Courses Offered in Education

The first in a series of performance-based program assessments, this course represents a required assessment for all Education initial licensure candidates. Students will describe the teaching moves and learning observed in an assigned video; drawing knowledge from coursework experienced prior to this assessment. The assessment allows students to demonstrate their ability to engage with course content and to apply that knowledge. Approximately 3 hours. Assessment results are factored into the gateway review process for program progression.
Prerequisites: Education Core courses appropriate to license. This course is a prerequisite fo registering for any Methods coursework.

0.00 credits

The fourth in a series of performance-based program assessments, this course represents a required assessment for all Education initial licensure candidates. Students will review a family-based case study; then analyze the interaction and create a follow up plan. The assessment allows students to demonstrate their ability to engage with course content and to apply that knowledge. Approximately 10 hours. Assessment results are factored into the gateway review process for program progression.
Prerequisite: Completion of EDA902 and EDA903 and concurrent enrollment in both Methods11 or equivalent and EDA905

0.00 credits

As the fifth in a series of performance-based program assessments, this course represents a required assessment for all Education initial licensure candidates. Students will present a description of their own teaching to a faculty panel. Candidates focus on thorough and careful analysis of practice with accompanying artifacts. Approximately 10 hours. Assessment results are factored into the gateway review process for program progression.
Prerequisite: Completion of EDA902 and EDA903 and concurrent enrollment in both Methods 11 or equivalent and EDA904.

0.00 credits

This course introduces the fundamentals of supporting students’ social emotional learning (SEL) in PreK-12 educational settings. The field of SEL has grown rapidly, and educators today are expected to understand, support, and navigate students’ academic and SEL needs, including trauma-informed practices. This is a course that aims to help students understand what SEL is, why it is important in education today, and how to begin to teach these non-negotiable skills in PreK-12 and community-based educational systems. Specifically, this course supports current and future educators in understanding: the wide range of students’ SEL needs; how to build self-awareness as an educator to understand the impact of educators’ own SEL needs on students; and how to intentionally design instructional and social environments where students and adult educators can do their best learning together. Elective. Three lecture hours per week.

3.00 credits

This course will prepare students with knowledge and skills to more effectively implement sheltered English immersion instruction to Multilingual Learners of English (MLEs). Students will develop strategies and approaches that help MLEs at varying stages of proficiency to acquire English language skills while meeting content-area standards. This course is designed to meet the requirements of the Sheltered English Immersion endorsement course as described by the MA Department of Elementary and Secondary Education. Topics include second language acquisition, linguistic awareness, sheltered English instruction, the WIDA English Language Standards and Assessment, differentiated instruction, socio-cultural factors affecting language acquisition, and family and community engagement. A 10-hour preK-12 site experience focused on Multilingual Learners of English is required per semester. Three lecture hours per week.

Prerequisite: One of the following English courses: ENG/ENL 102, ENG/ENL 102 ESL, ENG/ENL 103, ENG/ENL 106H, or ENL 110/H; and one of the following (or equivalent): EEC 205, EDC 401, or EDC 404; or permission of the department chairperson.

3.00 credits

This course provides students with the historic and sociological perspective required to work effectively in culturally, linguistically, and racially diverse communities. Specifically, this course addresses the historical, sociopolitical, and structural forces that shape urban schools, as well as the teachers, students, and families connected to them. Topics include the sociopolitical context of schooling in the United States, the intersection of racism and schooling as it pertains to urban education (including intergenerational poverty, toxic stress, environmental justice, and segregation via redlining), efforts to develop and deploy liberatory and humanizing pedagogy in urban schools, and the competencies required by educators in urban environments to teach with a sense of urgency, critical consciousness, and humility. Special attention will be given to the close and collaborative analysis of case studies in which educators wrestle with the contemporary challenges and promising strategies affecting students, teachers, and families in urban communities. Course readings and activities will center the scholarship, practice, and activism of People of Color. Three lecture hours per week.

