Mar 29, 2024  
Fitchburg State University 2021-2022 Graduate Catalog 
    
Fitchburg State University 2021-2022 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Early Childhood, Elementary, and Middle School Education

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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. Candidates demonstrate their understanding of the difference between social and academic language through instructional planning that makes content accessible to ELLs and supports diverse students from varied cultural and linguistic backgrounds.

    Required 25-hour pre-practicum experience. Please note: course requires 30 hours of face-to-face course meeting time as specified by the DESE.

  
  • 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.

  
  • 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.

  
  • EDUC 7114 - Critical Literacy for All Learners


    3 credits
    The purpose of this course is to provide teacher candidates with theoretical and practical foundations for implementing reflective, critical, and social justice orientated practices into their future classrooms. Specifically, this course will focus on the process of critical literacy in the Prek-6 settings. Candidates will learn how to identify and deconstruct popular literature, while focusing heavily on issues of social justice and equity.  This course will also focus on critically analyzing children’s books, media, and toys. Students will first reflect on their childhood, privilege, and early literacy experiences. By examining our practices closely, developing relevant questions, engaging in systemic and critical inquiry, and sharing our subsequent knowledge with others, we will be able to transform our practices and have an impact on the practices of others. Candidates will also examine ways to assess students’ comprehension using critical literacy techniques.

  
  • EDUC 7116 - Becoming a Teacher


    3 cr.
    Adolescent development in the social, emotional and cognitive development domains is addressed to prepare future teachers to understand the unique characteristics of this age group and the impact of development on student learning.  School structures and models for middle and high schools are studied to build a context for candidates’ future learning.  State and national standards, including those in content area of the license the candidates are seeking, will be studied. Contemporary issues facing educators today will be addressed including the importance of family and school partnerships, legal issues in the field, global issues in education, etc.   Expectations for professional and ethical behavior are emphasized. Required 15 hour pre-practicum.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDUC 7122 - Introduction to Strategies for Teaching Students in Middle School and High School


    3 cr.
    This course focuses on relating the Massachusetts Curriculum Frameworks in a discipline to the design of motivating, engaging, effective, and rigorous instruction. The course will address topics such as writing student goals and objectives; planning and implementing instruction; and formative and summative assessment. Candidates will be expected to plan lessons for students, which differentiate instruction for students according to their diverse cultural, linguistic, and academic needs. Required 15 hour pre-practicum.  

    Prerequisite(s): EDUC 7116  
  
  • 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.

  
  • EDUC 7124 - Creating a Positive Learning Environment


    3 cr.
    Best practices in classroom management that support positive student behavior are addressed.  The course presents strategies such as organizing time, materials, and space as well as activators, summarizers and transitions for smooth classroom operation and effective instruction. Candidates will be prepared to understand underlying causes of challenging behaviors and consider appropriate interventions. Federal and state laws as they pertain to the legal procedures for all teachers, including teachers of students with disabilities and ELL students, will be presented. Required 15 hour pre-practicum. 

    Prerequisite(s): EDUC 7116  
  
  • EDUC 7125 - 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 SPED 7205 and EDUC 7212.
  
  • EDUC 7127 - Strategies for Creating a Positive Learning Environment


    3 cr.
    Best practices in classroom management that support positive student behavior are addressed. The course presents strategies such as organizing time, materials, and space as well as activators, summarizers and transitions for smooth classroom operation and effective instruction. Students will be prepared to understand underlying causes of challenging behaviors and consider appropriate interventions. Federal and state laws as they pertain to the legal procedures for all teachers, including teachers of students with disabilities and ELL students will be presented. This course involves embedded experiential (field-based) learning components.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDUC 7212 - 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.
  
  • 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.

  
  • 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.

  
  • EDUC 7232 - Second Language Acquisition


    3 cr. Elective
    In this course students will learn about the developmental process of language acquisition, with a particular focus on second language acquisition. We will explore the internal and external factors that Influence second language acquisition In an interdisciplinary survey emphasizing research In linguistics, education, psychology, and sociology, Along with these factors, students will learn about the laws specific to English learners and the various models of language instruction found In schools, We will review and evaluate the major second language theories and connect these theories to classroom practices, Students will learn how to discriminate between language stages and will be Introduced to methods for appropriate Instruction to students at various language levels. Students will be able to communicate their approaches to language instruction with administrators, teachers and parents. Required 10 hours of pre-practicum.

  
  • EDUC 7234 - Curriculum and Assessment for English Learners


    3 cr. Elective


    In this course, candidates will learn to use assessment to inform planning and instruction, specifically focused on classroom and authentic assessment of language and content. Standards and curriculum found in the candidate’s grade/content level will also be examined and aligned to appropriate assessments for English learners. The course focuses on both the theoretical and practical study of tools and procedures for assessing culturally and linguistically diverse students. Candidates will design and use both informal and formal methods of evaluation to assess students’ social, emotional, cultural, linguistic, and academic development and achievement, including critical analyses of existing assessment tools for validity, reliability, and bias.

