 cr.
This course is applicable to students who are in human services fields, including diverse groups teachers, social workers, recreation directors, religious educators and others. Students use hands-on activities to demonstrate how concepts and practices are learned and to facilitate students’ needs.
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CRAR 9051 - Supervising, Directing, and Leading in Arts Education I
3 cr.
The course involves discussions about inter-departmental and intradepartmental relations, faculty development, grants, community relations, the diversity of a community, the needs of exceptional learners and other administrative concerns.
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CRAR 9052 - Supervising, Directing, and Leading in Arts Education II
3 cr.
The course involves of discussion of such topics as the efficient and humane use of personnel, finance, curriculum, and physical resources. The evaluation and supervision of programs and personnel is also covered.
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CRAR 9060 - Creative Arts Research
3 cr.
Studies include an inquiry into the role of the creative process in education and the arts, as well as the integration of the arts in education. Research into the cultures of various community groups and the inclusion of exceptional learners in the educational process are considered.
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CRAR 9065 - Drama in Education
3 cr.
Participants develop teaching skills they can apply to their own work and personal skills that explore drama as an expressive medium. Through a special project, students have the opportunity to explore a range of arts media, their relationship to one another, the learning process, and academic achievement.
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CRAR 9070 - Creative Arts Curriculum Development and Applications
3 cr.
This course is designed to help aspiring leaders understand how to develop and implement systemic K-12 fine arts curriculum, instruction and assessment.
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CRAR 9090 - Arts Presentation
3 cr.
Students create a culminating project after completing at least 18 semester hours in the degree.
Prerequisite(s): CRAR 9070
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Criminal Justice |
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CJ 7200 - Foundations
6 cr.
Students must register for this six credit CORE which includes the following modules of study: Criminal Justice Process CJ 7240 , Social Relations and the Legal System CJ 7260 , Criminology CJ 8530 .
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7240 - Criminal Justice Process
This area of study explores the organization and function of the criminal justice system.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7250 - Applied Concepts in Policing
3 cr
This course covers policing issues such as use of force; motor vehicle operations; care and custody of persons; special operations and critical incidents; homeland security; technology and privacy; and liability related to these areas.
Prerequisite(s): CJ 7500
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CJ 7260 - Social Relations and the Legal System
This course explores law as a social process that is both a source of order and of conflict.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 7300 - Professional Responsibility and Community Relations for Law Enforcement
3 cr
The founder of modern policing, Sir Robert Peel, delineated the concepts of ethical policing and policing by consent. In this course we will show how these two concepts are mutually reinforcing. The course focuses attention on the constituencies interest in police services, the goals that law enforcement agencies are expected to achieve , and the means to achieve goals. Ethical police behavior is considered at three levels (individual, agency, and society-wide) and the interaction of those three levels is observed in a case study. Examples of effective and ineffective community relations strategies are examined. The roles of police leadership is discussed.
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CJ 7320 - Crime Causation
3 cr
This study combines various perspectives from across the behavioral sciences to help illuminate the causes and consequences of crime and criminality, from juvenile delinquency and street crime to white collar and corporate crime.
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CJ 7350 - Advanced Police Patrols Operations
3 cr
This course will provide an in-depth study of the police patrol function, its evolution including studies of patrol, the goals of patrol, issues of discretion for patrol officers, the role of community and patrol, strategies and techniques of patrol, and the types of patrol. In addition, there will be a comprehensive study of report writing.
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CJ 7370 - Massachusetts Criminal Law and Procedure
3 cr
The main goal of this course is to help students develop a working knowledge of Massachusetts black-letter law, case law, and procedural law relevant to the practice of law enforcement in the Commonwealth.
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CJ 7500 - Criminal Justice Municipal Police Training Committee (MPTC) Practicum
6 cr
This course will be taken by all Criminal Justice students who have completed the undergraduate MPTC Police Academy Concentration and who intend to complete the Graduate CJ MPTC Concentration portion of the program. The Practicum will consist of the field work necessary for completion of the MPTC program and will be conducted under the supervision of MPTC Certified Instructors and FSU faculty members. The Practicum will involve the following field work sessions:
- Defense Tactics Training
- Water Safety
- Emergency Driving
- Highway Safety (Radar, Breath test, Field Sobriety, Occupant Protection)
- Firearms
- Patrol Response/Applied Patrol Procedures (includes Motor Vehicle Stops and Arrest/Processing)
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CJ 8010 - Leadership and Management
3 cr
This course focuses on theories of leadership and management within a public organization. General theories will be interwoven with behavioral theories, with critical distinctions made between leadership and management, and on communication, team-building and ethics.
