School of Education Brochure

Master of Education Licensure & Degree Programs

2012-2013 Catalog

Merrimack College SCHOOL OF EDUCATION

Programs of Study Merrimack College offers quality and innovative programs of study leading to a master’s degree in education (M.Ed.).

To accommodate the working student, courses are offered on campus late afternoon and early evenings.

Courses are offered in summer, fall, spring, and winter terms. Admission to the Graduate Program is on a rolling basis.

Master of Education: Licensure Programs The School of Education offers multiple licensure programs that have been approved by the Massachusetts Department of Elementary and Secondary Education (DESE) and the Interstate Certification Compact of the National Association of State Directors of Teachers Education. Students are able to receive reciprocal teaching licenses in more than 45 states. Please refer to the DESE’s website (www.doe.mass.edu) and each state’s requirements for exact terms of reciprocity.

• PreK-12 Education, with Initial Licenses in: - Early Childhood Education (PreK-2) - Elementary Education (1-6) - Moderate Disabilities (PreK-8) - Elementary (1-6), plus Moderate Disabilities (PreK-8) – Dual License - English Language Learners (PreK-6) - Middle (5-8) and Secondary (8-12) - Reading Specialist (all levels) • PreK-12 Education, Non-Licensure: - General Studies Higher Education and Community Engagement These programs are for students who seek a professional degree to enhance or pursue a career at a college or university, or in a non-profit organization.

• Higher Education - Student Affairs - Teaching and Learning - Leadership, Theory and Policy • Community Engagement - Higher Education - K-12 Education - Community Organizations Certificate of Advance Graduate Study (CAGS) The Certificate of Advance Graduate Study (CAGS) is an opportunity for experienced educators who already hold a master’s degree to advance their educational career in a PreK-12 setting.

• Certificate of Advance Graduate Study (CAGS) in Teacher Leadership - Reading Specialist - Instructional Leadership

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M.Ed. with Initial License in Elementary Education (1-6) The graduate program in Elementary Education prepares candidates to work in grades 1-6. Through coursework and field experiences, students develop an understanding of subject matter knowledge, curriculum design, instructional strategies, observation and assessment, communication, and collaboration with families and the community. An Initial License in Elementary Education can be obtained in 26 credits, or the full master’s degree can be completed for an additional 10 credits.

Required for Initial License (26 credits) ED 501G

Curriculum, Instruction and Assessment in Social Studies and World Geography

4 Credits

ED 502G

Curriculum, Instruction and Assessment in Science, Health, and Physical Education

2 Credits

ED 503G

Children’s and Young Adult Literature and Arts with Field Experience

2 Credits

ED 507G

Curriculum, Instruction and Assessment in Reading & Language Arts

4 Credits

ED 571G

Understanding Children with Mild & Moderate Disabilities: Characteristics, Terminology, Practices, Placement & Adaptations

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 573G

Math Methods for the Elementary School

2 Credits

GRAD 519

Core Math: Numbers and Operations, Functions, Geometry and Algebra

4 Credits

ED 550G

Practicum and Teaching Seminar for Elementary Education (1-6); 300 Hours

4 Credits

Required for completion of Master’s degree (10 credits) ED 547G

Understanding the English Language Learner: Cultural and Social Perspectives

2 Credits

GRAD 503

Reading and Writing: A Literacy Perspective

2 Credits

GRAD 509

Elementary Physical, Life and Earth Science

2 Credits

ELECTIVES

4 Credits

Students must pass all MTEL exams appropriate for the Elementary Education Licensure to enroll in the Practicum Course ED 550G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. with Initial License as a Teacher of Students with Moderate Disabilities (PreK-8) The graduate program in Moderate Disabilities prepares candidates to work with children in grades PreK-8 with moderate disabilities who participate in integrated or self-contained classrooms. An Initial License in Moderate Disabilities can be obtained in 32 credits, or the full master’s degree can be completed for an additional four credits.

Required for Initial License (32 credits) ED 501G

Curriculum, Instruction and Assessment in Social Studies and World Geography

4 Credits

ED 502G

Curriculum, Instruction and Assessment in Science, Health, and Physical Education

2 Credits

ED 503G

Children’s and Young Adult Literature and Arts with Field Experience

2 Credits

ED 505G

Foundations of Special Education

2 Credits

ED 507G

Curriculum, Instruction and Assessment in Reading & Language Arts

4 Credits

ED 513G

Diagnostic Assessments

2 Credits

ED 571G

Understanding Children with Mild & Moderate Disabilities: Characteristics, Terminology, Practices, Placement & Adaptations

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 573G

Math Methods for the Elementary School

2 Credits

ED 574G

The Successful & Positive Classroom: Organization, Management & Accountability

2 Credits

GRAD 519

Core Math: Numbers and Operations, Functions, Geometry and Algebra

4 Credits

ED 551G

Practicum and Teaching Seminar for Teacher of Moderate Disabilities (PK-8); 300 Hours

4 Credits

Required for completion of Master’s degree (4 credits) ED 557G

The Culturally & Linguistically Diverse Student with Special Needs

2 Credits

ED 567G

Response to Intervention Model: History, Characteristics & Implementation

2 Credits

Students must pass all MTEL exams appropriate for the Teacher of Students with Moderate Disabilities (PK-8) Licensure to enroll in the Practicum Course ED 551G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. with Initial License in Elementary Education (1-6), and Moderate Disabilities (PreK-8) Dual License The graduate program in Elementary Education and Moderate Disabilities is a dual license program for candidates who seek two licenses: an initial license in elementary education and an initial license to teach students with moderate disabilities. Candidates for licensure complete comprehensive coursework and related field experiences with students with moderate disabilities. The program prepares students to teach in general education, special education, or inclusive settings. The program includes two practica.

Required for Elementary Education Initial License (26 credits) ED 501G

Curriculum, Instruction and Assessment in Social Studies and World Geography

4 Credits

ED 502G

Curriculum, Instruction and Assessment in Science, Health, and Physical Education

2 Credits

ED 503G

Children’s and Young Adult Literature and Arts with Field Experience

2 Credits

ED 507G

Curriculum, Instruction and Assessment in Reading & Language Arts

4 Credits

ED 571G

Understanding Children with Mild & Moderate Disabilities: Characteristics, Terminology, Practices, Placement & Adaptations

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 573G

Math Methods for the Elementary School

2 Credits

GRAD 519

Core Math: Numbers and Operations, Functions, Geometry and Algebra

4 Credits

ED 550G

Practicum and Teaching Seminar for Elementary Education Grades (1-6); 300 Hours

4 Credits

Required for Moderate Disabilities Initial License (10 credits) ED 505G

Foundations of Special Education

2 Credits

ED 513G

Diagnostic Assessments

2 Credits

ED 557G

The Culturally & Linguistically Diverse Student with Special Needs

2 Credits

ED 574G

The Successful & Positive Classroom: Organization, Management & Accountability

2 Credits

ED 552G

Practicum and Teaching Seminar for Teacher of Moderate Disabilities (PK-8); 150 Hours

2 Credits

Students must pass all MTEL exams appropriate for each licensure to enroll in the Practicum Courses ED 550G and ED 552G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. with Initial License in Early Childhood Education (PreK-2) The graduate program in Early Childhood Education prepares candidates to become teachers of children in grades PreK-2, with or without disabilities. The program leads to an initial license in early childhood education, with an emphasis on the inclusion of all children. In addition to challenging and engaging coursework, students gain a rich and relevant preparation for teaching by participating in a full-time practicum in early childhood classrooms.