    Additionally, candidates will be exposed to the WIDA assessments and standards and can-do descriptors and will be able to use these to enhance instruction and planning. Required 10 hours of pre-practicum.
     

  
  • EDUC 7235 - Culturally Responsive Instruction


    3 cr. Elective
    The course provides teacher candidates opportunities to develop an understanding and appreciation of multicultural perspectives and opportunities to develop skills to effectively work cross-culturally with peers, coworkers, students, and parents/guardians. The course develops teacher candidates’ skills in critical thinking, active reading, effective communication, and the Identification and refinement of cultural proficiency, Candidates become engaged thinkers, learners, and contributing members of the classroom while developing culturally responsive teaching skills to effectively meet the needs of all learners in diverse environments.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDUC 7636 - Essential Linguistics for Educators


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

     

  
  • EDUC 7640 - Mathematics: Curriculum, Assessment, Planning, and Teaching


    4 credits
    Candidates will develop a deeper knowledge of the Massachusetts Mathematics Curriculum Frameworks math content. Content will be taught using best practices of instructional methodologies for teaching early childhood and elementary mathematics.  Shifting of instructional practices to teach Common Core standards will be emphasized as candidates examine, create and model grade level learning activities.  Candidates will learn to use data of student learning during specific lessons focused on precise objectives to evaluate their own teaching effectiveness to improve student learning. Teacher candidates will be observed by one of the course instructors within a PK-8 setting and receive targeted feedback to enhance their teaching abilities.  Candidates must pass this gateway to continue on within the program.

     

  
  • EDUC 7645 - Reading: Curriculum, Assessment, Planning, and Teaching


    3 cr.


    This course introduces the teacher candidate to the curriculum, assessment, planning, and teaching associated with comprehensive reading instruction in the PreK-6 school setting. It explores the essential topics in language and literacy acquisition. This course will focus on language development and acquisition; the five components of reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency); the reading process and stages; research-based instructional practices for developing proficient readers; and various reading programs. Candidates will design well-structured reading lessons with measurable outcomes that differentiate instruction to accommodate diverse learners. In order to design appropriate instructional interventions and lessons, candidates will administer informal reading assessments, then analyze and synthesize the data.  Candidates will also learn about formal reading assessments and how to interpret and use their results to provide effective reading instruction to students. Candidate’s analysis of reading assessments will act as this course is a licensure gateway. Candidates must pass this gateway to continue on within the program.

    Candidates will be required to complete 20 hours of field experience. Ten hours are required to be in a PreK or

    Kindergarten setting. Ten hours are required in a PreK or Kindergarten setting.


     

    Prerequisite(s):     Prerequisites: EDUC 7023 , EDUC 7003  

  
  • EDUC 7649 - Science and Social Studies: Curriculum, Assessment, Planning, and Teaching


    3 cr.
    This course introduces the teacher candidate to the curriculum, assessment, planning, and teaching associated with comprehensive science and social studies instruction in the PreK-6 school setting. It is designed to address the pedagogical knowledge needed for planning, developing, and implementing curriculum that is accessible to a diverse group of learners in the areas of science and social studies. Candidates will learn about a variety of instructional strategies and specialized techniques that can be implemented across classroom settings as well as ways to assess student learning of science and social studies content. Candidates learn to design and implement differentiated, inquiry-based learning experiences that are grounded in the principles of Universal Design for Learning and reflective of state curriculum frameworks and national standards. The application of scientific, technological and engineering knowledge and reasoning and of social studies skills to promote active citizenship in today’s global society will be stressed.
     
    This course is required for all early childhood and elementary education initial licensure candidates. A 20-hour pre-practicum experience is required.

    Prerequisites: EDUC 7023 , EDUC 7003  
  
  • EDUC 7650 - Language Arts: Curriculum, Assessment, Planning, and Teaching


    3 cr.


    This course introduces the teacher candidate to the curriculum, assessment, planning, and teaching associated with comprehensive language arts instruction in the PreK-6 school setting. Emphasis is placed on developing a knowledge base of curriculum in reading, writing, speaking, listening, viewing, and visually representing; planning effective and rigorous instruction; and assessing student learning in order to assist the teacher candidate in making insightful decisions regarding developmentally appropriate student learning targets and best practices for teaching and assessing students. The topics of digital literacy and the use of technology in the classroom; children’s literature; literacy in the content areas; research and current trends in language arts instruction and assessment; and Common Core State Standards and Massachusetts curriculum frameworks will be included in the course.