Prerequisite(s): CJ 7350
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CJ 8100 - Program Evaluation
3 cr
Perhaps the most important question for persons and institutions in the helping and public service professions is whether their efforts are accomplishing their goals. Program evaluation is the process of determining how well a program, treatment, or other intervention designed to help ameliorate social or personal problems, including but not limited to crime and delinquency, or otherwise enhance the quality of life and/or the overall well-being of society, has accomplished its goals. This process requires attention to the interests and desires of multiple segments of society who have a stake in the outcome of the intervention as well as to the principles of scientific methodology. In this course, students will learn, among other things, the importance of evaluating not only how well an intervention worked but how well it was implemented in the first place, the value of using the results of evaluations to design new programs or improve existing ones, how to conduct a program evaluation, how to evaluate the validity of a program evaluation, and, perhaps most importantly, the role of program evaluation in designing good public policy.
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CJ 8150 - Advanced Policy Seminar
3 cr
This course combines a seminar-style overview of public policy theories and the policy-making process, including research, analysis, recommendation(s), implementation and evaluation, along with a clinical approach of gaining experience working as a research team member.
Prerequisite(s): 15 graduate credits in Criminal Justice.
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CJ 8400 - Applications in Criminal Justice
6 cr.
Students must register for this six credit CORE which includes the following modules of study: Research Methods CJ 8430 .
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8430 - Research Methods
This course of study allows the student to develop competencies in understanding, analyzing and questioning research findings. Basic techniques and knowledge are introduced to assist the student in locating, understanding, and using resources relevant to legal analysis of the law, measurement of crime and criminal behavior, and interpretation of research findings.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8500 - Applications
6 cr.
Includes the following course titles:
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8530 - Criminology
An examination is conducted of the historical development of criminological theories, including the Classical School of the 18th century, the Marxist and Socialist Schools of the late 19th century, and contemporary theories of the 20th century. Emphasis is on social, political, economic, religious, racial, gender and emotional characteristics of crimes and offenders.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8540 - Administration and Organizational Development
This component increases the students’ awareness of organizational dynamics by providing them with the skills to analyze organizations and to learn to view them from several frames of reference.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8560 - Contemporary Issues
The course examines current social trends as they confront the criminal justice professional in the field, in institutional settings and in the courts. Students explore contemporary theories and responses to emotionally demanding issues that challenge the community and the criminal justice system, as well as the strategies for responding to these problems.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8580 - Ethical Issues in Criminal Justice
This course includes an examination of major ethical issues that span the components of the criminal justice system. Students will explore the ethical challenges and ensuing dilemmas that occur in daily professional work along with strategies for responding to job situations.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 8590 - Program Evaluation and Statistics
3 cr.
This course provides an introduction to elementary statistical methods as applied to problems in crime and criminal justice. It is an introduction to descriptive statistics exploratory data analysis, probability theory, inferential statistics and program evaluation. Its purpose is to enable students to do empirical statistical work, as well as to intelligently and critically read academic publications. Even if students do not plan to do quantitative work after graduation, understanding the theory and limits of statistical analysis is important given its prevalence in criminal justice.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9620 - Legalities of Criminal Justice Administration
3 cr.
The course examines contemporary issues facing criminal justice administrators and explores the legal considerations necessary in determining sound managerial solutions. Topics of discussion include the legal implications of employee hiring, training, promotion, and discipline; internal investigations; discrimination challenges; affirmative action plans; labor relations and unions; and the development of departmental policies and procedures. Students examine each topic within the realm of relevant state and federal law. This course is especially fitting for practitioners who are faced with policy-related decisions in the criminal justice field.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9660 - Professional Issues: Liabilities and Challenges
3 cr.
This course clarifies the ideological conflicts - from enforcement to rehabilitation - that may be encountered by the criminal justice practitioner. Through case studies, this course focuses on the legal and ethical responsibilities of the criminal justice professional including liability standards and philosophies of practice, and professional ethics. Attention is paid to the invisible effects of discretion as a part of the decision making process.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9680 - Cultural Diversity and Communication
3 cr.
This course reviews individual and group models of relationships between criminal justice agencies and the public, with emphasis on gender, race and ethnic differences. Special attention is paid to areas of potential conflict and cooperation with distinctive cultural groups. Alternative dispute resolutions are emphasized, including problem solving, negotiation, meditation and conflict resolution strategies.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9800 - Theory and Practice/Capstone Experience
6 cr.