3.00 credits

This course fulfills these general education curriculum requirements: Diversity, Power Dyn, Soc Just

A field experience in community organizations and nonformal educational programs, including social service agencies, after-school programs, community centers, cultural and environmental education sites. Students will learn and practice curriculum design, program development, and instructional delivery skills appropriate for community audiences, supervised by college faculty and agency staff. Ten hours per week with weekly two-hour seminar. Elective for Education majors or minors.
Prerequisite: EDU208A or EDU254A or permission of Department Chairperson.

3.00 credits

Directed study initiated by the student and guided by a qualified faculty member in a specific content area. Course may be repeated for an additional three credits. Elective.
Prerequisites: Adequate background for undertaking the study, willingness and expertise of faculty member, and approval of Department Chairperson.

3.00 credits

The major purpose of the Honors Research Seminar in Education is to enable Dean's List students majoring in Education to systematically pursue the research of salient problems in education which are both relevant to education today and of prime concern to them as individuals. Course may be repeated for an additional three credits. Elective for Education majors.
Prerequisites: Junior or Senior standing with minimum cumulative grade point average of 3.0.

3.00 credits

This course will examine key issues related to multiculturalism, diversity and social justice within higher education. Theories related to racial identity development, multicultural competence, gender and class, and retention of college students will be explored. Students will assess their own skills and competencies related to multiculturalism and social justice.

3.00 credits

Traces the theoretical and social roots of past and present models of early childhood education (e.g. Froebel, Freud, Montessori, Reggio Emilia, Waldorf, Vygotsky, and the Child Study Movement). The social and political impetus for the development of kindergarten, nursery schools, Head Start, day care and other initiatives will be discussed.

3.00 credits

This course is designed to provide an overview of student development programs in higher education within the United States. The course is intended to provide a broad description of student affairs organizational structure, historical foundations, possible career choices, and the skills and competencies needed to be effective in the field.

3.00 credits

This course explores infant and toddler development from conception to 36 months. This course explores the commonality, individuality, and context of infant and toddler development across all developmental domains (communication, motor, cognition, social emotional, and adaptive/self-help) and the impact of child/caregiver relationships and interactions on that development. Students will also examine major developmental theories to understand that infant and toddler development is interpreted through multiple perspectives, including cognitive, socioemotional, ecological, attachment, neurodevelopmental, and cultural-contextual frameworks. Students in this course will practice using a culturally sustaining lens when observing, assessing, and discussing the development of children with diverse cultural and linguistic backgrounds. This course overviews and examines programs that serve infants and toddlers (including Early Head Start, childcare, early intervention, and other home visiting programs).

3.00 credits

The study of higher education requires a historical context. Higher education in the United States has been characterized as a struggle for mission, purpose and identity. This course will proceed both chronologically and topically in examining key historical issues that led to our unique American system of Higher Education.

3.00 credits

This course focuses on children’s literacy development and the processes involved in becoming skilled readers and writers. Topics include the interrelationship of oral language, vocabulary and foundational skills development, as well as evidence-based practices to support word analysis, spelling, vocabulary, comprehension, fluency, and writing. Students will apply their developing knowledge to case studies of culturally, linguistically and academically diverse learners to practice diagnostic thinking, consider implications for instruction, and foster curiosity about how children become skilled and motivated readers and writers. Ongoing debates in the field of literacy, including the benefits and drawbacks of programs/approaches used to teach literacy in schools will be explored so candidates can become critical consumers and advocates of literacy information within their respective communities. Three lecture hours per week.

3.00 credits

This course focuses on major contributions to our understanding of literacy development and literacy processes, including brain research, within historical/social contexts. Child and adolescent development are emphasized as contexts for literacy development and age-appropriate instruction.

3.00 credits

This course explores evidence-based theories, assessments, and instructional practices in the literacy development of students with diverse social, cultural, linguistic, and literacy learning needs, including those with reading difficulties and disabilities. Candidates will develop expertise in  administering, interpreting, and applying literacy diagnostic assessments and universal screeners to identify individuals with literacy-related difficulties (e.g., dyslexia, dysgraphia, ASD, communication disorders) and examine their impact on literacy development by completing a diagnostic literacy case study with a PreK-6th grade student. Course content focuses on  advancing participants’ ability to analyze assessment data to identify students’ strengths and challenges from early to advanced stages of language and literacy acquisition. Using evidence-based instructional strategies, candidates will learn to design and implement multi-tiered systems of support (MTSS), apply progress monitoring practices, and collaborate with academic teams, families, and related service providers to support student success. Culturally and linguistically responsive practices and Universal Design for Learning (UDL) will be emphasized to ensure equitable and effective instruction. Field-based assignments required. Current state and federal laws pertaining to the education of individuals with exceptional learning needs will be emphasized throughout. Three hours per week.
Prerequisite: EDU725

