| |
Occupational Education |
| |
-
OCED 7430 - Effective Teaching of Special Needs Students in the Vocational Environment
3 cr.
This course is designed to review and focus on issues in vocational education that are equated with quality education and quality teaching. Although these issues are presented individually, the topics, when combined in practice in actual classrooms and shops, give a clear understanding of teaching and learning in a vocational situation.
|
| |
-
OCED 7440 - Professional Development Workshop
2 cr.
This state-of-the-art workshop is for occupational/vocational educators seeking to fulfill the 30 hour professional development requirement of the Division of Occupational Education.
|
| |
-
OCED 7450 - Vocational Special Needs Seminar
3 cr.
This course deals with current issues related to vocational special needs. Class discussions are also concerned with local, state and national special needs topics.
|
| |
-
OCED 7600 - Computer Aided Drafting I
3 cr.
This is a basic course in automated drafting emphasizes the utilization of computer assisted drafting (CAD) to generate typical manufacturing drawings. Knowledge gained through this course allows students to apply computer-assisted drafting to a wide range of technical drawings used in other fields such as architecture and topography.
|
| |
-
OCED 7610 - Computer Aided Drafting II
3 cr.
This course is a continuation of OCED 7600 .
|
| |
-
OCED 7620 - History of Technology
3 cr.
The identification, definition and understanding of technology as the subject matter of industrial arts is analyzed in this course. Special emphasis is placed upon the implementation of a technology-based industrial arts program at the secondary level.
|
| |
-
OCED 7630 - Principles of Automated Manufacturing
3 cr.
The course studies the automation in manufacturing emphasizing computer control of production functions. Automated and manual approaches are compared and techniques for implementing automation are reviewed. Students are provided with the necessary computer background to support hands-on experience with assembly robots.
|
| |
-
OCED 7640 - Principles of Automated Manufacturing II
3 cr.
This course provides further consideration of automated manufacturing including production processes. More detailed study of present generation robots and potential advances is included.
|
| |
-
OCED 7650 - Quality Control
3 cr.
The principles and techniques of statistical quality control are developed and applied to typical manufacturing situations. Special consideration is given to quality control in automated manufacturing environments.
|
| |
-
OCED 7660 - Material and Process Cost Estimating
3 cr.
The philosophy, principles and practices of material and process cost estimating are studied, stressing data development and application methods for operation, product and project analysis. Topics such as labor analysis, material analysis, operation and product estimating are included.
|
| |
-
OCED 9000 - Independent Study
1-6 cr.
The independent study includes individualized study under close supervision of a faculty sponsor.
Prerequisite(s): Permission of advisor.
|
Physical Education |
| |
-
PHED 7001 - Developing Health Education Materials in the Schools
1 cr.
The purpose of this workshop is to acquaint school personnel with materials and resources available for the development of health education programs. Health topics include nutrition, personal hygiene, bicycle safety, drugs, smoking, alcohol, cancer, heart disease, physical therapy, podiatry, physical fitness and certification in basic cardiopulmonary resuscitation. These topics are discussed by several guest speakers representing national and local health organizations.
|
Political Science |
| |
-
POLS 7000 - Selected Seminars in the Not-for-Profit Organizations
1 cr.
Selected seminars examine trends, current research and contemporary issues in the not-for-profit organization. Seminars vary from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest. Topics include Public Funding, Social Security, Facilities, Contract Law, Grant Writing, Program Development, Board Development, Fundraising, Museum Management, Management of Change, History of the Public Good, American Culture and the Rugged Individual and Information Technology systems.
|
| |
-
POLS 9001 - Globalization and the American City
3 cr.
This course will examine globalization through the lens of the American city. The challenges, opportunities, issues and decisions facing public officials, policymakers, non-profit organizations, and individual citizens will be presented, debated, and discussed.
|
| |
-
POLS 9002 - Leadership Strategies for Civic Organizations
3 cr.
This course will provide an overview of essential skills and competencies needed for effective leadership in both public and nonprofit civic organizations. Through course readings, case studies, class and online discussions, presentations, and written assignments, students will better understand the complexity and challenges facing leaders in public and nonprofit organizations, or “civic organizations”,in providing public services. A special focus of this course will be an introduction to the policymaking process and the relationship between research, policy, program implementation, and program evaluation.
|
| |
-
POLS 9003 - Institute for Understanding Government Decision Making
3 cr.
The Institute for Understanding Government Decision Making focuses on understanding the inner working and political dynamics of government decision making that affects us locally, regionally, nationally, and globally. Invited elected officials, senior-level policymakers, strategic researchers, business leaders, and nongovernmental organization directors are integrated into the daily exploration and application of cutting edge case studies and simulation crisis scenario exercises.
|
Professional Development (6000 - 8999 Level) |
| |
-
PDEV 6016 - Teaching Smarter: Assessment Course
3 cr.