Students choose from the following: CJ 9840 CJ 9860
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9820 - Option I: Internship
The Capstone Internship is a supervised, field-based (300 hours) learning experience in an approved criminal justice agency. Responsibilities can include administration, case/clinical work, training and development or research. The student is responsible for systematically applying theoretical concepts in an applied and practical way to the work of the organization and contributing to the goals of the criminal justice system. Placement is facilitated through the Field Placement Office, Department of Behavioral Sciences, in accordance with departmental policies. The internship is monitored by a faculty member who conducts on-site evaluations of the student’s skills and competencies. Students are required to meet as a group in a seminar class; assignments include a paper discussing a literature review of relevance to the internship and a discussion of the application of the literature to the field experience.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9840 - Option II: Project
The Capstone Project is a significant undertaking appropriate to the criminal justice field and reflects originality and independent thinking. The project must be a systematically organized effort with appropriate form and methodology. Projects may vary considerably from developing a prototype service/program to undertaking a media project. A written abstract is required and includes an articulated rationale, explained significance of project, identified objectives and conclusions/ recommendations. The student works under the supervision of a faculty member and in cooperation with an approved criminal justice field site. The focus of the project must be approved by the Graduate Committee on Criminal Justice.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9860 - Option III: Thesis
The Capstone Thesis is supervised, systematic research or analytical study of a significant problem/issue, which results in an original, written product. Students are challenged to think independently and critically throughout the process of developing the study. The paper must reflect an organized effort with an appropriate and useful format through which to discuss a comprehensive review of the literature, problem identification, assumptions, significance of the study, sources and methods of gathering and analyzing information, and conclusions/recommendations. The student works under the supervision of a faculty member, and the topic of the thesis must be approved by the Graduate Committee on Criminal Justice.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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CJ 9880 - Seminar
All students participating in the Capstone experience, regardless of the option chosen, meet together in a seminar class. Students share scholarship from their works in progress and discuss issues related to their Capstone experiences. Faculty facilitate the discussions and oversee the students’ work. At the end of the Capstone experience, students present the results of their internship, project, or thesis to the entire Capstone group.
The MS in Criminal Justice Program is currently on hold and therefore courses are not being offered.
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Early Childhood, Elementary, and Middle School Education |
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EDUC 7001 - Writing to Learn
3 cr.
This research-based course is designed for classroom teachers, administrators, curriculum coordinators, Chapter I, ELL, bilingual, and special needs teachers who want to involve themselves in the writing process and become more knowledgeable about the teaching of writing.
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EDUC 7002 - The Culture of the School
3 cr.
This course teaches prospective administrators how to create a more flexible culture focused on problem solving, learning, and successful communication in their school/school district community. Prospective administrators learn how to recognize what can be mandated and when mandate make sense, what is susceptible to problem solving and when issues are best dealt with collaboratively, how and when to focus on instructing members of the school/school district community, and how and when not to intervene. There is a particular focus on strategies and techniques for problem solving, collaborative work, and successful instruction of adults.
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EDUC 7003 - Educational Issues in Child Development
3 cr.
This core course develops the teacher candidates’ capacities to integrate knowledge of child growth and development with the imperatives of state and federal mandates regarding services to all children and pertinent educational issues in order to assure children’s success in school. Course content explores human growth and development from birth to age 18 with special attention to English Language Learners, children with special needs, and children of diverse backgrounds. How children develop as thinkers and learners at different points in development is emphasized. Candidates seeking their initial license complete a field experience. Credit cannot be given for both EDUC 7003 and EDUC 7300 . This course is part of the initial licensure track, early childhood and elementary.
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EDUC 7004 - Cooperative Learning Structures and Strategies in the Content Area
3 cr.
This is a comprehensive course in cooperative learning designed to provide an in-depth look at a variety of instructional practices and strategies appropriate for effective teaching and learning in the inclusionary and heterogeneous classroom. Learning objectives are pertinent for all disciplines. Class projects align with the requirements of state and national standards.
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EDUC 7005 - Bureaucracy in Education
3 cr.
This course focuses on how participants have experienced school - as students, as teachers, and as leaders-and how the organization of schools and districts creates those experiences. The rules under which schools operate, the intention of the educational reforms and movements that underlie those rules and the interaction between those rules and individual goals are examined. The course requires writing similar to that required in schools and districts as well as writing that draws on students’ experiences with schools.
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EDUC 7006 - Developing Interdisciplinary Content Learning Centers: Incorporating Cooperative Learning Strategies
3 cr.
This course explores the variety of methods and materials inherent in developing multi-level, multimedia content learning centers. The focus will be on integration in a variety of curriculum areas including math, science, language arts, reading, social studies and the arts. Participants develop an interdisciplinary content learning center to be used in a classroom setting. Techniques for effectively incorporating essential skills and knowledge of selected content areas, as well as cooperative learning strategies into the implementation of these centers, will be explored. Scheduling and evaluative techniques are integral parts of the focus in this K-12 course.