    This course is required for all early childhood and elementary education initial licensure candidates. A 20 hour pre-practicum experience is required.

  
  • EDUC 8029 - Special Methods for Instruction in Content Area: English 5-12


    4 credits


    This course focuses on current state and national standards and methods of instruction and assessment in English (here also read: Biology 8-12/General Science 5-8/ History 5-12, Mathematics 5-8/ Mathematics 8-12/ Technology & Engineering 5-12) . It combines academic study with field experience. Candidates apply learning from previous course work to plan and implement effective and rigorous standards-based units of instruction in their content area. Well-structured lessons with measurable outcomes will be created that motivate and engage students while accommodating diverse learning styles, needs, interests, and levels of readiness with an emphasis on integrating culturally or linguistically diverse students and those with disabilities.

    Students pursuing initial licensure will be required to complete two (2) DESE required gateways in this course. (Adapting Instructional Task and a Formal Observation). Candidates must pass the gateway tasks to continue on with the licensure concentration.

    Required 20 hour pre-practicum.

  
  • EDUC 8031 - Special Methods for Instruction in Content Area: Mathematics 5-8


    4 credits


    This course focuses on current state and national standards and methods of instruction and assessment in English (here also read: Biology 8-12/General Science 5-8/ History 5-12, Mathematics 5-8/ Mathematics 8-12/ Technology & Engineering 5-12) . It combines academic study with field experience. Candidates apply learning from previous course work to plan and implement effective and rigorous standards-based units of instruction in their content area. Well-structured lessons with measurable outcomes will be created that motivate and engage students while accommodating diverse learning styles, needs, interests, and levels of readiness with an emphasis on integrating culturally or linguistically diverse students and those with disabilities.

    Students pursuing initial licensure will be required to complete two (2) DESE required gateways in this course. (Adapting Instructional Task and a Formal Observation). Candidates must pass the gateway tasks to continue on with the licensure concentration.

    Required 20 hour pre-practicum.

     

  
  • EDUC 8032 - Special Methods for Instruction in the Content Area: General Science 5-8


    4 credits


    This course focuses on current state and national standards and methods of instruction and assessment in English (here also read: Biology 8-12/General Science 5-8/ History 5-12, Mathematics 5-8/ Mathematics 8-12/ Technology & Engineering 5-12) . It combines academic study with field experience. Candidates apply learning from previous course work to plan and implement effective and rigorous standards-based units of instruction in their content area. Well-structured lessons with measurable outcomes will be created that motivate and engage students while accommodating diverse learning styles, needs, interests, and levels of readiness with an emphasis on integrating culturally or linguistically diverse students and those with disabilities.

    Students pursuing initial licensure will be required to complete two (2) DESE required gateways in this course. (Adapting Instructional Task and a Formal Observation). Candidates must pass the gateway tasks to continue on with the licensure concentration.

    Required 20 hour pre-practicum.

  
  • EDUC 8033 - Special Methods for Instruction in the Content Area: History 5-12


    4 credits


    This course focuses on current state and national standards and methods of instruction and assessment in English (here also read: Biology 8-12/General Science 5-8/ History 5-12, Mathematics 5-8/ Mathematics 8-12/ Technology & Engineering 5-12) . It combines academic study with field experience. Candidates apply learning from previous course work to plan and implement effective and rigorous standards-based units of instruction in their content area. Well-structured lessons with measurable outcomes will be created that motivate and engage students while accommodating diverse learning styles, needs, interests, and levels of readiness with an emphasis on integrating culturally or linguistically diverse students and those with disabilities.

    Students pursuing initial licensure will be required to complete two (2) DESE required gateways in this course. (Adapting Instructional Task and a Formal Observation). Candidates must pass the gateway tasks to continue on with the licensure concentration.

    Required 20 hour pre-practicum.

  
  • EDUC 8034 - Formative and Summative Assessment for Differentiating Instruction


    3 cr.
    This course will address the important role of classroom-based, formative and summative assessment to maximize student progress. Candidates will build upon previous coursework to align instruction with state and national standards and develop appropriate assessments. They will learn how to use a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction. Candidates will analyze data from assessments, draw conclusions, and share them appropriately with parents and other professionals as appropriate. Professional behavior and ethics in the assessment process will be stressed. Required 15 hour pre-practicum.

    Prerequisite(s): Matriculation in the MS (5-8) Initial Licensure Program or hold a teaching license
  
  • EDUC 8040 - Family, School, and Community Collaboration


    3 cr.
    This course examines the importance of strong partnerships between families and schools in the support of student learning. Candidates learn effective communication strategies to work with families and other professionals from all backgrounds. Required 10 hour pre-practicum. 