Required for Initial License and completion of Master’s degree (36 credits) ED 501G

Curriculum, Instruction and Assessment in Social Studies and World Geography

4 Credits

ED 502G

Curriculum, Instruction and Assessment in Science, Health, and Physical Education

2 Credits

ED 503G

Children’s and Young Adult Literature and Arts with Field Experience

2 Credits

ED 505G

Foundations of Special Education

2 Credits

ED 537G

Curriculum, Instruction and Assessment in Early Childhood Reading and Language Arts

4 Credits

ED 538G

Curriculum, Instruction and Assessment in Early Childhood Math

4 Credits

ED 557G

The Culturally & Linguistically Diverse Student with Special Needs

2 Credits

ED 567G

Response to Intervention Model: History, Characteristics, & Implementation

2 Credits

ED 571G

Understanding Children with Mild & Moderate Disabilities: Characteristics, Terminology, Practices, Placement & Adaptations

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 574G

The Successful & Positive Classroom: Organization, Management, and Accountability

2 Credits

ED 575G

Introduction to Early Childhood Education

4 Credits

ED 566G

Practicum and Teaching Seminar for Early Childhood Education (PK-2); 300 hours

4 Credits

Students must pass all MTEL exams appropriate for the Early Childhood Education Licensure to enroll in the Practicum Course ED 566G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study

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M.Ed. with Initial License in English Language Learners (PreK-6) The graduate program in English Language Learners prepares candidates to serve linguistically and culturally diverse students in PreK-6 classrooms. Both the master’s degree and initial license are obtained through the 36-credit program, including a practicum experience in an ELL classroom setting.

Required for Initial License and completion of Master’s degree (36 credits) ED 546G

Foundations for ELL Education

2 Credits

ED 547G

Understanding the English Language Learner: Cultural and Social Perspectives

2 Credits

ED 548G

Language and Linguistics

2 Credits

ED 553G

Assessment of English Language Learners: Equity in Formative and Standardized Assessment Practices & Placement

4 Credits

ED 554G

Teaching Language Proficiencies to English Language Learners

2 Credits

ED 555G

Teaching Reading and Writing Skills to English Language Learners

4 Credits

ED 556G

Teaching Content to English Language Learners

2 Credits

ED 557G

The Culturally & Linguistically Diverse Student with Special Needs

2 Credits

ED 558G

Literature in the Culturally and Linguistically Diverse Classroom

4 Credits

ED 559G

Current Issues and Trends in ELL

4 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 574G

The Successful & Positive Classroom: Organization, Management & Accountability

2 Credits

ED 560G

Practicum and Teaching Seminar for English Language Learners (PK-6); 300 hours

4 Credits

Students must pass all MTEL exams appropriate for the ELL Licensure to enroll in the Practicum course ED 560G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. with Initial License in Reading (All levels) Pre-requisite: Candidates must have at least one year of professional teaching experience.

The masters in reading and literacy program prepares candidates to work as reading specialists for all grade levels and enables candidates to be eligible to apply for Initial Licensure in Reading. Courses provide background knowledge to the teacher to become a reading specialist. Pre-practicum experiences, plus practicum and accompanying seminar, prepare the teacher through supervised classroom experiences to take upon the role of a reading teacher for all grade levels. Each course addresses the relevant Massachusetts Curriculum Frameworks and the professional standards of teachers.

Required for Initial License (24 credits) ED 503G

Children’s and Young Adult Literature and the Arts

2 Credits

ED 507G

Curriculum, Instruction and Assessment in Reading and Language Arts

4 Credits

ED 606G

Reading and Writing in the Context Areas (elective)

4 credits

GRAD 503

Reading and Writing: A Literacy Perspective

2 Credits

RDG 506G

Emergence of Literacy: Struggling Readers and Writers

4 Credits

RDG 512G

Diagnosis and Remediation with a pre-practicum

4 Credits

RDG 514G

Practicum in Reading; 300 hours

4 Credits

RDG 515G

Reflective Seminar in Reading and Language Arts

4 Credits

Required for completion of Master’s degree (12 credits) ED 510G

Leadership Seminar: Processes in Reading and Language Arts

4 Credits

ED 533G

Assistive Technologies for the Inclusive Classroom

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 610G

Research Methods

4 Credits

Students must pass all MTEL exams appropriate for the Reading Specialist Licensure to enroll in the Practicum Course RDG 514G and Seminar RDG 515G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. with Initial License in Middle (5-8) or Secondary (8-12) Education The School of Education offers a 36-credit master’s of education in Middle School (5-8) or Secondary Education (8-12), with concentrations available in many subject areas. Applicants will undergo a transcript review – from all undergraduate institutions – for appropriate content knowledge prior to acceptance into the program.

Required for Initial License (18 credits) ED 585G

Information Technology in Education

2 Credits

ED 600G

Adolescent Literature

4 Credits

ED 605G

Methods of Teaching at the Middle and Secondary Levels

4 Credits

ED 606G

Reading and Writing in the Context Areas

4 credits

ED 650G

Practicum in Middle or Secondary Education; 300 hours

4 Credits

Additional courses TBD upon undergraduate transcript review.

Students must pass all MTEL exams appropriate for the Middle or Secondary License prior to enrolling in the Practicum Course ED 650G. Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. in General Studies, Non-Licensure The graduate program in General Studies is for candidates who have a strong interest in education or are pursuing a career in an education setting that does not require formal licensing or certification.

The 36-credit program covers an array of education-related topics and situations and candidates participate in a capstone experience, rather than a practicum. Candidates receive a master’s degree only.

Required for completion of master’s degree (36 credits) ED 533G

Assistive Technologies for the Inclusive Classroom

2 Credits

ED 536G

Differentiated Instruction and Assessment

2 Credits

ED 547G

Understanding the English Language Learner: Cultural and Social Perspectives

2 Credits

ED 557G

The Culturally & Linguistically Diverse Student with Special Needs

2 Credits

ED 567G

Response to Intervention Model: History, Characteristics & Implementation

2 Credits

ED 570G

Reflective Teaching: Processes for Deepening Professional Practice

4 Credits

ED 576G

Education Law & Policy

4 Credits

ED 577G

Urban and Multicultural Education

2 Credits

GRAD 503

Reading and Writing: A Literacy Perspective

2 Credits

GRAD 504

The Expository Writing Challenge

2 Credits

GRAD 509

Elementary Physical, Life and Earth Science

2 Credits

GRAD 515

Curriculum Content Using Community Resources

2 Credits

GRAD 590

Capstone Project

4 Credits

ELECTIVE(S)

4 Credits

Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. in Higher Education The Master’s in Higher Education prepares students to be educational and administrative leaders and professionals in colleges and universities. The program offers a focused, research-based, and personalized 36-credit program that allows students to concentrate in an area of interest and expertise as well as gain a broad understanding of teaching, learning, and leadership in colleges and universities.