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EDUC 7007 - Developing Math Materials to Differentiate Instruction
3 cr.
This course involves the construction and use of multi-level, multimedia Math materials for classrooms from grades K-12. Curriculum resources will be shared for a range of learners and we will discuss how to differentiate instruction. A wide spectrum of methods, activities and materials, pertaining to a variety of strands of Math, will be presented and examined. Connections will be made to Massachusetts Curriculum Frameworks. We will discuss the NCTM standards and expectations. Examination of objectives and outcome strategies used to meet a wide range of abilities in the teaching and learning of Mathematics will take place. Participants will have an opportunity to create, adapt, design and construct Math materials to use in their own classrooms when differentiating instruction. Testing, assessment and evaluation, in the area of Mathematics, will be incorporated. This practical, hands-on course will also provide a variety of strategies for scheduling and implementing materials designed by participants. Innovative ideas will be shared to reinforce Math as an exciting subject.
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EDUC 7008 - Construction and Use of Reading Materials
3 cr.
Participants will be involved in the research, design and construction of a variety of materials used in the teaching of Reading and Language Arts. A multitude of resources, methodologies, materials and strategies, pertaining to various levels of learners and how to differentiate instruction, will be presented and examined. We will make connections to Curriculum Frameworks and higher order thinking skills. The instructor will demonstrate many activities and materials previously designed and implemented in the classroom to develop and enhance the teaching and learning of Reading and Language Arts. The participants will have an opportunity to design and construct materials that meet their individual teaching needs. Scheduling, assessment and evaluation techniques will also be discussed. Learning Centers will be referenced and demonstrated. This hands-on, fast paced course will provide a balance between creative and practical approaches to the teaching and learning of Reading.
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EDUC 7009 - Cultural Diversity and Urban Teaching
3 cr.
This course is designed to generate an understanding of culturally responsive teaching and the development of expert practice in working with diverse racial and ethnic student populations. Expert practice includes all professional and instructional activities that facilitate student learning. Participants will analyze and discuss research on culture, cultural identity and community-writ large- the sociological, political, racial and economic factors that impact society and writ small-how race ethnicity and SES impact the lives and learning of urban students with a focus on Lowell students.
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EDUC 7010 - Storytelling in the Curriculum
3 cr.
This course will address storytelling and its relationships to today’s multicultural classroom. The use of oral history projects and the use of folklore in the curriculum is explored. Emphasis will be on promoting storytelling in the classroom. Current theory on the relationship of oral and written language acquisition will be reviewed. Storytelling, self-esteem building, healing and creative conflict resolution techniques for the classroom will be discussed.
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EDUC 7013 - Middle School Structures and Curriculum
3 cr.
This course introduces candidates to the historical development, philosophy and competencies needed to teach in the middle school. The course defines curriculum as everything a young adolescent experiences at school. With this in mind, candidates will explore, analyze and design middle school structures and curriculum with special attention given to interdisciplinary, thematic planning and instruction. Emphasis is placed on structures and curriculum responsive to young adolescent developmental diversity and needs. Candidates seeking initial licensure complete a field experience. Credit cannot be given for both EDUC 7013 and EDUC 8150 . This course is part of the initial licensure track, middle school.
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EDUC 7014 - Reading and Writing in the Content Areas
3 cr.
This course examines the reading and writing processes as it pertains to the teaching and learning of knowledge and skills within content disciplines. It includes an exploration of the relationships among reading, writing, critical thinking and learning; discussion and designing of current assessment tools, including portfolio; and analysis of, development of, and implementation of reading and writing strategies and procedures which develop student capacity for using reading and writing to think critically and to learn and understand content. Candidates seeking an initial license complete a field experience. Credit is not awarded for both EDUC 7014 and . This course is part of the initial licensure track, middle school.
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EDUC 7015 - Language Arts and Literacy in Elementary Education
3 cr.
This specialized course in language arts and literacy at the elementary level focuses on language development, the reading/writing processes, and balanced literacy instruction. Classroom research-based strategies and curriculum, including those that integrate the fine arts, including English Language Learners and children with special needs, will be emphasized. Candidates seeking an initial license complete a field experience. Credit cannot be given for both EDUC 7015 and EDUC 7222 , EDUC 8400 , or EDUC 8450 . This course is part of the initial licensure track, elementary school.
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EDUC 7017 - The At Risk Young Reader/Writer: Assessment and Intervention
3 cr.
This specialized course focuses on early intervention for young children (K-2) who are at risk or are experiencing difficulties learning to read and/or write. The course uses the theoretical framework of emergent literacy as a foundation for assessment and intervention strategies. Students learn to use a variety of assessment tools, such as observation survey and running records to plan individualized, small group (guided reading) and large group (morning message, interactive writing) interventions.