This course is designed for teachers who would like to teach smarter using current research strategies in assessment. It will focus on efficient and effective ways to provide students’ feedback and to improve student performance. Both theoretical and practical aspects of assessments will be combined. Participants will have the opportunity to develop strategies to ensure student responsibility for learning.
|
| |
-
PDEV 6035 - Instructional Strategies and Practices in the Middle School
3 cr.
This course offers an in-depth look at a variety of instructional practices and strategies appropriate for effective teaching and learning of the early adolescent. Topics include building a sense of community, classroom management, differentiated instruction and alternative assessment. Attention will be given to addressing the needs of diverse student populations, including but not limited to children with different learning abilities, exceptional talent, different culture/ethnic background, or at-risk characteristics. Active and interactive learning strategies will be emphasized.
|
| |
-
PDEV 6078 - The Responsive Classroom: Elementary
3 cr.
The Responsive Classroom is an approach to classroom management and curriculum delivery developed by the Northeast Foundation for Children. This course will enable students to implement the social constructivist strategies taught in an elementary classroom and will increase their knowledge of child development and developmentally appropriate instructional practices.
|
| |
-
PDEV 6094 - Project Read—Phonology
1 cr.
Project read is a total language arts program for students who have difficulty learning to read and spell and whose teachers need to know more than one way to present the curriculum.
|
| |
-
PDEV 6137 - Differentiated Learning: Finding Successful Pathways for All Students
3 cr.
This course helps students understand the diverse needs of learners in their classroom and provides strategies and techniques to meet their various styles, readiness levels and interests.
|
| |
-
PDEV 6185 - The Craft of Teaching
3 cr.
This course is designed for educators who are interested in developing and refining their teaching skills. The course will provide practical training, support, resources and opportunities to develop useful classroom strategies and materials. Teachers will develop an awareness and understanding of their roles and responsibilities as educators. Opportunities to work with colleagues and develop a collegial and supportive network.
|
| |
-
PDEV 6309 - Orton-Gillingham: Advanced Seminar
2 cr.
This is the Advanced Orton-Gillingham course, which includes a supervised practicum of at least 190 hours.
|
| |
-
PDEV 6339 - Project Read: Reading Comprehension
1 cr.
Project Read is a mainstream language arts curriculum specifically designed for students having difficulty learning to read and write. Project read has three strands: phonology, reading comprehension and written expression.
|
| |
-
PDEV 6469 - Building Resiliency in Schools
3 cr.
This course will examine current models of resiliency, research related to the development of resiliency and its relationship to mental health. Emphasis will be given to the early childhood population (pre-kindergarten through third grade) and the role that educators play in fostering resiliency in children. Participants will examine risk factors that influence the social and emotional development of young children. Research on the individual characteristics and traits that serve as protective factors will be presented. Environmental supports, community services, and adult interventions that foster resiliency will be explored in depth. Specific strategies aimed at creating educational environments that nurture emotional strength and promote resiliency will be reviewed. Participants will be encouraged to evaluate current systems, services, and classroom practices in light of the research on resiliency and to develop an action plan for change.
|
| |
-
PDEV 6475 - School Law: A Practical Guide
3 cr.
This course will examine the unique and often confusing relationship between the law and public education. Special emphasis will be placed on the following: student rights and responsibilities under the law, teacher rights and responsibilities under the law, the impact of the education reform act on teachers and special education and the law.
|
| |
-
PDEV 6518 - Introduction to Fundamentals of Effective Vocational Technical Education
3 cr.
This course in vocational-technical education leadership introduces the new or aspiring vocational technical school middle manager to critical topics including the following: national trends in vocational-technical education, issues and obligation facing vocational-technical programs in Massachusetts, professional standards for vocational-technical school administrators, professional development planning, leadership styles and communication skills, school improvement planning, legal issues affecting school administrators, and understanding and influencing school culture. Presentations in conjunction with small and large group activities will be facilitated and lead by experience vocational-technical professionals and experts in specific areas of school management and leadership.
|
| |
-
PDEV 6618 - Project Read Reading Comprehension
2 cr.
The Project Read curriculum is divided into report form (expository text) and story form (narrative text) written information. The teaching approach is direct concept instruction using multisensory strategies and materials. If teachers the process of analyzing the underlying structure of expository and narrative writing and is presented in a sequential, dependent order of concepts and skills. This process transfers to other curriculum areas to give the students a level of language independence. The curriculum is designed primary for Grade 4 through adult learners, however it can be modified for primary students.
|
| |
-
PDEV 6619 - Black Yankees, New England’s Hidden Roots: Intellectual Traditions and the Evolution of Community, 1750-1910
3 cr.