Core Courses (12 credits) (Choose from the following courses) ED 620G

The College Student

4 Credits

ED 625G

The Academic Profession

4 Credits

ED 630G

Higher Education and American Society

4 Credits

ED 640G

Schools, Communities and Social Justice

4 Credits

Areas of Concentration and Electives (16 credits) Students choose 12 credits within their concentration, plus 4 credits as electives. Electives may also be taken from another graduate program (community engagement, teacher leadership, or teacher education).

Student Affairs ED 660G

Student Affairs Administration

2 Credits

ED 690G

Community Engagement: Theory and Practice

2 Credits

HED 500G

Organization and Administration in Higher Education

2 Credits

HED 505G

Student Development

2 Credits

HED 510G

Student Services

2 Credits

HED 515G

Financial Management in Higher Education

2 Credits

Teaching & Learning ED 670G

Theories of Adult Learning

2 Credits

ED 675G

College Teaching and Learning

2 Credits

HED 520G

Curriculum Development and Design in Higher Education

2 Credits

HED 525G

Information Technology in Higher Education

2 Credits

HED 530G

Outcomes and Assessment in Higher Education

2 Credits

HED 535G

Hybrid and Online Teaching & Learning

2 Credits

Leadership, Theory & Policy ED 635G

Theories of Organizational Change

4 Credits

ED 665G

University-Community Relations

2 Credits

ED 680G

Community Colleges

2 Credits

ED 685G

Fundraising and Grant Writing

2 Credits

HED 540G

Higher Education Law

2 Credits

HED 545G

Leadership Theory and Practice in Higher Education

2 Credits

Research and Capstone (8 credits) ED 610G

Research Methods

4 Credits

GRAD 590

Capstone Project

4 Credits

Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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M.Ed. in Community Engagement The Master’s in Community Engagement prepares students to make a difference in local and global communities. It links theory and practice, colleges and communities, and reflection and action through a focused, research-based, and personalized 36-credit program.

Core Courses (12 credits) CME 500G

Community Development

2 Credits

ED 635G

Theories of Organizational Change

4 Credits

ED 640G

Schools, Communities and Social Justice

4 Credits

ED 690G

Community Engagement: Theory and Practice

2 Credits

Areas of Concentration and Electives (16 credits) Students choose 12 credits within their concentration, plus 4 credits as electives. Electives may also be taken from another graduate program (higher education, teacher leadership, or teacher education).

Higher Education ED 620G

The College Student

4 Credits

ED 625G

The Academic Profession

4 Credits

ED 630G

Higher Education and American Society

4 Credits

ED 660G

Student Affairs Administration

2 Credits

ED 675G

College Teaching and Learning

2 Credits

ED 680G

Community Colleges

2 Credits

ED 505G

Foundations of Special Education

2 Credits

ED 547G

Understanding the English Language Learner: Cultural and Social Perspectives

2 Credits

ED 572G

Child Development and Language Acquisition: Theories, Issues, Practices and Research

2 Credits

ED 575G

Introduction to Early Childhood Education

4 Credits

ED 577G

Urban and Multicultural Education

2 Credits

ED 585G

Information Technology in Education

2 Credits

K-12 Education

Community Organizations CME 505G

Community Organizing

2 Credits

CME 510G

Asset Mapping

2 Credits

CME 515G

Interagency Collaboration

2 Credits

CME 520G

The Nonprofit Sector

2 Credits

ED 665G

University-Community Relations

2 Credits

ED 670G

Theories of Adult Learning

2 Credits

ED 685G

Fundraising & Grant Writing

2 Credits

Research and Capstone (8 credits) ED 610G

Research Methods

4 Credits

GRAD 590

Capstone Project

4 Credits

Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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Certificate of Advanced Graduate Study (CAGS) - Teacher Leadership Pre-requisite: Students must currently hold a Master’s degree from an accredited college or university.

The CAGS in Teacher Leadership offers an important opportunity to advance your educational career through a focused, research-based, and practice-rich program. A teacher-leader is able to understand and apply research and theory towards powerful and deliberate change and improvement at the classroom, school, and district level. A teacher-leader is passionate about success and determined to make a difference. The CAGS is a 36-credit program.

Core Courses (6 credits) ED 585G

Information Technology in Education

2 Credits

ED 586G

Organizational & Systems Theory

2 Credits

ED 607G

Advanced Leadership and Policy in Education

2 Credits

CONCENTRATION Reading Specialist (18 credits) The Reading Specialist program is designed for educators with an Initial License in another subject matter area who wish to become licensed as a Reading Specialist. The program complements the credentials of classroom teachers, special educators, speech and language pathologists, administrators, psychologists and private tutors.

This concentration can be fulfilled through a Certificate of Advanced Graduate Study in Reading at MGH Institute of Health Professions, which leads to a license as a Reading Specialist.

Courses will be taken on the MGH Institute of Health Professions campus.

Instructional Leadership (16 credits) The Instructional Leadership program is designed to support experienced educators’ professional and academic development at the classroom, school and district level. The program fosters systemic, institutional-level perspectives of educational change and renewal, with a focus on supporting classroom teachers to become school wide, district-based change agents. This concentration incorporates key coursework within a student’s area of specialization.

Courses will be taken at Merrimack College.

ED 570G

Reflective Teaching

4 Credits

ED 576G

Education Law and Policy

4 Credits

ED 642G

Instructional leadership: Creating Data-Driven Instructional Systems in Schools

4 Credits

ED 643G

The Development of Principals as Instructional Leaders

4 Credits

Research (8 credits) ED 610G

Research Methods

4 Credits

GRAD 590

Capstone Project

4 Credits

Elective(s) • (4 or 6 Credits) Students choose elective credits from another graduate program at Merrimack College.

• Teacher Education • Higher Education • Community Engagement Course work and program options are subject to change. Please refer to the website for the most recent and accurate program information, and work with your graduate advisor to determine your specific course of study.

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Course Descriptions CME 500G - Community Development (2 credits) This course explores the theory and practice of community development, from both the macro perspective of structural, institutional, and governmental policies and practices and the micro perspective of individual, group, and neighborhood perspectives. Emphasis will be placed on the role of individuals, corporations and other community-based organizations in the process of community development. The course will address key issues such as housing, economic development, neighborhood revitalization, school-community partnerships, urban growth, and sustainability, with a focus on the social and political aspects of development.

CME 505G - Community Organizing (2 credits) This course introduces and examines the notion of community organizing: bringing people together to address pressing social issues and conditions. The course engages both the larger issues of a democratic citizenry and related issues of equity and inclusivity; and deeply pragmatic and strategic issues such as community outreach and mobilization, leadership development, relationship building, and power dynamics. The course will explore both historical and contemporary case studies, as well as help provide practical and organizational skills in community building, capacity development, and collective action. Given that community organizing is an inherently political process, attention will also be devoted to understanding the nature of individual, small group, and organizational structures and dynamics and the role of strategy, organization, empowerment, and leadership.

CME 510G - Asset Mapping (2 credits) This course looks at how asset mapping methods, combined with geographic information systems technology, have proven to be effective ways to help citizens and organizations identify, analyze, describe and mobilize around assets and issues of concern to them.

CME 515G - Interagency Collaboration (2 credits) This course reviews services and support from a variety of human service and community organizations. It focuses on bringing together and engaging critical stakeholders, such as juvenile justice, mental health, education, and law enforcement, in a coordinated and integrated effort to serve children and adults whose needs cross multiple systems.