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EDUC 7018 - Drawing/Writing and the New Literacy
3 cr.
For teachers in a Socratic, radically-constructivist, brain-based literacy program, this course addresses the challenge of teaching literacy skills so that they stick. The abilities to write and to read depend upon many skills, including the ability to pay attention, to extract information and to communicate information. These skills can be learned through drawing. When writing accompanies drawing, a double literacy develops both verbally and visually. The new literacy models encourage integrated brain function.
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EDUC 7019 - Drawing/Writing and the New Literacy-Intermediate
3 cr.
Consolidation of the five-step drawing and writing program introduced in EDUC 7018 , Drawing/Writing. Emphasis on understanding multiple literacies and increasing self-knowledge through the Neuroconstructivist, cross-model teaching and learning are reviewed and deepened. Students will work with the writing curriculum in part four of the text Drawing/Writing and the New Literacy. Students are introduced to the four-fold hypothesis.
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EDUC 7021 - Connecting Reading and Writing
3 cr.
This research-based course is designed for classroom teachers, administrators, Chapter I, ELL, Bilingual, and special needs teachers who have participated in Writing To Learn and would like to become more knowledgeable about the relationship between reading and writing.
Prerequisite(s): EDUC 7001 or permission of the Instructor.
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EDUC 7023 - Education Foundations: Theory and Practice
3 cr.
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process with special emphasis on constructivist learning. The following topics will be included: national standards for teachers; the licensure process; leading theoretical foundations of education thought; standard-based curriculum, Common Core Standards, Massachusetts Curriculum Frameworks, instruction, and assessment; constructivist lesson planning; inclusive practices; and classroom community building as it relates to classroom management. Candidates seeking initial licensure complete a 15 hour field experience. This course is part of the initial licensure track, early childhood, elementary and middle school.
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EDUC 7024 - Educational Issues in Early Adolescent Development
3 cr.
This specialized course in the middle school education program will give teacher candidates the opportunity to identify, explore, discuss and reflect upon a wide variety of research as it relates to educational issues in early adolescent development central to their success in school. Central to the discussions will be the role of the middle school teacher. Candidates seeking initial licensure complete a field experience. Credit cannot be given for EDUC 7024 and EDUC 7300 or EDUC 8750 . This course is part of the initial licensure track, middle school.
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EDUC 7025 - Teaching Science in the Elementary and Middle School
3 cr.
This course covers contemporary thinking, practices, and research in the teaching of science to elementary and middle school students. Emphasis is on providing innovative hands-on experiences for students. 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 7026 - Studying Skillful Teaching
3 cr.
This course focuses on improving student learning and achievement by building capacity in three integrated strands: 1) useof varied and extensive research on the knowledge base about teaching; 2) understanding teacher beliefs about their own and students’ ability to learn 3) creating professional communities characterized by shared goals, collaborative work and shared accountability. This course is provided directly by Research for Better Teaching.
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EDUC 7029 - Content Instruction in a Standards-Based Classroom
3 cr.
This course provides the participants with the knowledge, skills and understanding to provide instruction in content in a standards-based learning environment. Participants conduct a brief review of literature of the essential concepts and skills of a content area(s), design an environment conducive to content learning, align learning experiences to state and national standards, and develop lessons that engage students while differentiating for diverse learning styles and special needs. They will also develop appropriate assessment strategies that align with standards and goals. Content standards as defined by the Massachusetts Curriculum Frameworks are emphasized.
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EDUC 7034 - Understanding Wellness and the Coordinated School Health Model
3 cr.
This course is designed to explore the six dimensions of wellness and how they relate to personal and professional goals.
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EDUC 7035 - Literacy Learning for Younger Children
3 cr.
This course provides students with an in-depth study of elements of an early literacy instructional framework, with a focus on the reading components. Included in the course of study are investigations of the following: Reading comprehension, interactive reading aloud to students, assessment of reading skills, shared reading, guided reading, independent reading, and word study. Students are expected to effectively implement each of these elements into a typical classroom study with a theoretical understanding of why particular decisions are being made.
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EDUC 7036 - Literacy in the Elementary School
3 cr.
This course is designed for Lowell teachers who teach balanced literacy to elementary students. The components of balanced literacy will be addressed as they relate to Massachusetts curriculum frameworks: phonemic awareness, phonic, fluency, vocabulary, comprehension, writing, and assessment. Throughout the course, emphasis will be on culturally responsive literacy instruction that incorporates an understanding of the development of motivation and resiliency in a diverse, urban population. Readings from research literature and current practice will frame discussion, inquiry, and analysis of the complexities of teaching literacy. Teachers will use Lowell’s current curriculum materials to apply course concepts and strategies in job-embedded assignments and conduct a teacher inquiry connected to a course topic and the needs of the teachers’ students.