Using a variety of humanistic expression-speeches and writings of scholars and activists, slave narratives, poetry, fiction, music and fine arts- the content illumines the ways in which African-Americans, during the 17th-19th century New England influenced American expressions and traditions of freedom and democracy. This course covers themes such as the role of the black church, the strong but under-recognized influence of black women writers, activist and artist, economic life and work, the black abolitionist movement, and the pictorial representation of African Americans.
|
| |
-
PDEV 6625 - Four Ancient River Valley Civilizations
3 cr.
This course introduces teachers to the ancient societies of China, Egypt/Nubia, the Indus River Valley and Mesopotamia. In order to compare and contrast these ancient civilizations (both with each other and with modern civilizations), a thematic approach to teaching culture is utilized in the classroom. Archaeologists, historians and experienced teachers provide participants with scholarly material and hands-on opportunities to get their students engaged in thinking about life in ancient civilizations.
|
| |
-
PDEV 6631 - Leading the Learning: Supervision and Evaluation in a Standards Based Environment
3 cr.
This course is for superintendents, principals, curriculum directors and other administrators. The purpose of this course is to empower administrators to engage in their practice with a belief that they can make a difference in teacher practice and student learning through the supervision and evaluation process. The course explores an ever expanding repertoire of skills for supervising and evaluating staff in ways that promote professional growth and student learning, clearly articulated and communicated high expectations for educators and students and a commitment to engage in, model and promote collaborative practice.
|
| |
-
PDEV 6643 - Learning and the Brain, New Knowledge and Understanding
3 cr.
This course is designed for teachers, principals and administrators for the purpose of focusing on new knowledge and understanding of how the brain functions in order to improve schooling and learning.
|
| |
-
PDEV 6657 - Developing Mathematical Ideas: Making Meaning for Operations
2 cr.
This course is designed to help experienced K-6 teachers examine the actions and situations modeled by the four basic operations.
|
| |
-
PDEV 6667 - The Responsive Classroom: Middle School
3 cr.
The Responsive Classroom is an approach to classroom management and curriculum delivery developed by the Northeast Foundation for Children. This course is designed to provide middle school teachers with advanced knowledge in child development, social interaction and constructive theory, as well as direct and practical application of the theory to current classrooms.
|
| |
-
PDEV 6730 - Net Course Instructional Methodologies
6 cr.
In NIM, participants learn about the philosophy and pdagogy of net forces, fostering community-building and collaborative learning in an online course, facilitating an online dialogue to deepen the learning experience, using the Web as a resource for an online course, installing Lotus Notes and using learning space software to modify existing course and using LS to assess and evaluate students’ progress in an online course.
|
| |
-
PDEV 6734 - Moving Out of the Middle at the Concord Consortium
3 cr.
Moving out of the middle is a 12-week net course that widens the set of online teaching strategies instructors bring to the role of moderating for learning.
|
| |
-
PDEV 6743 - Special Topics in Library Media Studies
3 cr.
This topics course has been designed for veteran library media specialists who want to update their skills and knowledge, begin to prepare for re-certification and accumulate salary schedule increment credits.
|
| |
-
PDEV 6745 - Finding Walden
3 cr.
This intensive nine-day interdisciplinary course will help middle school teachers address the need for students to gain a depth of understanding about and build a sense of respect for their home communities.
|
| |
-
PDEV 6755 - Linking the Curriculum with the Internet
3 cr.
This course is designed for classroom teachers, library media specialists, computer teachers and interested administrators. Instruction will be given on the use of internet browsers, search engines, e-mail and strategies for identifying sites to support current curriculum. Students will collect Web sites for classroom portfolios and develop Web-quests to publish their curriculum-related Web sites on the internet. Strategies will be discussed and developed to integrate these resources into classroom activities.
|
| |
-
PDEV 6773 - Accelerating Middle School Mathematics
3 cr.
This course’s primary objective is to provide teachers with a solid foundation in the subject matter of middle school mathematics while at the same time incorporating activities appropriate for the inclusive classroom.
|
| |
-
PDEV 6914 - Instruction for All Students
3 cr.
The purpose of this course is to empower educators to engage in their practice with a sense of self-efficacy, a focus on clearly articulated standards and objectives, a repertoire of skills for teaching and assessing diverse learners, a passion for engaging all students in the learning process and a commitment to collaborate with colleagues and parents.
|
| |
-
PDEV 6927 - Developing Mathematical Ideas: Building a System of Tens
2 cr.