CME 520G - The Npn-profit Sector (2 credits) The course provides an overview of the nonprofit sector including the scope and history of the sector in the United States and how the nonprofit sector is different from and partners with the public and for-profit sectors. It will include an overview of types of nonprofit organizations, the structure of nonprofit organizations, and sector trends.

ED 501G - Curriculum Instruction and Assessment in Social Studies and World Geography (4 credits) The course will address three major aspects of social studies. Initially, there will be a focus on the development of geography skills and global awareness through the study of five world regions and the convergence of environmental, cultural, political and economic systems of globalization. Secondly, the course will focus on developing history skills such as critical, creative and analytical thinking, problem solving, valuing, and decision making. Lastly, the course will apply cooperative learning, vocabulary and concept formation, and online resources to the study of the Social Studies.

Throughout the course, there will be a focus on the organization of curriculum, instructional methods and student assessment processes.

ED 502G - Curriculum Instruction and Assessment in Science, Health, and Physical Education (2 credits) The first section of this course will focus on science education. Attention will be given to cognitive development and scientific reasoning skills, the scientific method of inquiry, and elements important to teaching science and assessing student understanding. The second section will focus on health education, addressing the “Coordinated School Health Program,� law and policy around health and safety, signs and symptoms of maltreatment, and the assessment and interpretation of content for presentation to different cognitive and developmental levels. In both science and health, there will be a focus on application through investigations, and lesson and unit plan development based on the strands and standards of the Science and Technology, and Comprehensive Health Frameworks for the elementary grades. The third section will focus on the planning and development of the elementary physical education program. This component will be developed through a concurrent six hour workshop offered during the semester. Field Experience may be required.

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Course Descriptions ED 503G - Children's and Young Adult Literature and the Arts (2 credits) This course will examine children's and young adult literature and literacy techniques as well as basic principles and concepts in the teaching of visual and performing arts to children. Students will learn to respond thoughtfully to various forms of children's literature. They will identify genre characteristics, establish a purpose for selection, identify and analyze literary elements, and generate essential questions and activities relevant to a genre and title. Students will create developmentally appropriate genre and author studies. Students will investigate and discuss research unique to teaching each art form to children. They will demonstrate their ability to work with the media, tools, and techniques of dance, music, theater and visual arts to express ideas. Students will use the arts to engage children in expressing ideas, emotions and beliefs. They will use imaginative and reflective thinking to analyze children's creations and performances, integrate the arts and make connections among the arts and other discipline. In addition, students will use technology in order to conduct research in the arts. Field experience required.

ED 505G - Foundations of Special Education (2 credits) This course will cover what every teacher should know about Special Education. Topics to be discussed include: special education laws (Section 504, Individuals with Disabilities Education Act, Americans with Disabilities Act, and the No Child Left Behind Act), and the preparation, implementation and evaluation of IEPs. Also, there will be a focus on developing a thorough knowledge base of the services provided by other agencies. Field experience required.

ED 507G - Curriculum Instruction and Assessment in Reading and Language Arts (4 credits) This course focuses on the fundamental principles that inform research-based literacy and reading instruction as defined by the National Reading Panel Report (NRPR), No Child Left Behind. The five areas defined as key to the foundation of reading include phonemic awareness, phonics, fluency, vocabulary, and text comprehension instruction. In this course, these areas of study are used as a basic framework from which to address several other topics including assessment (formal and informal), models of reading (cognitive, linguistic, psycholinguistic), best practice, the use of literature and basal-based instruction, the writing process, teaching linguistically diverse students, and the developmental stages of reading, writing and spelling. The course offers students a comprehensive knowledge base to support and extend reading and language arts instruction.

ED 510G - Leadership Seminar: Processes in Reading and Language Arts (4 credits) This course provides an over view of the role of Reading and Language Arts Director and the skills necessary to facilitate the implementation of a successful literacy program in Grades Prek-12. Course goals and objectives include designing effective programs, developing leadership skills, and integrating literature and skill-based instruction.

ED513G - Diagnostic Assessments (2 credits) Diagnostic assessments are used to determine student eligibility for Special Education benefits and services, as well as for planning instructional interventions. This course will examine basic concepts of measurement, legal and ethical considerations, and formal as well as informal diagnostic assessment tools.

ED 533G - Assistive Technologies for the Inclusive Classroom (2 credits) Assistive technologies enable individuals with disabilities to complete a task effectively, efficiently, and independently.

This course will explore assistive technologies that are available for individuals with communication disorders, physical challenges, visual impairments, hearing disorders, and learning disabilities.

ED 536G - Differentiated Instruction and Assessment (2 credits) What is Differentiated Instruction and why is it important in the classroom? This course will define this concept and investigate its importance for educators and students. Successful curriculum and instruction relies on teachers knowing their students and their needs so that lessons may be adapted to give all students the opportunity to succeed. Therefore, teachers need strategies and other educational tools to adapt lesson plans to meet the many different learning styles in their classrooms. Research-based models and other teaching techniques highlighting differentiated instruction will be presented.

ED 537G - Curriculum Instruction and Assessment in Early Childhood Reading and Language Arts (4 credits) This course introduces students to the foundations of teaching reading as defined by the National Reading Panel Report (NRPR). The foundational areas are phonemic awareness, phonics, fluency, vocabulary, and comprehension. The course uses these areas of study as a framework from which to address several other topics such as assessment (formal and

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Course Descriptions informal), models of teaching reading/language arts, the writing process, and the developmental stages of reading, writing and spelling. Students will be expected to develop comprehensive standards-based units giving evidence of their understanding of curriculum, instruction, and assessment in the early childhood years. Field experience required.

ED 538G - Curriculum Instruction and Assessment in Early Childhood Math (4 credits) This course focuses on the fundamental principles and concepts in a prekindergarten through grade two mathematics program that includes number sense, numeration, patterns and functions, geometry and measurement, and data analysis.

Assessment strategies, adaptations for special needs and classroom management will be addressed. The course offers a comprehensive content knowledge of math that can be applied to real-life problem solving, communication, and decision making.

ED 546G - Foundations for ELL Education (2 credits) This foundational course will build professional knowledge about diverse instructional models for limited English proficient students. Students will study the relevant state and federal laws (MA Chapter 71 A and NCLB 2002) and the history, philosophies and politics that bring us to our current definitions of best practices for culturally and linguistically diverse students. Students will understand the linguistic, cognitive and historical backgrounds underlying various models: bilingual, multilingual, ELL, and CALLA, among others. Special emphasis will be given to the Sheltered Immersion Observation Protocol (SIOP). Through this model, students will understand components of effective classroom practices in kindergarten-grade six Sheltered Immersion Instruction classrooms (SEI required by MA law). Throughout the course, students will examine how laws and the other factors referred to above affect their own teaching and assessment routines and how to deepen implementation of English language proficiencies and SEI. ED 547G - Understanding the English Language Learner: Cultural and Social Perspectives (2 credits) Many cultural and social factors affect the teaching and learning of culturally and linguistically different students, especially English Language Learners (ELLs). Students will learn how culture and socialization influence attitudes of adults as teachers and students as learners. This includes increasing the understanding of differences in home experiences, background knowledge, and language heritage. Regional, socioeconomic and developmental factors also affect language variations. Relevant and practical pedagogy for the academic development and social integration of ELLs in the classroom will be addressed. Field experience may be required.