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EDUC 7037 - Literacy Learning for Older Children and Adolescents
3 cr.
This course is designed to assist participants in teaching the full range of intermediate students to read and write and to use literacy skills for a variety of purposes. Sessions will focus on implementing effective literacy practices with groups of students, using observations of students’ reading and writing behaviors to effectively plan for different learners, and establishing a supportive, well-managed environment for learning. Participants will gain experience in observational assessments, lesson planning, guided reading, writing process, and language/word study.
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EDUC 7040 - Advanced Concepts and Methods of Elementary and Middle School Math
3 cr.
Students investigate methods and materials used in elementary and middle school programs. Students develop functional math skills for use by elementary and middle school teachers. This graduate course includes information on math principles (set, function, probability and statistics, geometry, and measurements, algebra, and computer awareness) and provides opportunities for the application of such information. 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 7041 - Observing and Analyzing Teaching I
3 cr.
This course is a practical, performance-based course for individuals who are currently working as- or intend to work as - supervisors, evaluators, teacher leaders or central office administrators. It is designed to help school districts ensure the quality and consistency of their professional growth and evaluation systems. OAT I examines the links between instructional leadership (encompassing supervision and evaluation) and student achievement. The course is organized into the three strands: understanding expert instruction, building instructional leadership skills and developing professional communities. This course is provided directly by Research for Better Teaching.
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EDUC 7050 - Observing & Analyzing Teaching II
3 cr.
The successor to Observing & Analyzing Teaching I course, the course focuses on the tools, skills, and strategies that participants need to help build cultures of high achievement and system-wide accountability for student learning. Emphasis is on practical applications, problem-solving and developing common standards and expectations within one’s own work setting. The objectives enable participants to use a common language and concept system to analyze teaching and its impact on student learning, and discriminate levels of performance in relation to standards and criteria. This course is provided directly by Research for Better Teaching.
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EDUC 7096 - Sheltered English Immersion (SEI)
3 cr.
This course prepares teacher candidates with the knowledge and skills to effectively shelter their content instruction, so that our growing population of English language learners (ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy. 25-hour field experience.
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EDUC 7101 - Whole Language in the Elementary School
3 cr.
This course provides a study of reading and writing processes from a psycholinguistic viewpoint. Whole language strategies for developing meaning including charts, chants and shared reading are explored. Emphasis is on theory and effective practice.
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EDUC 7111 - Advanced Topics in Conservation of Natural Resources
3 cr.
Conservation issues that occur in response to human use of the natural environment are examined and analyzed from a variety of physical, social and political perspectives. This interdisciplinary science course investigates the three science content areas of earth, life and content of chemistry and physics as they relate to conservation and natural resource issues in the context of the science and technology curriculum frameworks.
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EDUC 7118 - Teaching for Mathematical Understanding
3 cr.
This course focuses on the curriculum and pedagogy of standards-based middle school mathematics. Participants engage in problem solving and representing the mathematical concepts and professional teaching standards of middle school mathematics. Participants use graphing calculators, electronic probes, and internet resources. The course addresses the application of the Massachusetts Mathematics Curriculum Framework (MMCF) and the Massachusetts Professional Standards for Teachers (PST). Learning standards from all five strands of the MMCF for grades six through eight are included with an emphasis on developing skills for improving instruction, assessment and student achievement.
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EDUC 7119 - Working with a Range of Students in Mathematics
3 cr.
This course focuses on teaching mathematics to diverse students, including, but not limited to, those with special needs. The course focuses on participants’ interaction with the “big ideas” of mathematics in order to help students develop a strong sense of understanding what is behind the numbers. Participants observe, analyze, and define children’s mathematical learning needs utilizing a variety of evaluative techniques, both of an informal and formal nature. Participants learn to identify the essential knowledge, understandings and skills embodied in a diverse mathematical curriculum. The data obtained through the assessment process assists participants in the planning and implementation of plans for learning including, but not limited to, Individualized Education Plans (IEP’s). The evaluation of learning styles (both self and student) is central to this process and is investigated along with a variety of techniques that can be incorporated into instruction of mathematics. Related current research is examined, with findings discussed in class.
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EDUC 7120 - Advanced Methods of Integrating Science, Math and Social Studies in Early Childhood Settings I
3 cr.