    Prerequisite(s): Matriculation in the MS (5-8) Initial Licensure Program or hold a teaching license
  
  • EDUC 8043 - Formative and Summative Assessment Strategies


    3 cr.
    This course will address the important role of classroom-based, formative and summative assessment to maximize student progress.  Students will build upon previous coursework to align instruction with state and national standards and develop appropriate assessments. They will learn how to use a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction. Students will analyze data from assessments, draw conclusions, and share them appropriately with parents and other professionals as appropriate.  Professional behavior and ethics in the assessment process will be stressed. This course involves embedded experiential (field-based) learning components.

  
  • EDUC 8046 - Strategies for All Learners


    3 cr.
    This course will enable educators to create optimal learning environments for diverse student populations in grades K-12.  Candidates will investigate and design effective instructional strategies designed to maximize student learning, achievement, and engagement. In addition, candidates will learn how to analyze student performance and behavioral evidence in order to determine if strategies are helping learners achieve academic success. The course will also examine current K-12 standards and address what instructional changes must be made to ensure high levels of learning for all students. Finally, candidates will learn how to facilitate strong relationships between schools and families to promote instructional strategies and support students.

  
  • EDUC 8050 - Special Methods for Instruction in the Content Area: Technology/Engineering 5-12


    4 credits
    This 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 and linguistically 
    diverse students and those with special needs. Interdisciplinary course development and implementation, student assessment including portfolio assessment and writing are studied for utilization across the curriculum.  Student cannot get credit for both ITEC 8000 and EDUC 8050
     

  
  • EDUC 8055 - Special Methods for Instruction in the Content Area: Mathematics 8-12


    4 credits


    This course focuses on current state and national standards and methods of instruction and assessment in English (here also read: Biology 8-12/General Science 5-8/ History 5-12, Mathematics 5-8/ Mathematics 8-12/ Technology & Engineering 5-12) . It combines academic study with field experience. Candidates apply learning from previous course work to plan and implement effective and rigorous standards-based units of instruction in their content area. Well-structured lessons with measurable outcomes will be created that motivate and engage students while accommodating diverse learning styles, needs, interests, and levels of readiness with an emphasis on integrating culturally or linguistically diverse students and those with disabilities.

    Students pursuing initial licensure will be required to complete two (2) DESE required gateways in this course. (Adapting Instructional Task and a Formal Observation). Candidates must pass the gateway tasks to continue on with the licensure concentration.

    Required 20 hour pre-practicum.

  
  • EDUC 8060 - Special Methods for Instruction in the Content Area: Biology 8-12


    4 credits
    This 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 and linguistically 
    diverse students and those with special needs. Interdisciplinary course development and implementation, student assessment including portfolio assessment  and writing are studied for utilization across the curriculum. 
     

    Prerequisite(s): BIOL 7012   or Initial Teacher Licensure
  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDUC 8200 - Qualitative Reading Assessment and Analysis


    3 credits
    This core course focuses on reading assessment through use of informal procedures, such as miscue analysis, metacognitive assessments, schemata assessments, informal reading inventories, and other teacher initiated and designed assessment procedures. Additionally, the course emphasizes teacher decision making and instructional planning based on qualitative analysis of children’s reading and study strategies.

    Prerequisite(s): A course in literacy education at the graduate level recommended or with permission of the instructor.
  
  • EDUC 8233 - Teaching English as a Second Language


    3 cr. Elective
    This course serves as a foundation in the methods, materials, and approaches for teaching English learners In grades PK-12. Teacher candidates will apply second language acquisition theory to planning, Implementing, and assessing Instruction. In addition, socio-cultural factors and their Influence on learning as well as the role of ESL teachers as advocates will be explored. There is a 20-hour pre-practicum associated with this course where students will put their planning, Instructional, and assessment techniques into practice. This pre-practicum experience must be at a site (or sites) where the candidate can interact and teach a variety of students at different English language development (ELD) levels (1-5).  

  
  • EDUC 8234 - Literacy Methods for English Learners


    3 cr. Elective
    This course serves as a foundation In the methods, materials and approaches for teaching literacy to English learners in grades PK-12. Teacher candidates will apply second language acquisition theory to planning, implementing, and assessing instruction. In addition, sociocultural factors and their influence on learning as well as the role of ESL teachers as advocates will be explored. There is a 20-hour pre-practicum associated with this course where teacher candidates will put their planning, instructional and assessment techniques into practice. This pre-practicum experience must be at a site (or sites) where the candidate can Interact and teach a variety of students at different English language development (ELD) levels (1-5)

  
  • EDUC 8250 - Family Involvement in Early Childhood Education


    3 cr.
    This specialized course explores the importance of family interaction with the early childhood educator. Candidates receive a general overview of parent-child interactions, parent involvement, parent education, and parent participation in early childhood education. Students are exposed to the various theoretical and practical approaches to family involvement practices in the early childhood education setting. Awareness, understanding, and appreciation of various family needs, circumstances and cultural experiences are promoted. Family professional partnership models, which effectively serve families with a variety of needs and experiences, are explored. Candidates seeking initial licensure complete a field experience. Credit cannot be given for both EDUC 8250 and EDUC 8270 . This course is part of the initial licensure track, early childhood.