ED 548G - Language and Linguistics (2 credits) Pre-Requisite: ED 572G This course builds on the acquisition and development of language in ED 572. Students will study advanced structures of language, (phonology, morphology, semantics, and syntax) as well as pragmatics. Students will understand how these factors affect English language learning as well as variations between and among phonetic systems, language cognates, and syntax of the most populous English Language Learner (ELL) groups. The implications of teaching students a second language, with or without literacy in their first language, will be explored. Emphasis is on how knowledge of language and linguistics guides classroom instruction of ELLs at various levels of first and second language proficiency.

ED 550G - Practicum in Elementary Education, 1-6 (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in an elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting.

ED 551G - Practicum as a Teacher of Students with Moderate Disabilities, PreK-8 (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program

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Course Descriptions Students will undertake the gradual assumption of full teaching responsibilities in an elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting.

ED 552G - Practicum as a Teacher of Students with Moderate Disabilities, PreK-8 (150 hours) (2 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in an elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 100 hours of full teaching responsibility.

ED 553G - Assessment of English Language Learners: Equity in Formative and Standardized Assessment Practices and Placement (4 credits) This course will examine a variety of assessment approaches. It will include those associated with Massachusetts mandated state testing programs (MELA-O and MEPA), as well as other formal and informal assessment instruments used for placement, progress monitoring, and summative evaluations. Students will select, administer and interpret assessment results and will understand normal variations in proficiency. Progress in skills and literacy development will be aligned to the Massachusetts State English Language Proficiency Benchmarks and Outcomes for English Language Learners (June 2003).

ED 554G - Teaching Language Proficiencies to English Language Learners (2 credits) This course introduces students to methods and materials for developing the basic English proficiencies of English Language Learners (ELLs) consistent with the Massachusetts English Language Proficiency Benchmarks and Outcomes for English Language Learners (June 2003). The benchmarks include listening, speaking, reading, and writing. Strategies and materials that scaffold children while they progress from their first language to English will be taught. When children are in the transitional stage of learning, they are ready for academic instruction in English in a sheltered English instructional environment (SEI). Students will also learn how to teach the foundational English skills and knowledge base that ELLs must possess in order to move to regular academic classrooms. Field experience may be required.

ED 555G - Teaching Reading and Writing Skills to English Language Learners (4 credits) Students will gain an understanding of the relevant theories and practices for developing full literacy in English that is consistent with the kindergarten-grade six standards in the ELA Curriculum Framework. Reading instruction includes skills and strategies for success with phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students will learn the best practices for teaching these dimensions of reading. They will also learn multiple approaches to teaching formal writing. In both areas, strategies to teach these skills to ELLs will be addressed. Attention will also be given to the study of grammar and the uses of English which are often difficult for ELLs. The course will include formal and informal measures for assessing ELLs' reading comprehension and writing in narrative and informational genres. Field experience may be required.

ED 556G - Teaching Content to English Language Learners (2 credits) In this course, students will learn and apply teaching strategies that support ELL's linguistic and academic development in science, mathematics, and social studies. They will also learn how to plan and execute content-based lessons in kindergarten-grade six classrooms. The course will address the development of ELL’s academic vocabulary and language skills, application of academic content knowledge, and higher order thinking skills. Lesson planning, implementation, and assessment occur within the sheltered content instructional model, providing extensive scaffolding strategies for comprehension and proficiency. Field experience may be required.

ED 557G - The Culturally and Linguistically Diverse Student with Special Needs (2 credits) This course will address the learning needs of and teaching strategies for children from culturally diverse backgrounds with limited English proficiency and special needs. Students will learn how to identify this particular population of children and distinguish them from children whose learning needs are primarily based in second language proficiency or primarily

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Course Descriptions in special education, but not both. After learning how to identify this population of children, students will learn teaching strategies to address children's multiple needs, how to monitor and report progress, and how to collaborate with parents and with resource-providers in their school and in the community.

ED 558G - Literature in the Culturally and Linguistically Diverse Classroom (4 credits) Children from many cultures, speaking many languages, now enter classrooms each year. Culturally and linguistically diverse children seek to find themselves in the literature they read. They and their first language classmates broaden their background knowledge, develop cultural awareness, and explore the values and traditions of each other's cultures through reading multicultural literature. This course introduces students to children's literature from non-western countries, literature about relationships between cultural groups, and literature written by members of other cultures that represent the unique experience of the people of that culture. Students will also learn how to select multicultural literature and teach it in culturally or linguistically diverse classrooms. Finally, they will learn to evaluate works of children's literature that exemplify excellence, from cultural and traditional perspectives.

ED 559G - Current Issues and Trends in ELL (4 credits) Students will meet in seminar sessions where they will discuss issues and solutions to problems experienced by English Language Learners (ELLs) and their teachers. They will probe current trends in the evolving field of teaching non-native English speakers and begin to describe for themselves the nature of today's 'best practices' for the teaching of English Language Learners.

ED 560G - Practicum for the English Language Learner (ELL) Educator License, PreK-6 (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in an English language learner classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting.

ED 566G - Practicum in Early Childhood Education, PreK-2 (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in an early childhood education setting under the guidance of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting.

ED 567G - Response to Intervention Model: History, Characteristics, and Implementation (2 credits) In this course, students will learn about the history, characteristics, and implementation of the Response to Intervention (RTI) process. There will be an examination of the three tiers of intervention upon which an effective RTI model program is built. Each tier of intervention has its own unique components to help students be successful learners. Finally, there will be a review of the research supporting RTI, as well as an emphasis on effective practical implementation of this process in the classroom and the school.

ED 570G - Reflective Teaching: Processes for Deepening Professional Practice (4 credits) In recent years, new ways of improving instruction and student performance have emerged to complement traditional supervisory models and formal professional development experiences. A variety of processes and protocols help teachers develop habits of mind which are reflective and dialogue-centered. For example, this course will introduce candidates to the curriculum design process called Understanding by Design. Through reflection on enduring understandings and essential questions, candidates will construct units using the Backward Design Model. In addition, candidates will reflect on student work using the Turning Protocol and other collaborative methods. Candidates will analyze and reflect on the meaning of numerical data on student achievement and instructional practice. Finally, there will be reflection on practice

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Course Descriptions using the strategies of differentiated instruction and formative assessment to enhance student learning. Candidates will engage in structured group discussions and authentic projects.

ED 571G - Understanding Children with Mild & Moderate Disabilities: Characteristics, Terminology, Practices, Placement and Adaptations (2 credits) This course centers on the characteristics of students with mild and moderate disabilities. Particular attention is given to learning disabilities, speech and language impairments, visual and hearing impairments, physical and health related issues, intellectual disabilities, autism spectrum disorders, and emotional and behavioral disorders. Behavior management principles, curriculum modifications, instructional materials, and teaching strategies will be examined in terms of student success within a regular education setting, as will the importance of understanding RTI and knowing special education terminology.

A crucial component that helps to ensure that students with mild to moderate disabilities receive proper placement and services is the evaluation process. Emphasis will be given to the Pre-Referral stage, where students at risk are first identified, to the preparation of an Accommodation Plan for students who qualify under Section 504 and the development of an Individualized Education Program (IEP) for those students who meet the eligibility criteria for special services.