The course explores the curriculum areas of science, math and social studies in early childhood Education. Emphasis is placed on the development and demonstration of instructional techniques in these disciplines as well as the integration of these disciplines. Candidates will be investigating and developing appropriate curriculum activities designed for heterogeneous groups of young children with and without identified special needs. Candidates seeking initial licensure will complete a field experience. This course is part of the initial licensure track, early childhood.
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EDUC 7123 - Advanced Methods of Integrating Science, Math and Social Studies in Early Childhood Settings II
3 cr.
A continuation of EDUC 7120 . This course is part of the initial licensure track, early childhood.
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EDUC 7170 - Early Childhood Education Issues: A Seminar
3 cr.
This course is designed to investigate issues and problems related to the education of young children. Emphasis is placed on current research and developmental theories related to the emotional, social, cognitive, linguistic and motoric development of a child and learning theories. Methodological and curricular concerns, teaching strategies and child-centered issues are explored. Other topical areas include developmentally appropriate practices, national accreditation and teacher training in early childhood education. As part of the seminar, students are required to undertake a library research paper on some aspect of early childhood education.
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EDUC 7190 - Play in Early Childhood Education: Theory, Research, Practice
3 cr.
This course is designed for early childhood educators and students of early childhood education who are interested in investigating play - the most important means that young children have in growing cognitively, socially, emotionally, physically, linguistically and kinesthetically. Theories of play, methods to enhance development through play and effective approaches to support young children’s play, as well as materials and resources, are explored.
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EDUC 7203 - Using Technology to Enhance Student Achievement
3 cr.
This course will introduce participants to expanding the walls of the traditional classroom with the technology currently available to interact with students. Course participants will be introduced to the tools to supplement the traditional classroom setting and help engage students by using new and exciting formats that meet this generation’s expectations and learning styles. Topics covered will include: enhancing presentations, creating content with the latest technologies and tools, continuing discussions outside of the classroom, managing the class outside the classroom, virtual classroom settings and the world of online learning.
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EDUC 7222 - Language Arts and Literacy in Early Childhood Settings
3 cr.
This required core course for the initial license in Early Childhood Education will introduce the teacher candidate to strategies for literacy development of young children. Specific focus will be placed on emerging literacy and reading process and adaptations, including adaptations for English Language Learners and children with disabilities. The use of fine arts, to address the needs of all learners is also examined. An emphasis will be placed on the interdependence of reading and writing on oral receptive and expressive language. Research-based methodologies related to literacy development will be examined and their implications for teaching young children will be investigated. Candidates seeking initial license will conduct a field experience. Credit cannot be given for EDUC 7222, EDUC 7015 , EDUC 8400 , and EDUC 8450 . This course is part of the initial licensure track, early childhood.
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EDUC 7225 - Language Arts and Literacy at the Middle School
3 cr.
This course provides teacher candidates and those in-service with an introduction to the nature of language and language and literacy growth. Emphasis is placed on the meaning and importance of language arts and literacy, as well as on the characteristics of middle school age children, which affect and are affected by the language arts and literacy program. These children include English Language Learners; children with disabilities and special needs and children from diverse socio-economic backgrounds, from diverse linguistic backgrounds and from multicultural backgrounds. Elements of writing, speaking, listening, reading, viewing and visually representing are stressed. Curricular approaches and instructional strategies of successful language arts and literacy programs are emphasized. A field experience is an integral part of the course for those seeking initial licensure. This course is part of the initial licensure track, middle school.
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EDUC 7228 - Contemporary Issues and Curriculum for Multi-Needs Populations
3 cr.
This course is designed to encourage students to think about the historical, philosophical and theoretical foundations of educational practice and issues and their impact on multi-needs populations. Candidates reflect upon past, current and emerging educational practices and issues. Particular emphasis is placed upon rethinking personal assumptions and considering alternative perspectives in the midst of societal demands. New perspectives are then used to design, organize and develop curriculum which effectively creates a learning environment to meet the diverse needs of students. Candidates demonstrate curriculum competencies through the development of various curriculum projects which include understanding a variety of teaching strategies, resource applications and student assessment. This course is part of the professional licensure, all tracks.
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EDUC 7300 - Advanced Child Development
3 cr.
This core course explores human growth and development from birth to age 18. Particular attention is given to exploring the relationship between developmental theory and knowledge and educational decisions and practice. Various theoretical perspectives are covered as well as specific developmental areas, such as physical-motor, cognitive, language, social, and emotional development. How children develop as thinkers and learners, specifically how problems are solved at different points in development, is emphasized. In addition, students develop a clear understanding of the process of objective observation of children, as well as observation and recording skills appropriate for investigating various aspects of child development and behavior. Credit cannot be given for both EDUC 7300 and EDUC 7003 . This course is part of the professional licensure track, early childhood and elementary.