  
  • EDUC 8270 - Collaborating with and Involving Parents in Early Childhood Settings


    3 cr.
    This advanced specialized course examines the importance of family interaction with the Early Childhood Educator and the imperatives that require family involvement at this level. Candidates examine the various theoretical and research basis for involving families, along with effective family-professional partnership models. They use this knowledge to design and implement strategies for involving families in their settings. Awareness, understanding and appreciation of various family needs, circumstances, and cultural experiences are promoted. Credit cannot be given for both EDUC 8270 and EDUC 8250 . This course is part of the professional licensure track, early childhood.

  
  • EDUC 8300 - Research in Education


    3 cr.
    In this core course students engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. The goals and methods of educational research, the reading and analysis of primary sources, development of an educational research proposal using research and the teacher as researcher, are explored. In addition, course material includes currently used research strategies, such as ethnographic studies, action research and the case study approach. Emerging educational practices that are research-based are highlighted. Appropriate inferential and descriptive statistical methodologies are also studied. Candidates are strongly encouraged to develop an action research proposal during this course. This course is part of the initial licensure track, all majors.

  
  • EDUC 8310 - Advanced Research in Education


    3 cr.
    This advanced core course is for candidates in the professional licensure track. In this course, candidates engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. Methods of educational research, developing an education action research proposal, using research to inform practice and the teacher as researcher are examined. Credit cannot be given for EDUC 8310 and EDUC 8300 . This course is part of the professional licensure track, all majors.

  
  • EDUC 8360 - Advanced Social Studies in Education


    3 cr.
    This course assesses traditional as well as new technologies and their potential applications within the field of social studies education from a historical, theoretical and practical perspective. Students examine how to integrate instructional experiences that equalize educational opportunities for a diverse and inclusive student population and explore opportunities for enhancing multicultural pluralism. The course investigates social studies content, strategies and techniques deemed essential to fulfill varied curriculum requirements by exploring the integrative and interdisciplinary nature of the content. Action-oriented processes are used to focus on the pertinent questions and issues at local, state and national levels as well as those of global importance. Also, inquiry-oriented processes are used to require students to ask questions and further develop and expand academic, social and thinking skills. Candidates are encouraged to challenge convention, raise questions about social assumptions and identify critical issues in social studies education. Candidates seeking initial licensure complete a field experience. This course is part of the initial licensure track, elementary and middle school.

  
  • EDUC 8400 - Literacy in Elementary Education


    3 cr.
    This specialized course in literacy education examines literature and research related to literacy development. Specific attention is focused on language development, reading/writing process and on literature-based instruction. Classroom strategies and curriculum adaptations that enhance the learning and motivation of diverse learners, including those which integrate the fine arts, are presented, implemented and appraised. Credit cannot be given for EDUC 7015 , EDUC 7222 , 8400 or EDUC 8450 . This course is part of the professional licensure track, elementary.

  
  • EDUC 8450 - Literacy in Early Childhood Education


    3 cr.
    Advanced strategies for literacy development of young children are presented in this specialized course. Specific focus is placed on emerging literacy and reading process and adaptations, including adaptations which integrate the fine arts to address the needs of all learners. Students examine the interdependence of reading and writing on oral receptive and expressive language. A review of the literature that emphasizes theoretical and empirical research related to literacy development and its implications for teaching young children is investigated. Credit cannot be given for EDUC 7015 , EDUC 7222 , EDUC 8400  or 8450. This course is part of the professional licensure track, early childhood.

  
  • EDUC 8480 - Advanced Emergent Literacy: New Perspectives, Pre-K – 2


    3 cr.
    Emphasis in this course is placed on reading and understanding the implications of recent research in emergent literacy. In addition, students observe and respond to early reading and writing behaviors. Candidates learn to support early writing, develop directional principles and understand concepts about print and early reading strategies from Reading Recovery by identifying and selecting natural language texts that promote a self-improving reading system and using picture book literature in gaining literacy. Participants learn to make instructional decisions based on current knowledge of emergent literacy and their own close observations.

    Prerequisite(s): EDUC 7101 , EDUC 8400 , or EDUC 8450 
  
  • EDUC 8500 - Developmental Assessment in Early Childhood Education


    3 cr.
    This is an advanced course in the design, development and implementation of developmental assessment tools in early childhood education. Candidates explore the meaning of developmental assessment, aspects of assessment reliability and validity, test construction and administration, limitations of assessment, observation as a tool for assessment, and other related topics. Students evaluate and demonstrate the uses of various assessment instruments. This course is part of the professional licensure track, early childhood.