ED 572G - Child Development and Language Acquisition: Theories, Issues, Practices and Research (2 credits) Critical theories and principles of child development will be explored from the physical, cognitive, language, and psychosocial aspects. Consideration will be given to major theorists such as Dewey, Piaget, Montessori, Erikson, Kholberg, and Vygotsky as well as to Bloom’s Taxonomy and developmentally appropriate practices.

The development of language and the components of syntax, phonology, morphology, semantics, and pragmatics will be investigated, and through case studies the phases of language development will be closely examined for children learning a first or second language. Speech and language development will also be understood in terms of the effect they have on literacy, school achievement, and psychosocial and cognitive development. Current trends in early intervention screening processes and instruments used to assess young children will be reviewed and discussed. Field experience required.

ED 573G - Math Methods for the Elementary School (2 credits) This course will focus on teaching mathematical concepts and content in the elementary grades. Emphasis will be placed on developmentally appropriate teaching and assessment methods, applications for learning across the curriculum, hands-on experiences, and internet-based activities. Experiences will be linked to the National Council of Teachers of Mathematics (NCTM) standards and the Massachusetts Curriculum Frameworks for Mathematics.

ED 574G - The Successful & Positive Classroom: Organization, Management and Accountability (2 credits) Effective classroom organization and proactive management of student behaviors are essential elements of a safe, positive and successful classroom community. In such classrooms, time on learning is maximized, disruptions minimized, self management techniques in place, and expectations clearly set and attainable. In this course, students will examine specific systematic behaviors teachers use to create orderly, cooperative, motivating learning environments that promote student achievement. Social competency programs, peaceful mediation, conflict resolution, assertiveness training, and cooperative learning techniques will be an integral part of the course as will discussions on strategies teachers use to help students interact and communicate effectively, and become responsible and self-reliant, thoughtful citizens. The course will conclude with a brief study of the socio-moral development of children.

ED 575G - Introduction to Early Childhood Education (4 credits) This Course will introduce students to biological, cognitive, and sociocultural theories of early childhood development from the period of prenatal growth through age eight. This course will examine topics including prenatal growth, infant health, language development, child care and schooling, play, family life, learning assessment, differentiated instruction, and multicultural perspectives of early childhood development as relevant to educational practice. Students will engage in an observational assignment to gain insight into the specific development of young children.

ED 576G - Education Law & Policy (4 credits) In this course students will look at the legal aspects of schools and education in student, teacher, and administrative terms. Laws governing religious freedom, free speech, due process, student and parent rights, as well as privacy laws will be examined. Attention will be given to the American Disabilities Act, Special Education Laws, harassment, and

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Course Descriptions equity regardless of race, religion, ethnicity, gender or sexual orientation. Laws concerning general school operations, the dissemination of information, permissions, and safety on the preschool, elementary, middle and secondary grade levels will also be examined.

ED 577G - Urban & Multicultural Education (2 credits) This course will examine the economic, sociological, and political factors which impact schooling in urban settings.

Special focus will be placed on issues such as: limited English proficiency (LEP), financial resources, and the role of the family, among others.

ED 580G - Directed Study (2 credits or 4 credits) Qualified students may, with the approval of the Graduate Education Department Chairperson, enroll in a directed study that fulfills the requirements of a course in their approved program. A final project that demonstrates the student's proficiency in the topic will be required. This will be done under the direction of a faculty member of the Graduate Education Department.

ED 585G - Information Technology in Education (2 credits) This course examines the role and use of technology across multiple areas in PreK-12 education, including curriculum design, online learning, strategic planning, instructional practices, and data-driven decision-making.

ED 587G – Organizational and Systems Theory (2 credits) This course analyzes PreK-12 education through a systems theory lens, with an emphasis on best practices, case studies, and theories of organizational change.

ED 600G – Adolescent Literature (4 credits) Through this course, aspiring secondary level teachers from a variety of disciplines will experience the world of adolescents through fiction written for and about middle and high school age students emerging from childhood into adulthood.

Classic titles such as The Catcher in the Rye to more contemporary works such as Esperanza Rising offer thoughtful, rich and diverse fictional characters whose dilemmas and challenges reflect the interior and exterior issues encountered by all adolescents. This literature provides a frame of reference for young adults seeking role models, a sense of identity, morality and their place in a diverse world. The course offers aspiring secondary teachers a rich, common core of themes through which to view the developmental and learning milestones of the student who will be in their classrooms.

ED 605G – Methods of Teaching at the Middle and Secondary Level (4 credits) This course offers an analysis of methods most effective in the middle and secondary classroom. Micro-teaching experiences within the students discipline area will focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. The preparation of a subject-area unit will involve the development of activities and strategies in such areas as integration across the curriculum, critical thinking, cooperative learning, and the incorporation of community resources. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning styles of all students, including unit and lesson construction, varied learning strategies, material construction, audio-visual, technology, and classroom evaluation. A 25-hour, field-based experience is required.

ED 606G – Reading and Writing in the Content Areas (4 credits) This course focuses on the research and instructional strategies relevant to disciplinary literacy as it applies to content area reading. Major emphasis is placed on the examination of schema-based and text-based comprehension strategies through the various disciplinary literacy lenses. The course will consider how knowledge of a wide repertoire of vocabulary strategies and text structures support content area learning. Writing is examined as a means of promoting critical thinking by reinforcing and applying disciplinary knowledge to advance learning.

ED 607G – Advanced Leadership and Policy in Education (2 credits) In this course students will examine the principles, values and beliefs that inform contemporary educational leadership and look critically at the contextual factors that influence how leaders function in schools and school districts. Students will consider the social, economic, historical and political forces that shape school conditions and review the changing impact of Federal policy and national strategies on local educational settings.

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Course Descriptions ED 610G - Research Methods (4 credits) This course introduces students to the process of educational research. Students will learn about the characteristics of specific research designs, including qualitative and quantitative research, mixed-methods and program evaluation. The course serves as a foundation and prerequisite to the Capstone Project course.

ED 620G - The College Student (4 credits) This course provides a broad-ranging introduction to the demographics, issues, and trends of the contemporary college student. Topics include the history of college students, current student characteristics and college environments, and key issues of student development, attrition, persistence, cognitive and affective development and general outcomes.

The diversity of student characteristics (e.g., racial, ethnic, socioeconomic, gender, age, marital status, full- versus part-time status) in relationship to diverse higher education environs (e.g., community colleges, online courses) will also be examined.

ED 625G - The Academic Profession (4 credits) This course examines the current state of the professoriate, particularly in relation to the tremendous demographic, economic, and global shifts currently impacting higher education. The course explores the complexity and challenges of faculty work in higher education, specifically around issues of faculty composition, reward systems, graduate school preparation, the dramatic rise of part-time, non-tenure track, and clinical faculty, and the organizational characteristics of public, private, and for-profit postsecondary education.

ED 630G - Higher Education and America Society (4 credits) This course examines key contemporary issues in higher education, focusing primarily on the American higher educational system. The course provides a historical context and emerging trends, with topics ranging from mission and vision, structure and governance, the funding of public and private institutions, demographic trends, characteristics of faculty, students and curricula, public perceptions of higher education, and the increasing regulatory role of government and accrediting agencies.

ED 635G - Theories of Organizational Change (4 credits) This course explores organizational theory and organizational change within the context of non-profit organizations.