This is designed to help experienced K-6 teachers explore the structure of the base-10 number system and examine how children develop an understanding of it.
|
| |
-
PDEV 6990 - Thoreau’s World and Ours
3 cr.
This two-week summer seminar offers high school English, history and science teachers a multidisciplinary study of ecological, environmental, literary and cultural histories of Concord. Studying the interconnections of Concord’s varied histories provides participants with models for approaching inquiry-based studies of their home communities. The course is held at the new Thoreau Institute in Walden Woods.
|
| |
-
PDEV 7070 - Media Education and the Arts
3 cr.
The course will examine the various elements of art, television and film, and demonstrate techniques for integrating these elements into the curriculum in satisfaction of the need to develop thinking skills within each student.
|
Professional Development (9000 Level) |
| |
-
PDEV 9000 - Effective Instructional Processes: Theory to Practice
6 cr.
Participants study current research on transdisciplinary, multi-cultural curricula that incorporate tactics for teaching critical thinking in the curricula. Practical application in the classroom is facilitated through the study and practice of cooperative learning strategies and peer coaching techniques. Through its design, implementation and evaluation, this course models and examines effective practices for adult learners.
|
| |
-
PDEV 9200 - Staff Development Programs: Design, Management, and Evaluation
6 cr.
Students study the varied purposes and potential outcomes of staff development and in-service programs offered to teachers in a public school setting. The steps involved in needs assessment, program design, adult instructional methodologies, program monitoring and evaluation procedures are studied and practiced. Each student, functioning as a member of a team, designs a 12 week staff development course to implement in the parent school system. The staff development courses offered by the graduate students carry system assigned, in-service credits and are related to the goals and objectives of the parent school system. Participants enrolled in these staff development courses are fellow teachers in the school system.
|
| |
-
PDEV 9300 - Research Seminar in Education
3 cr.
The purpose of this course is to give students working knowledge of educational research. The content areas covered include the nature of social science research, methods, procedures, related statistics, interpretation of research and research plans. Students learn through a variety of methods, including selected readings, written homework, assignments, class lectures, presentations and discussions, and research.
|
| |
-
PDEV 9400 - Seminar and Internship in Staff Development
6 cr.
During this final academic/application phase, the graduate students implement a professional development program for teachers and support staff in their school system. The intern assesses the needs of the staff, consults with peers and colleagues about the design of a professional development program, designs and implements the program and evaluates its effectiveness. In addition to the internship, the students participate in seminars, which take place on-location throughout the semester program.
|
| |
-
PDEV 9500 - Graduate Thesis
3 cr.
Students must meet the requirements of the Graduate Division’s Thesis Program. In order to complete this phase of the program, a faculty committee is established by the student under the guidance and supervision of the graduate advisor.
|
Reading Specialist |
| |
-
READ 7016 - Understanding the Structure of the English Language
3 cr.
This course examines the inherent linguistic structure of Modern English and applies this knowledge to classroom instruction. The course begins by comparing previous historical knowledge about the nature of language with today’s current theoretical issues. Next, candidates describe Modern English in terms of its linguistic structure, the sound system, English spelling, morphology, the semantic system and word formation, grammar, and sentence structure.
Prerequisite(s): SPED 8300
|
| |
-
READ 7017 - Psychology of Reading, Reading Development and Disabilities
3 cr.
This course is designed to provide students with an understanding of the reading process and its developmental progression. Students will examine reading models, review research related to reading and psychology and identify characteristics of proficient and non-proficient readers.
|
| |
-
READ 7018 - Literacy for All
3 cr.
It is a recommended goal that every child will be able to read on grade level or higher by the end of grade three. Scientific Research shows that there are five essential components of reading that children must be taught in order to learn to read. These components are Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. These components are critical and must be combined to assure that all children become successful readers. This course is designed to help teachers first understand each component and then to examine which elements are in place, and then ask which of the elements need strengthening. Participants will learn how to tilt the balance temporarily toward one component or another if one is especially weak. They will learn how to deliver explicit, systematic, and intense instruction using these five components.
|
| |
-
READ 8017 - Specialized Reading Approaches
3 cr.
This course is designed to provide candidates with a comprehensive knowledge base regarding the alignment of instructional practices with the reading profiles of students. There is an emphasis on evaluating the components of supplemental and alternative reading programs utilizing high quality research. Candidates will develop competencies in targeting the instructional (and social emotional) needs of students within a multi-tiered system of supports. A 20 hour pre-practicum is required.
|
| |
-
READ 8018 - Reading Disabilities and the Assessment of Reading
3 cr.