  
  • EDUC 8600 - Advanced Seminar in Child-Centered Issues


    3 cr.
    This specialized course in the elementary education program provides candidates with the opportunity to explore, discuss and reflect upon a variety of child-centered issues. Background information for discussions includes research results concerning environments which support and enhance optimum development. Some of the topics covered in the class are multi-cultural/multi-ethnic education, family-teacher partnerships, self-esteem research, inclusion, cognitive styles and creativity, the educator’s role with abused children and educating from student strengths and interests. This course is part of the professional licensure track, elementary.

  
  • EDUC 8625 - Assessment for Reading Instruction


    3 cr.
    The focus of this course is the assessment of what students identified with reading and/or writing difficulties understand about the reading and writing process.

  
  • EDUC 8650 - Advanced Strategies and Approaches for Teaching Critical Thinking in the Content Areas


    3 cr.
    This specialized seminar integrates all content area subjects in an elementary school curriculum. In particular, it introduces students to the nature and scope of mathematics, science, social studies and fine arts in the elementary school. Students investigate a variety of content models and curriculum programs while they explore theoretical foundations, practical applications and current issues in the content areas. Strategies and modern techniques for effectively working with diverse populations of students, including computer application in the various content areas, are researched and emphasized. Students demonstrate competencies by developing and demonstrating techniques and activities which illustrate how concepts and practices are learned in each module and how they relate to student needs. This course is part of the professional licensure track, elementary.

  
  • EDUC 9005 - Dynamic Perspectives in Education


    3 cr.
    Course brings together candidates from across programs to analyze key issues facing educators today. Focal points will include curricular and instructional decisions, legislative mandates, diversity and special education. Personal biases will be examined.

  
  • EDUC 9020 - Practicum Seminar Grades 5-12


    2 credits


    This course is to be taken in conjunction with the practicum (student teaching) in Education 5-12. The purpose of the course is twofold:

    1) to support teacher candidate completion of the Candidate Assessment of Performance (CAP); 2) to collaborate with peers through reflection on candidate areas of reinforcement and refinement, discussions on issues that arise during practicum, and brainstorm ways to be more effective educators.  Taken in conjunction with EDUC 9060   Practicum in Education 5-12 OR EDUC 9850   Practicum in Education 5-8.

    Prerequisite(s): EDUC 9850   or EDUC 9060   can be taken in conjunction with EDUC 9020 to fulfill the prerequisite Corequisite(s):   

  
  • EDUC 9060 - Practicum in Education 5-12


    3 cr.
    This course is the student teaching experience for candidates who do not have a prior certificate or license. Through a field-based experience, students are provided an opportunity to develop skills and demonstrate competency in the area of licensure they are seeking. This course is one of the requirements for initial licensure. This course is taken in conjunction with EDUC 9020 .

    Prerequisite(s):  Successful Passing of Stage 2 Review
  
  • EDUC 9070 - MEd Practicum 8-12


    3 cr.
    This course is the student teaching experience for candidates who do not have a prior certificate or license. Through a field-based experience students are provided an opportunity to develop skills and demonstrate competency in the area of licensure they are seeking. This course is one of the requirements for initial licensure. This course is taken in conjunction with EDUC 9020.
    Prerequisite(s): Successful Passing of Stage 2 Review.

     

  
  • EDUC 9100 - Reflective Seminar and Action Research


    3 cr.
    This course is the culminating work for candidates in the M.Ed. in early childhood education, elementary education and middle school education programs who are in the initial licensure track. It provides the candidate with the opportunity to implement educational concepts and practices gained through earlier courses and the course(s) being taken simultaneously though an action-research project. Each candidate, in consultation with the advisor, will be assigned a university supervisor/mentor for the project. Credit cannot be given for both EDUC 9100 and EDUC 9150 . This course is part of the initial licensure track, all majors.

    Prerequisite(s): EDUC 8300 
  
  • EDUC 9150 - Advanced Seminar in Reflective Practice and Action Research


    3 cr.
    This course is the culminating work for candidates in the M.Ed. in early childhood education, elementary education and middle school education programs who are seeking or already possess a professional license. It provides the candidate with the opportunity to implement, at an advanced level, educational concepts and practices gained through earlier courses and the course(s) being taken simultaneously through an action research project. Each candidate, in consultation with the advisor, will be assigned a university supervisor/mentor for the action research. Credit cannot be given for EDUC 9150 and EDUC 9100 . This course is part of the professional licensure track, all majors.