3.00 credits

This course explores the college admissions process, with emphasis on current issues confronting school counselors, application and admissions criteria for various types of colleges, and college counseling for special student populations. Students will gain an understanding of the resources available to counselors in the college admissions process including printed material, software, web sites and professional organizations.

3.00 credits

Students will study theories and methods of career counseling to help individuals understand, analyze and select their career goals. Experiential activities related to career development from early childhood through adulthood will be explored in depth. 25 pre-practicum hours will be required.

3.00 credits

The nature of the learner, characteristics of learned behavior, reinforcement, retention of learning, transfer of training, concept learning, motivation, emotion are the basic areas dealt with in this course.

3.00 credits

Students will explore theories of development in the field of educational psychology, including developmental theories, social-emotional theories, the development of positive teacher-student relationship theories, the creation of collaborative learning environments theories and a general introduction to human development across early childhood through adolescence. This knowledge will equip students to critically think about how to support learners with diverse learning needs, maintain high expectations, and cultivate safe spaces that encourage both academic and social risk-taking. Anchored in both the Backwards Design model for lesson planning and relevant learning theories, the course will guide students toward a thorough understanding of how to align content standards with well-structured lessons, while considering the theories of development in their professional decision making. Emphasis on critically assessing digital resources, such as artificial intelligence, helps students navigate teaching in the 21st century.

3.00 credits

This research course is designed to enhance teachers' knowledge and ability to understand and undertake research in the classroom. Students will survey and practice quantitative and qualitative educational research techniques and critically examine the research literature appropriate to their teaching levels and curriculum area of interest. Students will develop and implement a research project focusing on one or more curriculum areas guided by faculty members with expertise in the research area.

3.00 credits

In this third literacy course, teacher candidates will apply knowledge of evidence-based, high-quality literacy instruction essential for academic success. They will implement engaging reading and writing experiences to support Massachusetts state standards in grades PreK-6 that effectively motivate and support the literacy and language development of all learners, taking into account cultural, linguistic, and academic needs and interests. Candidates will analyze and select high quality, highly engaging, and culturally sustaining print/digital curricular materials and texts, provide opportunities for students to identify as successful readers and writers, make data-based decisions for grouping students and designing small group instruction, and plan/teach explicit, systematic, and cumulative lessons to support the development of foundational skills, writing, reading comprehension and vocabulary/oral language. The course will emphasize developmentally responsive literacy practices specifically tailored for learners in PreK-2 (early childhood) and PreK-8 (special education).  Classroom-based assignments in PreK-2 are required for early childhood candidates. Classroom-based assignments in PreK-8 are required for special education candidates.

Prerequisites: EDS 824 or EDU 729

3.00 credits

This course examines how skilled literacy develops including the cognitive, sociocultural, linguistic, and motivational influences on early literacy acquisition. Topics include the interrelationships of oral language and foundational skills; systematic phonics instruction; the importance of early writing; language-rich environments; and the role of vocabulary in decoding and comprehension. A focus of this course includes evaluating, selecting, and adapting lessons, instructional strategies, and materials (e.g., curricula, texts, and technology) to ensure foundational literacy instruction is engaging, culturally- and linguistically responsive, and evidence-based. Using research to inform instructional decisions and close the research-to-practice gap will also be addressed. Field-based assignments are required.

3.00 credits

literacy development in schools. A particular focus will be on the development processes for acquiring conventional literacy skills (i.e., reading, writing, speaking, and listening) and academic language across the curriculum. Emphasis is also placed on the role of culture, family, and society in language and literacy acquisition and equitable access to instruction. The concepts addressed include the theories and research on the interrelationships between oral language, literacy acquisition, and heritage language(s); the components and structure of language and comprehension (e.g., phonology, morphology, syntax, pragmatics, vocabulary, higher-level language skills, and background knowledge); culturally- and linguistically-appropriate literacy assessment; and evidence-based biliteracy instruction. A total of 25 pre-practicum hours are required for participants seeking a Massachusetts Specialist Teacher of Reading license.