Topics include industry structure, competition and differentiation; integration, diversification, and expansion; and strategic management of organizational culture and change. While themes and case studies are drawn from business practice, the key focus will be on the overall PreK-16 educational system, higher education, and community-based nonprofit organizations.

ED 640G – Schools, Communities and Social Justice (4 credits) This course will focus on social justice education (SJE) in the PreK-16 educational system. Its purpose is to develop a theoretical, conceptual, pedagogical, scientific and curricular foundation for SJE across all educational-type settings.

Students examine systemic and curricular approaches to SJE in educational settings and develop a framework for implementing SJ programs across schools and communities.

ED 642G – Instructional Leadership: Creating Data-Driven Instructional Systems in Schools (4 credits) This course will address the demand for leaders to respond to external accountability measures and the use of data to guide the practices of teaching and learning K-12. A theoretical and analytic framework to understand how the systems that local school leaders create to develop and facilitate an “information flow” about student achievement will be presented.

ED 643G – The Development of Principals as Instructional Leaders (4 credits) This course will present ways to develop a culture of learning in schools, in which teaching and learning pervade the culture and the principal is responsible for selecting and cultivating a teaching staff that is able to implement strong instructional programs.

ED 649G – Reflective Seminar (Middle and Secondary) (4 credits) The capstone experience requires students to apply their learning in a classroom and to thoughtfully reflect on their teaching with other students and an experienced college faculty member. Students will complete a comprehensive portfolio as a final project.

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Course Descriptions ED 650G – Practicum in Middle and Secondary Education, 5-12 (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator License (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in a middle- or secondary-level classroom under the guidance of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assessing.

ED 660G - Student Affairs Administration (2 credits) This course is designed to provide students an opportunity to examine the needs, functions, and organization and administration of student personnel services in institutions of higher education.

ED 665G - University-Community Relations (2 credits) This course is an exploration of patterns of communication, interaction, and relationships between institutions of higher education and their local and regional communities. The course examines how historical, social, cultural, and political forces impact such relationships and interactions, with a particular emphasis on issues of diversity. The course explores such relations within the context of the media and the press, goals of community development and change, and the role of the university in its engagement with the public sphere.

ED 670G - Theories of Adult Learning (2 credits) This course examines the research of adult learning theories, including such topics as aptitude, motivation, cognitive development, psycho-social development, intelligence, and learning styles through the prisms of gender, ethnicity, race and social class. The course looks at implications for the teaching and learning process, curriculum design, and instructional practices.

ED 675G - College Teaching and Learning (2 credits) This course provides an introduction into the teaching strategies and learning paradigms typically used in postsecondary education. Issues include curriculum design and development, assessment, syllabus construction, and the implications of multiple factors – such as technology, student diversity and backgrounds, online environments, and the changing nature of faculty work – upon teaching in the college classroom.

ED 680G - Community Colleges (2 credits) This course explores the purposes, functions, curriculum, organization and administration of community colleges in the United States. Given that the community college is a significant element in the structure of higher education in America today, this course examines both internal dynamics – student life, faculty work, administrative structure – as well as external dynamics with key stakeholders such as K-12 schools, four-year institutions of higher education, and the schoolto-work pipeline.

ED 685G - Fundraising and Grant Writing (2 credits) This course examines the critical role of fundraising and development in successful nonprofit organizations. Students learn to analyze, plan, and evaluate a comprehensive fundraising program and to create elements of a professional fundraising portfolio. The course explores management and leadership issues associated with the rapidly changing field of development and philanthropy.

Additionally, the course involves the study of concepts relating to the operations function in both planning and writing grant proposals. Federal, state and local governments and private foundations have billions of dollars in grant funding to help non-profit organizations carry out their missions, but demand for these resources has increased tremendously in recent years. If an organization is going to compete effectively for the funds it needs, it must develop and carry out a coherent fundraising strategy. Course presentations and exercises cover differences among funding sources, how to research these sources and match a group’s mission to a funder’s philosophy and a detailed discussion of how to convert an organization’s needs and assets into a successful grant proposal, initiation, planning, executing, controlling, and closing.

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Course Descriptions ED 690G - Community Engagement: Theory and Practice (2 credits) This course examines the contemporary community engagement movement – e.g., service-learning, civic and community engagement, community-based research – in higher education. It explores key programmatic issues such as course development, student outcomes, and community partnerships as well as core theoretical questions. The course will focus on the limits and possibilities of community engagement in higher education through multiple frames of reference: technical, cultural, political, and conceptual.

ED 698G - Introduction to Autism Spectrum Disorders (2 credits) One in 110 individuals on average is diagnosed with Autism Spectrum Disorder (ASD), which includes autism, pervasive development disorder (PDD), and Asperger’s Syndrome, making ASD a common disability for young people in our schools and communities. ASD is the result of a neurological irregularity that negatively affects brain function and compromises an individual’s ability to effectively communicate and interact socially. This elective course introduces students to the neurology, symptoms, diagnostic criteria, causes, biomedical treatments, and behavioral interventions of ASD. This course also explores the impact of ASD on individuals with the disorder, their families and friends, as well as the school district, economy, and society at large with regard to functioning, coping prognosis, and outcomes.

GRAD 503 - Reading and Writing: A Literacy Perspective (2 credits) This course defines literacy in a contemporary context. The major focus will be on current research about literacy acquisition in the traditional areas of reading, writing, listening and speaking. Key topics will include models of reading development, emergent, beginning, transitional and fluent stages of literacy acquisition, and the development of reading, spelling and writing as interactive processes. Course content will also introduce strategies that enhance the acquisition of English literacy for English Language Learners. In addition to working with traditional texts and definitions of literacy, the course will examine the new “texts” that students read, write, and enjoy. These are found in new technologies using digital and electronic platforms that combine words, sounds, and images.

GRAD 504 - The Expository Writing Challenge (2 credits) Elementary students are increasingly required to think, reason, and write in expository genres. This course expands teachers' repertoires for teaching writing from simply the narrative and imaginative forms to writing that includes description, summarization, explanation, interpretation and persuasion. The inclusion of “on demand” long and short writing samples on state competency tests is required of all students. This course provides students with an expanded view of elementary writing tasks and prepares them to meet the many challenges of expository writing in kindergarten-grade six classrooms.

GRAD 509 - Elementary Physical, Life and Earth Science (2 credits) Through readings, videos, discussions, assignments, and interactive experiences, students in this course will have multiple opportunities to develop content knowledge about Physical Science. Students will experience a rich multimedia, inquiry-based learning environment. As a result of participating in this course, students will: • Interpret phenomena in the world through the lens of Physical Science • Examine methods for making careful observations of physical phenomena • Investigate ways to identify and build upon prior knowledge GRAD 515 - Curriculum Content Utilizing Community Resources (2 credits) Research has proven that when students are actively engaged in the learning process, they retain information over extended periods of time. This course will utilize a field trip approach to seeing, experiencing, and hearing about historical, artistic, geographical, biological, and scientific resources within the greater community. After visiting sites such as the Boston Museum of Science, the New England Aquarium, Lowell Mills, Boston Planetarium, Botanical Gardens, Sturbridge Village, Strawberry Banke, and The Freedom Trail, students will summarize their knowledge. After reflecting upon the experience, students will prepare appropriate and meaningful elementary curriculum lessons that mirror their new depth of understanding.