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EDUC 7590 - Designing Differentiated Instruction in the Content Area
3 cr.
This course is suitable for all content areas and all grade levels. The focus is on using Understanding by Design and Universal Design for Learning to develop differentiated curriculum in the content areas. Candidates will participate in authentic experiences as they design curriculum, instruction and assessment that differentiate in ways that foster meaningful and successful learning for all students in all content areas.
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EDUC 7600 - Strategies for Creating an Effective Learning Environment
3 cr.
This course will provide teachers with tried and true strategies to consider in their teaching practices. Topics include but are not limited to: Responsive Classroom concepts, language as a teaching tool; nonverbal communication; behavioral issues in the regular education classroom; addressing the needs of the inclusion classroom. Participants are encouraged to share their teaching concerns and celebrate their success during class sessions as we work toward developing a more effective teaching repertoire.
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EDUC 7610 - Curriculum and Assessment for Teachers
3 cr.
This course is designed so that teachers will become knowledgeable about the theory and practice of standards-based curriculum and assessment.
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EDUC 7620 - Integrating Reading and Writing into the Subject Area Curriculum
3 cr.
The purpose of this course is to prepare teachers of math and science to a broad understanding of approaches to reading and writing as tools to promote and to evaluate learning in the content areas.
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EDUC 7630 - Learning Disabilities and Instructional Techniques
3 cr.
This course is a survey of the general field of learning disabilities, including history and definitions, as well as assessment and remediation.
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EDUC 8129 - Studying Skillful Teaching: Using Data SST 3
3 cr.
While providing an overview to a comprehensive model of the knowledge base on teaching, Studying Skillful Teaching: Using Data Day to Day focuses on 1) Planning lessons that are clear and accessible to all students; 2) Communicating high expectations; and 3) Using a variety of assessments to inform planning, teaching, and reflecting on lessons. Participants will learn both how to collect and analyze data and how to respond to data by drawing on research-based instructional strategies. In addition, a strong theme throughout the course is strengthening understanding and respect for our students’ diverse cultural backgrounds. This course is provided directly by Research for Better Teaching.
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EDUC 8130 - Investigating Obstacles to Achievement (IOA) SST2
3 cr.
This course builds on the foundations and conversations initiated in the Studying Skillful Teaching course. IOA focuses on the potential causes contributing to student under-performance and what teachers can do to improve classroom instruction. Participants use current research, video analysis, classroom experiments, case studies, readings and discussions to consider the most common causes of academic shutdown and strategies to help these students; use a wide range of classroom assessment techniques; research impact of student self-theories, stereotyping and teacher beliefs on student achievement; and design learning experiences that actively engage students to help them meet performance standards. This course is provided directly by Research for Better Teaching.
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EDUC 8131 - Algebra for the Elementary and Middle School Teacher
3 cr.
This course is designed to strengthen the elementary or middle school math teacher’s knowledge of topics in algebra. Topics will include numeration and number theory; algebraic expressions; equations and inequalities; relations and functions; and polynomial and rational functions.
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EDUC 8134 - Reading in the Content Areas: The Effective Teaching of Informational Text
3 cr.
This course is designed to provide teaches with a deep understanding of the reading process as well as to provide them with a wide variety of reading-to-learn strategies that can be embedded in content area lessons. This course will assist teachers in helping students become more knowledgeable in the content areas by teaching them to become proficient readers of non-fiction. By integrating scientifically validated reading principles and practices within their discipline, teachers will be able to make their subjects more comprehensible by improving students’ understanding of the text’s content and, therefore, increase achievement in the content areas.
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EDUC 8135 - Working with the Struggling Reader
3 cr.
This course is designed to give the special education and reading professional research-based background knowledge of the reading process, including reading abilities and disabilities, and reading approaches that include the consideration of motivation and engagement within all the components of the language arts curriculum. This course will focus on helping teachers develop an ability to design and plan effective teaching that will result in comprehensive literacy program for struggling readers of all ages. Students will demonstrate competency in developing and modifying lesson plans as well as reading instruction programs for students with diverse educational and/or cultural needs by assessing, evaluating, designing and implementing a clinical intervention with one student that will require one-to-one tutoring sessions totaling a minimum of two hours a week.
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EDUC 8150 - Advanced Assessment, Design, and Evaluation of the Middle School Curriculum
3 cr.
This course studies the historical and philosophical foundations of curriculum development in the middle school. By looking at various curriculum models, existing curriculum, the nature and needs of the middle school student, subject area knowledge, established standards and societal issues, students fully explore the question, “What ought to be the curriculum of the middle school?” Special attention is given to interdisciplinary, thematic planning and instruction. This course is part of the professional licensure track, middle school.
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