3.00 credits

The purpose of this course is to consider topics, problem areas, or issue oriented areas in the teaching of literacy and to explore one in depth. Each year a designated problem will be investigated in lecture and workshop sessions. The major purpose of this course is to develop a full understanding of the topic as supported by current theory and practice.

3.00 credits

This course builds knowledge of children's literature representing our diverse society, as well as ways to use literature PreK-8. Criteria for book selection and teaching procedures are examined. Emphasis is on the use of books written for children and adolescents to support literacy and language development, learning across the curriculum, social justice, global awareness, and critical thinking. 

3.00 credits

This course will introduce candidates to federal and state law pertinent to effective school leadership. Course content will also explore local mandates, policies, and the role of school leaders in carrying out those laws and policies or advocating for change when appropriate. Particular attention will be paid to legal issues surrounding special education, personnel management, equal access, and free speech. 1.5 lecture hours per week.

1.50 credits

Student development focuses on the development that college students experience during their collegiate years. This course will examine the major theories related to college students, including psychosocial theories and cognitive-structural theories and their application to practice. Theories that examine majority and minority students will be provided.

3.00 credits

This course will examine a broad array of contemporary issues that student affairs practitioners will face. The overriding themes of retention and diversity will be woven into the course content. It will explore both institutional programs/services issues and student characteristic issues that impact the work of student affairs professionals.

3.00 credits

This course deals with the development of various theoretical models related to supervision of personnel and instruction, specific techniques and strategies related to supervision and evaluation, and the development and utilization of various evaluation instruments. (Nursery School through Secondary School) This course includes a pre-practicum, field-based experience.

3.00 credits

This course strengthens candidates’ understanding of the relationships between classroom environment, behavior, curriculum, and learning. Candidates will gain an understanding of disciplinary and management models and practice applying these in classrooms. Focus will be on pro-active, interactive, and reflective decision making to shape classroom management at the individual student and whole-class level. Field experience required.

3.00 credits

This course will focus on the application of helping skills to the work of Student Affairs professionals. Students will learn to apply microcounseling skills in the areas of counseling, leadership development and education, administration, and academic affairs. Students will develop multicultural competence in cross-cultural interactions, and become familiar with ethical implications related to their roles as advisor,counselor, mentor, educator, and administrator.

3.00 credits

This course will examine the uniqueness and the complexities of higher education institutions within the United States. It will examine the roles of key leaders, the concept of shared governance, the differences of mission based on institutional type, and the impact of external forces on the academy.

3.00 credits

What does it mean to read and write like a scientist, historian, or mathematician? In this course, participants learn evidence-based practices for teaching literacy across the content areas (i.e., processes common across disciplines) and discipline-specific literacy strategies (i.e., unique to each discipline). Specifically, students will learn strategies related to connecting content-specific standards to students' interests, backgrounds, languages, and experiences to support engagement and interest; assessing content-area literacy knowledge in culturally and linguistically appropriate ways; selecting print and digital texts and matching them to individual students’ instructional goals; teaching content-specific writing processes; and supporting multilingual learners. Evidence-based practices to effectively connect literacy strategies to discipline-specific frameworks and practices, including academic and domain-specific vocabulary, will be emphasized. Field-based assignments are required.

3.00 credits

This workshop provides an opportunity for students to participate in a team experience in planning, organizing, and implementing individualized, inquiry-based teaching-learning activities in programs for ages 3 to 8 years. Requires 25-hour field-based pre-practicum experience.
Prerequisites: EDU829 and either EDU720 or EDU725

3.00 credits

Students will learn various models, in particular a developmental model, of organizing and administrating effective guidance and counseling services in the elementary, middle, and senior high schools. 25 pre-practicum hours will be required. (Not open to students who have received credit for EDU832.)