This course addresses historical and contemporary theories regarding reading disabilities. It focuses on assessment and leadership practices where students administer, score and interpret the results of screening and diagnostic reading instruments and informal reading inventories. Students develop recommendations for direct instruction and teaching children with severe reading disabilities. Candidates work with teachers and support personnel and provide staff development. A 15 hour field experience is required.
Prerequisite(s): SPED 8300
|
| |
-
READ 8019 - The Assessment of Writing Skills and Writing Disabilities
3 cr.
In this course students will analyze the components of written language and factors affecting performance. Cognitive factors associated with written language are addressed. Students assess writing skills and plan approaches to writing instruction. Candidates work with teachers and support personnel on staff development. A 25 hour field experience is required.
|
| |
-
READ 8065 - Developing Motivation in All Readers
3
This course will explore theories and research related to reading motivation. Constructs of reading motivation and findings on the relationship between elements of reading motivation, reading behavior, and reading competence are investigated. Strategies to increase intrinsic motivation for reading will be presented with particular attention to the utilization of high-quality literature, authentic learning tasks, and digital platforms.
|
| |
-
READ 8132 - Content Area Reading and Writing: Fostering Literacy in Middle School and High School
3 cr.
This course meets the requirement that all teachers at the middle and secondary levels be able to use and teach the skills of reading and writing in their disciplines. This course includes an investigation of the reading and writing processes within content disciplines: an examination of the relationships among reading, writing, critical thinking, and learning; discussion of current evaluative methods, including portfolio; an analysis of reading and writing strategies and procedures for developing student capacity for using reading and writing to think critically and to learn and understand content. Credit cannot be given for both READ 8132 and EDUC 7014 . This is part of the professional licensure track, middle school.
|
| |
-
READ 8200 - Explicitly Teaching Comprehension Skills in the Classroom
3 cr.
Content will include an overview of current reading comprehension research and implications for instruction. The course will emphasize learning as an active, constructive process and promote using a variety of learning strategies to enhance understanding.
|
| |
-
READ 8303 - Literacy Assessment that Informs Instruction
3 cr.
The purpose of this course is to provide training in several areas of Curriculum-Based Measurement (CBM) including Oral Reading Fluency (R-CBM), DIBELS (Dynamic Indicators or Basic Literacy Skills) and Curriculum Based Evaluations (CBE) designed to assess literacy achievement. This course provides professionals the necessary knowledge and skill to use these assessments to (a) identify academic skill deficits of individual students, (b) develop academic goals and intervention plans, and (c) monitor and evaluate student progress toward academic goals. Also candidates are introduced to the use of Curriculum-Based Assessment within school wide Reading Improvement and Response to Intervention Models.
Prerequisite(s): An initial teaching license.
|
| |
-
READ 9012 - The Reading Specialist: Leadership Roles
3 cr.
This course is designed to develop the skills needed for the Reading Specialist to work directly with teachers and support personnel to contribute to their professional development. It addresses the knowledge in leadership and in reading needed to provide teachers paraprofessionals and others with the support necessary to learn pedagogical content knowledge, curriculum development, research based instruction, assessment practices and strategies to become effective liaisons with parents and school personnel. A 15 hour field experience is required.
Prerequisite(s): SPED 8300 , READ 7016 , READ 7017 , READ 8017 , READ 8018 and READ 8019
|
| |
-
READ 9100 - Research in Reading Education
3 cr.
This course focuses on past and current research in reading, written language and spelling and in disabilities associated with each area. Theories, research and implications for reading instruction are addressed. Appropriate instruction based on research is determined. Students read studies that test all theories against on another at different points in time. Students develop an understanding of longitudinal studies, sampling procedures, research bias evaluating competing theories. Students report implications for teaching.
Prerequisite(s): Research in Education
|
| |
-
READ 9101 - Practicum (Reading Specialist)
3 cr.
This course provides graduate candidates with an opportunity to demonstrate skills they are learning in the graduate program in reading as well as demonstrating competencies required for an initial license as a Reading Specialist. Candidates complete the practicum in a clinic during summer semester. If completed during fall or spring semester, the candidate must be able to assume the role of the reading specialist. Please refer to the Reading Specialist Practicum handbook. The experience is designed to be a supportive one, with practicum supervisors providing candidates with the guidance needed to enhance their development as reading specialists.
|
| |
-
READ 9104 - Practicum Seminar
3 cr.
Candidates complete a portfolio demonstrating competence in instruction, assessment and leadership in the areas of reading and writing. Candidates complete two case studies and a staff development project.
Corequisite(s): Taken concurrently with READ 9101 - Practicum (Reading Specialist) .
|
Science Education |
| |
-
SCED 8001 - Independent Study
1-6 cr.