    Prerequisite(s): EDUC 8310 ,
  
  • EDUC 9250 - Educational Strategies


    6 cr.
    Given the context of the adult learner and the process of implementing educational change studied in the previous courses in the CAGS sequence, the focus of this course is on effective and promising strategies which improve teaching and, thereby, learning for all children. Students become proficient at critiquing the design, analysis and results of research to determine which strategies hold promise for improving teaching. Students also study current effective strategies in the field, such as cooperative learning, social interaction, peer mediation, teaching/learning styles, cross cultural competency, apprenticeship models, reciprocal teaching and project approach, as well as implementation of these strategies in their schools.

  
  • EDUC 9300 - Educational Research


    3 cr.
    This course focuses on past and current qualitative and quantitative research practices in education. Theories, research and implications for instructional practice are emphasized. Candidates learn how to be educated consumers of research, how to use of data tools such as Excel, and they examine the development of classroom school-based action research, and various methodologies associated with educational research. Candidates also develop an understanding of longitudinal studies, sampling procedures, and research bias evaluating competing approaches.

  
  • EDUC 9350 - Internship and Reflective Analysis Seminar


    6 cr.
    This internship is designed to advance the development of self-directing educators who initiate, facilitate, participate in and evaluate all aspects of educational practice. A year-long experience, the internship offers an opportunity to practice communication skills and apply collaborative skills with one or more colleagues in the field. Through cooperative participation of school personnel, students are given the realm in which to plan, organize and evaluate ways of improving instruction and to implement educational change through such peer leadership structures and practices as mentoring, collaborative supervision, peer coaching and team teaching. All work is carried out under the supervision of faculty. Ongoing internship projects are analyzed during biweekly seminars.

  
  • EDUC 9400 - Practicum in Early Childhood


    3 cr.


    Teacher candidates will complete a semester long practicum or student teaching experience in two early childhood classrooms. Candidates will spend at least 100 hours in a Prek/K classroom, and at least 200 hours in a First or Second Grade classroom, under the guidance of a university supervisor and under the direction of a supervising practitioner who has an early childhood education license. The candidates will complete the Massachusetts Department of Elementary and Secondary Education (ESE) Candidate Assessment of Performance (CAP) process to demonstrate competency required for licensure.

    Although candidates need to be placed in two different classrooms settings, the goal is to have teacher candidates complete both placements and one Candidate Assessment of Performance (CAP), to be in one school.
     
    This course is taken in conjunction with SPED 9004 and is required for all early childhood education initial licensure candidates.

    Corequisite(s): EDUC 9004  

  
  • EDUC 9450 - Practicum II/Early Childhood Education


    3 cr.
    In this practicum experience, students are assigned to cooperating schools for a period of student teaching.

  
  • EDUC 9510 - Capstone: Implementation of Best Practices


    3 cr
    This is the culminating experience for candidates in most M.Ed. teaching programs (initial, professional licensure and non-licensure) in the Education Department.  Candidates review literature on best practices and implement a project that assesses impact of an intervention on student learning.

    Prerequisite(s): A course in Educational Research: EDUC 8300 , EDUC 8310 , EDUC 9300 , or CRAR 9060  
  
  • EDUC 9600 - Practicum in Elementary Education


    3 cr.


    Teacher candidates will complete a semester long practicum or student teaching experience in an elementary (Grade   1-6) classroom, under the guidance of a university supervisor and under the direction of a supervising practitioner who has an elementary education license. The candidates will complete the Massachusetts Department of Elementary and Secondary Education (ESE) Candidate Assessment of Performance (CAP) process to demonstrate competency required for licensure.

    This course is taken in conjunction with SPED 9004 and is required for all elementary education initial licensure candidates.

    Corequisite(s): EDUC 9004  

  
  • EDUC 9650 - Practicum II/Elementary Education


    3 cr.
    In this practicum experience, students are assigned to cooperating schools for a period of student teaching.

  
  • EDUC 9700 - Practicum I/Middle School Education


    3 cr.
    In this practicum experience, students are assigned to cooperating schools for a period of student teaching.

  
  • EDUC 9750 - Practicum II/Middle School Education


    3 cr.
    In this practicum experience, students are assigned to cooperating schools for a period of student teaching.

  
  • EDUC 9850 - Practicum in Education 5-8


    3 cr.
    This course is the student teaching experience for candidates who do not have a prior certificate or license. Through a field-based experience, students are provided an opportunity to develop skills and demonstrate competency in the area of licensure they are seeking. This course is one of the requirements for initial licensure.  This course is taken in conjunction with EDUC 9020 Practicum Seminar. 

    Successful Passing of Stage 2 Review is required.

Earth Science

  
  • ESCI 7007 - Ecology


    3 cr.
    The dynamic relationship between organisms and their environment is investigated in this survey of major ecological concepts and methodology. Field and laboratory work emphasize problem identification, formulation of hypothesis, data collection, and analysis and interpretation of results in terms of biological implications.