3.00 credits

This is a supervised practicum experience in the diagnosis of students' literacy difficulties and teaching to meet the students' specific needs. Experience in the practicum will include: Administration of diagnostic measures, design of intervention strategies to meet needs in one-on-one and small group settings,
coaching activities, and preparation of reports of progress for various audiences. There are required individual conferences with the cooperating practitioner and university supervisor. This experience meets part of the practicum requirement in reading.
Prerequisites: EDU741C, EDU745A, EDU814, EDU817C. To betaken concurrently with EDU840S. Restricted admission.

3.00 credits

This course builds upon the knowledge-base and experiences gained in prior reading specialist graduate coursework addressing helping all children master grade-level literacy expectations. The course addresses clinical and classroom aspects of literacy assessment and instruction as well as literacy leadership. Emphasis will be placed on meeting the needs of diverse learners through individual tutoring and small-group instruction. Opportunities to improve literacy coaching and intervention skills are provided through collaborative coaching conversations, the use of structured protocols, and instructor feedback. Aligned with the Reading Specialist Subject Matter (SMK) guidelines.
Prerequisites: EDU741C, EDU745A, EDU814, EDU817C. To be taken concurrently with EDU840P. Restricted admission.

3.00 credits

This course explores various consultation theories and methodologies for providing school based mental health professionals the tools for engaging in challenging and constructive conversations with parents, colleagues, administrators, and teachers. This course will include a review of consultation models, theories, and evidence based intervention. Included in this course are real world case studies in which students will have the ability to conceptualize the collaboration needed to implement appropriate school based intervention. Three lecture hours per week.

3.00 credits

Assessment can provide credible evidence of the need, value, and effectiveness of projected and established programs. The purpose of this course is to examine the critics need for good assessment practice in Student Affairs and to teach how to use relevant research and best practices as the student develops the skills necessary to conduct effective assessment programs.

3.00 credits

This course explores a range of presentational techniques and tools and examines ways in which teaching and learning and impacted by visual, aesthetic, linguistic, emotional, and auditory choices made by educators. Focus will be on computer applications and web-based multimedia technology tools for professional and instructional use and assessment. Representative projects will be completed. Appropriate criteria for the selection and evaluation of multimedia technology based materials to support instructional methods will be examined.

3.00 credits

An independent research project supervised by a member of the Education faculty. Credits will be determined according to the depth and breadth of the project. This course is repeatable up to a total of 24 credits.
Prerequisite: Permission of the department chairperson.

3.00 - 24.00 credits

This course explores issues related to ethnicity, race, class, gender, and physical difference as they affect counselors, clients, and the counseling relationship. Students are expected to engage in the learning process from personal as well as intellectual perspective. 25 pre-practicum hours will be required.

3.00 credits

"Helping professionals" - educators, social workers and nurses - will share perspectives and learn new ways of working effectively with children and their families in school settings. Drawing on the knowledge bases and resources of each field and using a family-centered approach, participants will increase their understanding of family processes, cultural contexts and strategies for promoting professional-family partnerships.
Prerequisites: Intended for working professionals and for graduate students with permission of Instructor.

3.00 credits

This is a full-semester supervised practicum experience in a pre-kindergarten through second grade classroom (PK-2). In this culminating practicum, teacher candidates provide high quality and coherent instruction, design and administer authentic and meaningful assessments, analyze student performance and growth data, use this data to improve instruction, provide their students with constructive feedback on an on-going basis, and continuously refine learning objectives. Candidates support the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural and linguistic sustaining practices. Full-day, 300 hour, field placement in a pre-kindergarten through second grade setting is required.
Prerequisites: An approved Stage III Intent to Progress application
Co-requisite: EDC 834S: Practicum Seminar in Early Childhood Education.

3.00 credits

In this course, experienced early childhood educators identify current trends and issues from multiple perspectives in early childhood education and address the challenges and controversies that emerge from them. Participants also continually challenge their pedagogical beliefs as they critically examine current and foundational research and consider alternative perspectives on critical issues in the field. The importance of advocacy and collaboration with colleagues and other professionals will be emphasized.