The independent study gives the student an opportunity for independent development of teaching techniques, laboratory procedures, written work, science curriculum, job-related document or of some other activity agreed upon by the student and the graduate faculty advisor. The final product of this study is a written or otherwise permanent documentation of the work accomplished.
|
| |
-
SCED 8002 - Internship
1-6 cr.
The internship provides laboratory or field experience in conjunction with established research programs at cooperating off-campus governmental, industrial, or private institutions. Supervision is shared by the institutional program directors and faculty from Fitchburg State University. A comprehensive paper describing the internship activities is required upon completion of the experience.
|
| |
-
SCED 8003 - Practicum in Science
1-6 cr.
The practicum provides student teaching experience in area schools and in the university campus school, designed to meet the state requirements for teacher certification.
|
| |
-
SCED 9000 - Advanced Methods in Teaching Science
3 cr.
The emphasis of the course is upon developing a working philosophy of science teaching for the master teacher. The course focuses on the design of activities to foster scientific inquiry, ethical decision-making, and critical thinking as well as research on alternative assessment, classroom management and the use of technology in the science classroom.
|
| |
-
SCED 9001 - The Modern Science Curriculum
3 cr.
The course provides an up-to-date survey of the science teaching curriculum materials available for use in schools, K-12. Each student develops a model science curriculum based on psychological and pedagogical principles.
|
| |
-
SCED 9002 - Research in Science Education
3 cr.
Students undertake research designed to explore some phase of science teaching in detail. This study may include teaching methodology, curriculum development and/or other activities agreed upon by the student and supervising research advisor. An element of experimentation must be included in the project. The final product is a written documentation of the research and results.
|
| |
-
SCED 9003 - Science, Ethics, and Technology
3 cr.
The purpose of this course is to communicate the process of ethical reasoning. Students gain a better understanding of how cooperation between people concerned with the human application of science and the makers of public policy must become a working hypothesis. By examining current literature students uncover some of the facts and general principles of ethical reasoning and relate the short- and long-term consequences to moral positions.
|
| |
-
SCED 9004 - Research in Science
3 cr.
Students undertake research in a specific field of science that involves an in-depth exploration of a well defined problem. The student must develop a hypothesis for the possible solution of the problem, then devise the experimental technique to test the hypothesis and ultimately conceive a logical conclusion based upon the data collected. The final product is a written documentation of the research and results. The study is completed under the supervision of graduate faculty.
|
| |
-
SCED 9010 - Thesis
6 cr.
Students conduct a research project resulting in a thesis. The thesis develops under the guidance of a thesis advisor and committee.
|
| |
-
SCED 9100 - Special Topics
3 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest. Note: Many other science courses are offered from time to time. Some are cross-listed under biology, earth science and chemistry. See specific course-listings for each semester for details. Other courses from biology, earth science or chemistry may be used as electives or requirements.
|
Secondary Education |
| |
-
SEED 7015 - Introduction to Strategies for Effective Teaching in the Academic Discipline
3 cr.
This initial-level graduate course focuses on relating the curriculum frameworks in a discipline to the design of meaningful activities which require the application of critical thinking skills in engaging classroom instruction and student assignments. A broad range of contemporary issues facing teachers will be studied. Students will become familiar with differentiated and interdisciplinary instruction. In addition to using a basic textbook, the Internet will be a major source of content for the design of secondary-level student activities.
|
| |
-
SEED 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 and interdisciplinary course development and implementation, student assessment including portfolio assessment and writing are studied for utilization across the curriculum.
Prerequisite(s): The Modern Secondary School or initial teacher licensure
|
| |
-
SEED 8090 - Practicum
6 cr.
Student teaching experience is offered to give practical classroom experience to those students who have not satisfied the state requirements for licensure.
|
| |
-
SEED 8150 - Research in the Secondary Education Classroom
3 cr.
Students develop knowledge, understanding and skill in the action research process, enabling them to make data driven decisions using quantitative and qualitative educational research procedures. Students develop an action research project to address current issues affecting schools and students. Field-based experience in mandatory.
|
| |
-
SEED 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. This course 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.
|
| |
-
SEED 8260 - Curriculum Design & 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.
|
| |
-
SEED 9000 - Independent Study
3 cr.
Independent study provides special individualized study under close supervision for students excelling in scholarship.
|
| |
-
SEED 9100 - Thesis/ Action Research
3 cr.
Students conduct research which will result in a thesis. The thesis is developed under the supervision of an advisor. This capstone experience allows full integration and application of content knowledge and pedagogical theory and practice. The study is completed during the duration of the course. Requires the signature of both the advisor and the graduate program chair.
|
| |
-
SEED 9500 - Internship
6 cr.