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Course Descriptions GRAD 519 - Core Math: Numbers and Operations, Functions, Geometry and Algebra (4 credits) This course will focus on numbers and operations, and on functions, geometric and algebraic concepts as described in the Massachusetts Mathematics Curriculum Frameworks for grades 1 - 8. As many children have mathematical capabilities beyond their grade level, course participants will be stretched to use and apply the mathematical concepts learned to multiple situations and to higher level problems. Emphasis will be placed on the attainment, articulation, and application of the math concepts associated with each strand of learning. Teaching and assessment methods that are challenging yet attainable, and developmentally appropriate for elementary and middle school students will be examined.

GRAD 590 - Capstone Project (4 credits) The capstone serves as the culminating academic project within the masters of education pathway. It offers an opportunity to explore a key educational issue (PreK-16) through an in-depth research paper wherein prior coursework or classroom based experiences allow the author to synthesize and deepen his or her understanding on that topic.

The Capstone Project may be theoretical, practical or action research-based.

HED 500G - Organization and Administration in Higher Education (2 credits) This course will introduce the theory and practice of how colleges and universities are organized and administered, including an overview of predominant leadership theories, group dynamics theories, strategic planning, and change management practices. The course will emphasize public college and university governance, and applied practice through case studies and tabletop exercises.

HED 505G - Student Development (2 credits) The college years are a time of significant personal, psychosocial, and cognitive growth for students, as they encounter and navigate various challenges typical to emerging adulthood. This course will familiarize students with the major theories of college students’ development, and explore the creation of environments and contextual factors that facilitate this growth. Multicultural identity development will also be a focus of this course.

HED 510G - Student Services (2 credits) How do college and universities provide services to students to facilitate access, engagement, learning, safety and comfort? These questions will be explored in this course through exposure to the wide array of services provided on most college campuses, their structures, and functions, and through examining their historical beginnings, present day practices and futures.

HED 515G - Financial Management in Higher Education (2 credits) The fiscal management of higher education is determined by a complex process of prioritization, resource acquisition, and resource allocation. This course will introduce the major concepts and practices related to the funding of higher education, and engage students in applied methods of budgeting and financial management.

HED 520G - Curriculum Development and Design in Higher Education (2 credits) Effective design of educational content in the college classroom is a unique endeavor, as student learning styles, goals, and philosophies of education intertwine to inform how faculty design and deliver knowledge in the college classroom.

This course will continue the themes of ED675G, as major adult learning theories, pedagogical approaches, and course content delivery methods will be employed to engage students in developing syllabi to reflect best practices.

HED 525G - Information Technology in Higher Education (2 credits) Technology has revolutionized the practices of teaching and learning, student engagement, and the development of cultures and community in higher education. This course will introduce students to both major historic issues, and practical applications of technology use in higher education, so that the most appropriate and effective uses of technology in the college and university landscape can be identified. Teaching technologies, information/enrollment management systems, and social networking platforms will be examined in-depth.

HED 530G - Outcomes and Assessment in Higher Education (2 credits) This course will examine the conceptual and practical aspects of assessment, outcomes, and evaluation in higher education. This includes course-level aspects of student learning such as goal and objective setting, instructional practices, and

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Course Descriptions formative and summative assessment practices; program assessment, including course sequencing, student outcomes, and strategic planning alignment; and analysis of state and national policy issues related to assessment of student outcomes in postsecondary institutions.

HED 535G - Hybrid and Online Teaching & Learning (2 credits) Classroom teaching and online instruction hold different kinds of promise for students; employing a variety of techniques to engage students is crucial, particularly for engaging today’s distance learner. Students will be introduced to online learning technologies and their application, and engaged in thinking about their complementarity to in-person teaching practices. Extending themes introduced in HED525G, students will develop a ‘pilot’ course platform, integrating online and other teaching tools.

HED 540G - Higher Education Law (2 credits) What is the role of American higher education in a democracy? This course will seek to locate this inquiry in the major developments of educational law and public policy, with a particular emphasis in 20th and 21st century case law and its implications for colleges and universities. Major case law pertaining to educational access, academic freedom, college and university liability, and campus civil unrest will be the emphasis. Public policy and college/university practice implications of case law will be explored.

HED 545G - Leadership Theory and Practice in Higher Education (2 credits) Leadership in higher education is dynamic, often defying simple theoretical explanation or consistently applied platitudes.

The diversity of leadership roles in higher education demand a wide variety of styles and strategies. Students will be acquainted with leadership theory in higher education as it is practiced by governing boards, administration, faculty, and other stakeholders, and will develop a leadership philosophy reflecting the core components of visionary leadership in the face of change.

RDG 506G - Emergence of Literacy: Struggling Readers and Writers (4 credits) This course addresses issues relevant to teaching reading and writing in the schools and a balanced approach to literacy instruction, K-12. Topics include analysis of scientifically based research on reading, reading philosophies, implementation of data driven instruction, differentiated instruction, and reading and writing across the curriculum. Topics include, but are not limited to balanced reading programs, effective literacy blocks, culturally sensitive instruction, vocabulary, comprehension, children’s literature, and technology.

RDG 512G - Diagnosis and Remediation (4 credits) This course is designed to produce professionals skilled in the administering and interpreting of diagnostic instruments to evaluate literacy learner’s strength and weaknesses. The principles of assessment and instruction of struggling readers will be introduced. Strategies to make decisions about diagnosis, influences on outcomes of assessment as well as corrective remedial techniques will be examined. A pre-practicum will accompany the course.

RDG 514G - Practicum in Reading (300 hours) (4 credits) Pre-Requisites: • A passing score on all required Massachusetts Tests for Educator Licensure (MTEL) • Successful completion of all required Graduate Education courses • A minimum average of “B” in one’s M.Ed. program Students will undertake the gradual assumption of full teaching responsibilities in a reading classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting.

RDG 515G - Reflective Seminar in Reading and Language Arts (4 credits) The seminar provides coursework and supervision that addresses multisensory, structured reading and language principles and techniques developed for the remediation of difficulties in reading and writing. Focus is on diagnosis and remediation of reading disabilities and integrating the areas of spoken and written language. Presentations and discussions help students draw connections between academic course work and clinical application. Students will complete the practicum (RDG 514G) and the seminar as the final two courses in the M.Ed. Reading and Literacy program.

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Massachusetts Tests of Educator License: MTEL

Students in a licensure program must also take and pass a set of tests – the MTELs – required of all classroom teachers by the Commonwealth of Massachusetts. See the matrix below for the particular tests required, depending on your particular licensure area. All MTEL tests (including the General Curriculum and subject matter tests) should be passed prior to entry into the student-teaching practicum.

More information about the MTEL tests can be found at http://www.mtel.nesinc.com.

MTEL Tests

ECE

ELEM

MOD DIS

ESL

MID

SEC

Communication & Literacy

X

X

X

X

X

X

Foundations of Reading

X

X

X

X

X X

X

X

General Curriculum Early Childhood Subject Matter tests

READ X

X X

MTEL tests are not applicable for students in the General Studies, Higher Education or Community Engagement programs.

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Contact Us www.merrimack.edu/graduate 978-837-5073 graduate@merrimack.edu

School of Education 315 Turnpike Street North Andover, MA 01845 www.merrimack.edu/schoolof education