3.00 credits

This  capstone seminar synthesizes learning across the Reading Curriculum and Instruction program,  providing candidates with the opportunity to engage deeply in advanced literacy research, advocacy, critical analysis, and professional reflection. Candidates will examine key topics in literacy education, including tensions in the field, equity in literacy instruction, and the role of policy in shaping practice. Through scholarly discussion and course assignments, participants will evaluate research-based instructional approaches, assess the effectiveness of literacy policies and curricula, and explore strategies for literacy advocacy. Emphasizing the role of literacy leaders in shaping instructional decision-making, the course supports candidates in refining their expertise and developing a critical lens for evaluating and advocating for effective evidence-based practice. Three hours per week.
Prerequisites: Admission Curriculum and Instruction track of the Master's in Reading program and EDU727, EDU817C, EDS739, EDU999C or permission.

3.00 credits

This is a semester-long supervised practicum experience in a classroom in Grades 1-6. During this time, teacher candidates, with guidance and support from their supervising practitioner and practicum supervisor, gradually work towards full teaching responsibility in the supervising practitioner’s classroom. Successful completion of the Practicum includes meeting all expectations of the Candidate Assessment of Performance (CAP) as required by the Massachusetts Department of Elementary and Secondary Education (DESE), the Professional Standards for Teachers (PSTs), and Assessment of Professional Dispositions (APD).Full-day, full-semester school-based experience placement is required. Review, admission, and enrollment all require the submission of the "Intent to Progress to Stage 3" application.

Prerequisite: Pass or Marginal pass EDC714

1.50 - 3.00 credits

This semester-long seminar is taken concurrently with the practicum placement in an elementary school classroom. It is designed to provide both pedagogical and content-specific support to enhance the practicum experience. The seminar focuses on strategies to effectively collaborate with families and fellow educators, fostering a supportive and inclusive learning environment for all students. In alignment with the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines, as outlined in the MSOE Initial Licensure Handbook, the seminar includes structured assignments and reflections that support the practicum. Topics covered will include, but are not limited to: Culturally and Linguistically Sustaining Practices (CLSP), Universal Design for Learning (UDL) principles, Positive Behavior Supports (PBS), and Sheltered English Immersion (SEI) strategies to meet the needs of all learners, current trends in elementary education, classroom management.
Prerequisites: EDC 796

1.50 - 3.00 credits

The school counseling practicum is designed to provide students with a broad range of school counseling activities designed to meet School Guidance Counselor requirements for licensure in the Commonwealth of Massachusetts. In School Counseling Practicum I, students are required to serve 250 hours under the supervision of an appropriately licensed cooperating practitioner in a public school setting that is pre-approved by the program coordinator. Restricted Admission. Permission of the School Counseling Program Coordinator required. Co-requisite: EDU 969A.

3.00 credits

The school counseling practicum is designed to provide students with a broad range of school counseling activities designed to meet School Guidance Counselor requirements for licensure in the Commonwealth of Massachusetts. In School Counseling Practicum II, students are required to serve 250 hours under the supervision of an appropriately licensed cooperating practitioner in a public school setting that is pre-approved by the program coordinator. Restricted Admission. Permission of the School Counseling Program Coordinator required. Co-requisite: EDU 9696.

3.00 credits

In this seminar participants will explore the theory and practice of school counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school counselors-in-training. throughout his course students will integrate their formal preparation in school counseling into a multidimensional program of integral services. These include leadership, advocacy, counseling, consultation, collaboration, and assessment. Restricted admission. Permission of the School Counseling Program Coordinator required.
Co-requisite: EDU 968A.

3.00 credits

In this seminar participants will explore the theory and practice of school counseling as it relates to their experience in the field. Participants will reflect on their own progress and process and discuss outstanding issues as professional school counselors-in-training. Throughout this course students will integrate their formal preparation in school counseling into a multidimensional program of integral services, which include leadership, advocacy, counseling, consultation, collaboration, and assessment. Restricted admission. Permission of the School Counseling Program Coordinator required.
Co-requisite: EDU968B.

3.00 credits

The purpose of the practicum is to place the student in a setting where he/she can become familiar with the role, mission, operation and activities associated with an area within Student Affairs. Includes four four-hour seminars and a 135 hour supervised practice field experience.
Prerequisites: 24 credits in the program of the required core courses including EDU719, EDU723 and EDU773.