The internship is a capstone experience allowing full integration and application of content knowledge and the 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 (section 7.04 DOE Professional Standards). 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.
|
Special Education |
| |
-
EDUC 7126 - Teaching & Learning with Multi-Media & Mobile
3 cr.
This course will focus on how multimedia and mobile learning can help foster a collaborative, supportive, engaging, and inspiring learning environment for both students and teachers. This course will use a wide range of tools, applications and concepts. These can include but are not limited to G-Suite (Google Apps for Education), Google Classroom, Google Sites, emerging VR/AR tools, Adobe Spark, Podcasting, Video Creation tools, Book Creator, lnfographics, Scavenger hunts, Gaming tools, assessment tools, Twitter, Slogging, etc. Basic knowledge and experience using G-Suite is strongly recommended. Students will use a digital portfolio to showcase their work and projects.
Credit not given for both EDUC 7126 and SPED 7127.
|
| |
-
EDUC 9004 - Practicum Application and Research Seminar
2 credits
This seminar serves as a culminating course for candidates enrolled in their practica experiences. Within the context of the Fitchburg State Education Unit Conceptual Framework, candidates are guided by Massachusetts initial teaching license competencies, Professional Standards for Teachers (PST) and the standards of Specialty Professional Associations (SPA). Candidates are supported in their collaboration with colleagues, use of informal assessment methods, design of standards based instruction, and assessing the impact on student learning. Emphasis will be based on candidate’s reflection and improvement on their own teaching practices. Candidates complete a targeted literature review to ensure that they are using evidence based practices and use the Renaissance Partnership for Improving Teaching Quality-Teacher Work Sample (TWS) prompts to design and implement well-structured lessons. Candidates analyze student data, reflect on student learning and examine their own practice to develop a personal professional development plan.
Prerequisite(s): EDUC 9300 Corequisite(s): Take concurrently with SPED 8963 or SPED 8863 or EDUC 9400 or EDUC 9600 .
|
| |
-
SPED 6700 - Sign Language and Deafness
3 cr.
In this class students acquire a basic sign language vocabulary (SL) as used by the majority of deaf adults, including structure, grammatical principles and vocabulary development. Issues in deaf education as well as deaf cultures and the needs of deaf individuals in the school and community are studied.
|
| |
-
SPED 7016 - Understanding the Structure of the English Language
3 cr.
This course examines the inherent linguistic structure of Modern English and applies this knowledge to classroom instruction. The course begins by comparing previous historical knowledge about the nature of language with today’s current theoretical issues. Next, candidates describe Modern English in terms of its linguistic structure, the sound system, English spelling, morphology, the semantic system and word formation, grammar, and sentence structure.
Prerequisite(s): SPED 8300
|
| |
-
SPED 7017 - Psychology of Reading, Reading Development and Disabilities
3 cr.
This course is designed to provide students with an understanding of the reading process and its developmental progression. Students will examine reading models, review research related to reading psychology and identify characteristics of proficient and non-proficient readers.
|
| |
-
SPED 7023 - Foundations of Education: Theory and Practice
3 cr.
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process. Emphasis will be on examining leading theoretical foundations of education and standard-based curriculum, and Massachusetts Curriculum Frameworks incorporating the Common Core State Standards. Candidates seeking initial licensure must complete a field experience. This course is part of the initial licensure track for early childhood, elementary, middle school, and special education programs. Required 15 hour prepracticum.
|
| |
-
SPED 7024 - Understanding Disabilities and Diversity
3 cr.
Course focuses on broadly defining disability and diversity. Topics include specific disabilities and the educational terminology for students with disabilities, English language learners, and students of culturally diverse backgrounds. The knowledge of special education federal and state laws, IEPs, pre-referrals, universal design and services provided by other agencies, are a main focus of this course. Candidates visit classrooms and explore the characteristics of safe and collaborative learning environments that value diversity. Candidates explore their own cultural background, experiences and perspectives regarding disability and diversity in order to learn instructional strategies and become familiar with materials to engage students of diverse cultural and linguistic backgrounds. Course replaces SPED 7004.
|
| |
-
SPED 7080H - Language Development and Literacy
3 cr.
This course addresses normal development of expressive and receptive language In terms of phonology, morphology, syntax, semantics and pragmatics. It focuses on the language performance exhibited by different populations of children/adults with disabilities. The language of children who are bilingual/bicultural or have language difficulties is addressed. Students develop an understanding of the principles and practices related to assessment and intervention for children with language disorders. Students assess language needs and plan appropriate strategies. Field experience (25 hours) required for testing and program planning.
|
| |
|
| |
-
SPED 7126 - Lesson Design with G-Suite
3 cr.