  
  • ESCI 7012 - The Modern Secondary School


    3 cr.
    This course is required of all MAT candidates who do not have initial licensure to teach. Covers a broad range of issues faced by teachers in today’s secondary schools. Students become familiar with the complexities and demands of secondary school teaching. The course includes 25 hours of prepracticum experience.

  
  • ESCI 7100 - New England’s Glacial Landscape


    3 cr.
    New England’s topographic features were shaped during the last ice age which ended approximately 11,000 years ago. Students learn how glacial geologists study ice age clues to determine how local landforms were developed. Field trips are required with emphasis on site identification of glacial features.

  
  • ESCI 7200 - Observational Astronomy


    3 cr.
    This celestial survey course is aimed at providing both basic instruction and experience in viewing and recording the evening sky. Participants learn to set up, align and use all types of basic telescopes; view constellations, planets, moons, star clusters, nebulae, galaxies, double stars and variable stars of the fall and early winter sky and learn basic techniques for recording observations through the medium of sketching, photography and CCD cameras. A substantial part of this course consists of field work located at instructor’s observatory in a rural section of Fitchburg approximately 10 minutes from the university. The remaining work consists of labs and analyses of data collected by participants. A project is required of all students. Meetings after the first session are held off-campus and some variable scheduling is done to take advantage of sky conditions or cancellations due to cloud cover.

  
  • ESCI 7300 - Meteorology


    3 cr.
    This is an introductory course in atmospheric meteorology, oceanography and the space environment. Main topics of consideration are climatology and large-scale transient weather phenomena that affect the earth. Course curriculum includes background concepts in meteorology and a student project on a topic of current interest.

  
  • ESCI 7400 - Oceanography


    3 cr.
    This course examines the physical and chemical properties of sea water and their roles in the energy/nutrient cycles of marine ecosystems, the role of nutrient cycles and upwelling in fisheries locations, the fluid dynamics of oceanic circulations in both the surface and deep water regions, and the geology of the seabed, including plate tectonics (continental drift), marine sedimentation processes and coral reef formation and bleaching. Finally, a thorough study of the coastal geomorphic/oceanic processes that shape the coastlines of the world via wave dynamics, coastal erosion and erosion control techniques is explored.

  
  • ESCI 8000 - Advanced Methods of Teaching at the Secondary Level


    3 cr.
    The course combines academic study with clinical practice and supervision. Theories and topics studied and demonstrated include learning styles, critical thinking, computer applications and inclusive learning environments. Emphasis is placed on integrating culturally or linguistically diverse students and those with special needs. Interdisciplinary course development and implementation, student assessment, including portfolio assessment and writing, are studied for utilization across the curriculum.

    Prerequisite(s): ESCI 7012  or Initial Teacher Licensure.
  
  • ESCI 8100 - Environmental Geology


    3 cr.
    This course is designed for teachers who need a science-based approach to understanding and solving environmental problems. Case studies that explore environmental problems are examined. Issues range from impact of earthquakes, volcanic eruptions and flooding on local communities, to climatic changes on a global scale and the effects of the current world population on the carrying capacity of Earth.

  
  • ESCI 8250 - Curriculum and Technology


    3 cr.
    This course looks at the integration of educational technology in the classroom and its relationship to learning theories and curriculum, specifically, the Massachusetts Curriculum Frameworks. The course also explores the use of the Internet as a classroom resource to strengthen curriculum. Various Internet related topics are covered, such as acceptable use policies and copyright issues.

  
  • ESCI 8260 - Curriculum Design and Development


    3 cr.
    This course is designed to provide students with knowledge and skills of the curriculum development-revision process. The course examines societal demands on the curriculum and the role of the American school in a democratic and multicultural society as students assess, revise and implement instructional programs and the curriculum in a systematic and logical way. Active participation in school-based curriculum teams, IEP teams, site-based management teams and community groups teach effective delivery of services to all students and school improvement/reform efforts. In collaborative groups students review, revise and expand the curriculum and assessment procedures in order to integrate current research findings and education reform initiatives.

  
  • ESCI 8500 - Research in Education


    3 cr.
    Research is carried out in a specific field of education that involves an in-depth exploration of a well-defined problem. The student must develop a hypothesis for the possible solution to the problem, develop the experimental technique to test the hypothesis and develop a logical conclusion based upon the data collected. The final product is a written documentation of the research and results. Each study is done under the supervision of graduate faculty.

  
  • ESCI 9100 - Independent Study


    3 cr.
    The content of these courses is designed by a student with the guidance of a faculty member to provide in-depth exposure to a topic for which no regular course is available.

 

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