3.00 credits

The purpose of the practicum is to place the student in a setting where he/she can become familiar with the role, mission, operation and activities associated with an area within Student Affairs. Includes four four-hour seminars and a 135 hour supervised practice field experience.
Prerequisite: EDU985A.

3.00 credits

All teachers teach all students; therefore all teachers must prepare to work with students with exceptional learning needs (ELN). This course will develop candidates' understanding of the collaborative roles of professionals who
work with families to support students with ELN. The focus of the class will be on how to develop an inclusive, welcoming classroom environment where all learners thrive through the use of differentiated instruction, universal design for learning, and the appropriate application of assistive and adaptive technologies. Topics include: IEPs, 504 plans, Response-to-Intervention, and gifted education emphasizing teaching methodologies and tools appropriate to inclusive, welcoming environments: universal design for learning, differentiation, and the use of
adaptive and assistive technologies. Three lecture hours per week. Field-based assignments required.

3.00 credits

This course focuses on  teacher leadership as a mechanism to catalyze structural change in the context of current issues in the field. Using a culturally responsive lens, students in the course will learn about the various ways that teacher leadership is enacted and how it can play a key role in school change for just outcomes. Theoretical and practical explorations of teacher leadership, paired with research-based understandings of pressing structural issues in the field, will prepare students to create an actionable plan for change in their educational contexts.

3.00 credits

This course explores research-based and classroom-tested strategies to teach writing effectively, emphasizing equity, culturally and linguistically responsive practices, and Universal Design for Learning (UDL). Participants will explore core theories of writing development, make research-to-practice connections across diverse learner profiles to foster inclusive, student-centered writing instruction. Topics include the elements of composition for digital, multimodal, and print texts; understanding task, audience, and purpose for varied writing types and genres; culturally responsive models of instruction; the writing process; formative and summative assessment; and disciplinary literacy. Participants will develop their own writing skills, using the experience to enhance their instructional practices. The course emphasizes strategies to empower all learners, including multilingual students and those with disabilities, to develop voice and agency as lifelong writers. Three lecture hours per week.

3.00 credits

This course examines the academic and social-emotional impact of traumatic experience on students and provides a structured approach to individual, community-based, and school-wide interventions. Content will address ways to promote non-academic and academic competencies at the individual level for students through examining underlying change theory, processes, and tools to establish trauma sensitivity in educational settings. 

3.00 credits

This course provides an in-depth examination of the characteristics, uses, and design of information system for reference sources, and appropriate technologies. This course provides a survey of topics in reference services, reference works, and research skills appropriate for elementary, middle and high school libraries. Students develop knowledge of concepts, current trends, and ideas relevant to reference work, research strategies, comparative critical skills, and ethical issues affecting library media specialists through weekly hands-on activities.

3.00 credits

This course provides future library teachers with an exploration of curriculum connected digital resources with a strong focus on community and government resources. It includes tools and apps for working with staff as well as students. Material covering the entire K-12 spectrum is included. Throughout the course, emphasis is placed on the critical evaluation of resources in light of school needs.
Three lecture hours per week.

3.00 credits

This course will examines in detail new and timely issues centered around the development, organization, management and evaluation of future-ready school libraries. Topics include the Learning Commons model, facility design, leadership, evaluation of school libraries at all levels, advocacy as well as coverage of daily management skills and duties. A 25-hour pre-practicum experience is a part of this course.

3.00 credits

This course focuses on selection, adaptation, and production of instructional materials for teaching information and media literacy to K-12 library students. The course also examines collaboration with subject area teachers, and federal and state laws governing access to and reproduction of materials. Additional topics include technological literacy and curriculum standards. This course incorporates a 25-hour field observation experience for the prospective library teacher. The observation experiences prepare the student for the upcoming practicum.

3.00 credits

This course will introduce students to literature appropriate for children and young adults grades K-12. Via author studies, book studies, genre studies, lectures, presentations, and discussions, students will be exposed to a variety of literature, both fiction and nonfiction. The course is divided into two parts, The first half of the course will examine literature appropriate for children in K-5th grade, and the second half will focus on literature appropriate for children in 6th-12th grade.