This course will focus on lesson design using G Suite and other web-based tools for 21st century classrooms. With more and more classrooms having access to 1:1 technology programs, teachers must learning how to design digital lessons and activities. This course will focus not only on design element, but also Incorporate hyperdocs, design thinking, gamification, challenge-based activities and projects that align with content area.
Credit not given for both EDUC 7125 and SPED 7126
|
| |
-
SPED 7127 - Teaching & Learning with Multi-Media & Mobile
3 cr.
This course will focus on how multimedia and mobile learning can help foster a collaborative, supportive, engaging, and inspiring learning environment for both students and teachers. This course will use a wide range of tools, applications and concepts. These can include but are not limited to G-Suite (Google Apps for Education), Google Classroom, Google Sites, emerging VR/AR tools, Adobe Spark, Podcasting, Video Creation tools, Book Creator, lnfographics, Scavenger hunts, Gaming tools, assessment tools, Twitter, Slogging, etc. Basic knowledge and experience using G-Suite is strongly recommended. Students will use a digital portfolio to showcase their work and projects.
EDUC 7126 Credit not given for both EDUC 7126 and SPED 7127.
|
| |
-
SPED 7205 - G-Suite for Educators
3 cr.
This course will use cloud computing application G-Suite (formally known as GAFE-Google Apps for Education) and on creativity collaboration and efficiency for learning and classroom management. Participants will use Google Drive, YouTube, Sites, Blogger, Hangouts and other Google applications. Participants will be introduced to Google workflow to streamline grading and assessments. Mobile devices and Apps access for GAFE will be covered. This course will focus on 21st century skills that increase student engagement to enhance digital learning. Basic knowledge and experience using GAFE is strongly recommended.
Credit not given for both SPED 7205 and EDUC 7212.
|
| |
-
SPED 7410 - Advanced Strategies for Teaching School-Age Children with Emotional and Behavioral Problems
3 cr.
Students explore their own responses to conflict and stress and identify and practice strategies suited for teaching troubled children and youth. In addition, students examine issues pertinent to the education of this population.
|
| |
-
SPED 7650 - Inclusion of Students with Disabilities in Regular Education
3 cr.
Students will analyze barriers to inclusion and develop effective strategies for integration of individuals with disabilities into all aspects of the community including home, school and work setting. Students will define and redefine their role as professionals as it relates to their philosophy of integration. (Intended for non-special educators)
|
| |
-
SPED 7709 - The High School Environment—Challenges In Educating Students with Disabilities
3 cr.
The high school environment is undergoing dramatic change shaped by social, political, technological, methodological and philosophical issues and controversies. Students will analyze the external forces pressing for redesign of administrative structure, delivery of education, the learning environment and how those changes impact students with special needs. Research-based methods for teaching to a wider range of abilities, and models for curriculum modification and staffing reallocations will be discussed.
|
| |
-
SPED 7950 - Physical and Medical Aspects of Working with Students with Disabilities
3 cr.
Teacher candidates examine the effects that various physical and health conditions have on the instructional needs of students. Candidates use informal and formal methods of assessment and analyze results. In collaboration with educational colleagues, parents, and related service providers, instructional programs and health care plans with measurable outcomes are developed and implemented for students with severe disabilities. Candidates set goals, use systematic instruction, analyze data, and reflect on students’ progress as well as their own practice to improve their instructional and collaborative practices. . A pre-practicum of 20 hours is required.
|
| |
-
SPED 8000 - Technology for Students with Moderate-Severe Disabilities
3 cr.
Candidates will gain understanding of how to use assistive technology to support communication skills and address curriculum needs for students with moderate to severe disabilities. Focus will be on strategies for integrating technology into educational programming.
|
| |
-
SPED 8008 - Emotional, Behavioral, and Autism Spectrum Disorders
3 cr.
This course provides teachers and teacher candidates with the knowledge and methods to educate individuals with emotional, behavioral, and autism spectrum disorders in the inclusive classroom. Related educational theories and interventions are examined through a historical context, assessment approaches, developmental risk factors, and instructional interventions for multiple settings. Candidates will evaluate learning environments, assessing how it values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning. Candidates develop lessons that employ a variety of strategies to assist students to develop social emotional-competencies, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These strategies will be supported by the use of a variety of classroom management strategies that establish and maintain effective routines and procedures that promote positive students behavior. Supportive technology to support instructional assessment, planning, and delivery for individuals with exceptionalities and other evidence-based approaches to assist individuals with communication and behavior intervention will be addressed. The appropriate use of augmentative and alternative communication and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities are explored and included in the planning of all instructional programs. Careful attention is placed on transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
|
Print this Page