3.00 credits

This course covers issues, policies and procedures for K-12 materials selection. Selection guidelines, censorship, budget ramifications and program design are the four major areas to be explored. Students will conduct their explorations through readings, collaborative projects, observations, case studies and development of exemplary materials. A 25 hour pre-practicum experience is a part of this course.

3.00 credits

This course presents tools and strategies for managing today's evolving school library and K-12 landscape. This course covers the organization of information resources including computer and internet-based methods of cataloging physical materials; tools and applications for using information resources and providing library services; and methods to support school personnel in improving student learning through technology. Special focus will be placed on adaptive and assistive technologies to ensure access for all students.

3.00 credits

A full semester of library classroom field experience (or half semester for students meeting requirements for a reduction) with required hours divided in half between two of three levels: elementary, middle, and high school. Students work with a tenured practitioner with appropriate supervision and classroom visitations provided by the University. This course, along with LBS 900PS, is designed for students seeking Initial Licensure Library Teacher to be able to work in Massachusetts K-12 public schools.
Prerequisites: Satisfactory completion of all applicable MTEL tests, pre-practicum hours, and Program Coordinator approval.

1.50 - 3.00 credits

This seminar is taken in conjunction with LBS 900P as part of the full semester (or half semester for students meeting requirements for a reduction) field experience working with a tenured practitioner in two library classrooms. The seminar provides pedagogical and content support to enhance the field experience. With LBS 900P these courses are designed for students seeking Initial Licensure Library Teacher to work in Massachusetts K-12 public schools.
Prerequisites: Satisfactory completion of all applicable MTEL tests, pre-practicum hours, and Program Coordinator approval.

1.50 - 3.00 credits

This course will help teachers develop a firm understanding of functions and their use in modeling relationships between quantities. Topics include multiple representations of functions, analysis of function behavior, building new functions from old, and using functions that model real-life situations. The course will look closely at various function classes including polynomial, exponential, logarithmic
and trigonometric. Three lecture hours per week.
Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits

A comprehensive coverage of measurement concepts including perimeter, area, surface area, volume and the Pythagorean Theorem. Topics include properties of plane and 3-dimensional geometric figures, the concepts of congruence, similarity, symmetry, transformations and tessellations. An understanding of the nature and techniques of establishing geometric proofs is also central to the course.
Prerequisites: Acceptance into the Master of Arts in Teaching Middle School Mathematics program or permission of the Program Coordinator. Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits

Teachers are introduced to methods of graphically displaying, collecting and analyzing data. Techniques involved in computing probability and counting principles will also be introduced. Topics will include measures of central tendency and dispersion, histograms, stem-leaf graphs, box plots, binomial probabilities, normally distributed variables, as well as linear and non-linear regression.
Prerequisites: Acceptance into the Master of Arts in Teaching Middle School Mathematics program or permission of the Program Coordinator. Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits

This course gives the middle-school teacher a deeper understanding of systems of linear equations and matrices. Topics include operations on matrices, solving linear systems, inverses and determinants of matrices, and applications of matrices. Particular emphasis will be placed on using matrices in transformational geometry.
Prerequisites: MSM701 and acceptance into the Master of Arts in Teaching Middle School Mathematics program or permission of the Program Coordinator. Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits

This course gives the middle-school teacher a deeper understanding of topics from discrete mathematics taught in middle school. These include combinatorics, graph theory, trees, networks, Pascal's triangle, the binomial theorem, sequences, set theory, and recursion. Students will study logic and methods of proof in order to construct their own proofs. Problem-solving heuristics will also be discussed.
Prerequisites: MSM701 and acceptance into the Master of Arts in Teaching Middle School Mathematics program or permission of the Program Coordinator. Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits

This course is a survey of the history of mathematics, with emphasis placed on the development of topics encountered by students in elementary through middle school. Topics include numeration systems of ancient cultures, Euclidean geometry and number theory, origins of algebra, calculating devices throughout history, mathematics of non-western cultures, classical probability and modern topics such as graph theory and fractals.
Prerequisites: Acceptance into the Master of Arts in Teaching Middle School Mathematics program or permission of the Program Coordinator. Not available for degree credit towards the MAT or MS mathematics programs.

3.00 credits