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EDUC 0570 - Language and Communication Development and Intervention
Credits: 3
This course will examine language and communication with an emphasis on continuity and variation in development. Students will be introduced to the developmental process of acquiring oral and written language and communication skills. In addition students will examine the impact of exceptional learning needs and cultural and linguistic diversity on language and communication development and use. Students will explore strategies for assessing and supporting language and communication skills, including the use of augmentative and alternative communication approaches and other assistive technologies. Students will consider language and communication teaching from a Universal Design for Learning perspective and will be exposed to culturally responsive interventions that support oral and written language proficiency and communicative competence.
Prerequisites: EDUC 0221 or EDUC 0540
(Early Childhood, Special Needs Pre K-8, 5-12, N-21)
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EDUC 0571 - Identification, Assessment, Planning and Programming (Moderate)
Credits: 3
Curriculum resources, methods and materials for students with exceptional learning needs are developed on the basis of on-going assessment. Accurate diagnosis is achieved through knowledgeable use of formal and informal assessments. Emphasis is on the understanding of a variety of assessment instruments and strategies and their application to the design of Individual Educational Programs (IEPs), lesson planning, and activity selection. The dual mandate of meeting individual needs and inclusion means that special educators must develop a wide array of assessment, counsulting, and instructional approaches. A 30-hour field-based component is required.
(30 hours of field experience required)
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EDUC 0573 - Integrating Vocational & Academic Curriculum
Credits: 3
The topic of integrating academic and vocational technical curricula will be examined by reviewing the history of academic vocational integration, standard practices, cognitive science related to integration of subjects and related issues. Actual and hypothetical integrated models will be studied. Students will develop an integrated education plan for a course, a program or a school.
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EDUC 0574 - Career Education and Transition for Students with Disabilities
Credits: 3
P.L. 98-199 and MA Ch. 688 mandate appropriate transitional planning for adolescents having significant special needs as they prepare to move from educational systems to the adult service systems. This has been a particular concern to parents of developmentally disabled adolescents and youth. Inclusion in the established educational process (as mandated by P.L. 94-142) of additional professionals from vocational rehabilitation, counseling, social work and related areas will be studied. Specific focus will be placed on state-of-the-art approaches to transition and its impact upon curriculum.
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EDUC 0576 - Developmental Disabilities and Self-Determination
Credits: 3
The purpose of this course is to explore educational, social and legal issues that affect the opportunities of individuals with developmental disabilities. A developmental disability is a delay or failure to progress through the milestones of childhood at a typical rate. Educational assessment and programming will focus on the developmental domains of motor, psycho-social, communication, and cognitive functioning. A key aspect of working effectively with students with developmental disabilities is collaboration with families. This course will explore the realities of having a child with a disability and what schools, specifically teachers, can do to support the child and the family. A continuum of educational and community services will be described in order to acquaint the student with the least restrictive options needed to promote and enhance learning. Educational assessment and programming will focus on the developmental domains of motor, psycho-social, communication and cognitive functioning.
Prerequisites: EDUC 0221 or
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EDUC 0577 - Learning Disabilities and Instructional Strategies
Credits: 3
Introduction to the history and current practices in the diagnosis and remediation of disabilities, major theories of etiology, commonly used assessment instruments, and remedial materials and methods are explained. Research findings, issues and controversies of the field will be discussed. Emphasis is on teaching students with learning disabilities in the regular classroom.
Prerequisites: EDUC 0170/EDUC 0540 - Introduction to Students with Exceptional Learning Needs or EDUC 0221 Equity in Education
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EDUC 0578 - Behavior Support for Students with Emotional/Behavioral Disorders
Credits: 3
The focus of study is identification, assessment, intervention, functional behavior assessment, and the development of positive behavioral supports, including the use of behavior management principles, for students with emotional and behavioral disorders. The home, school, and community are considered in relation to the student’s emotional and behavioral well-being.
Prerequisites: EDUC 0220 or EDUC 0633 or equivalent and EDUC 0221 or EDUC 0540 or equivalent or permission of instructor.
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EDUC 0579 - Teaching Methods for Vocational/Technical Education Using Research-Based Practices to Develop Effective Instructional Strategies
Credits: 3
Utilizing research of the past decade, the purpose of this course is to present the relationship between brain functioning, learning styles and instruction in the schools. Students will design a teaching unit that focuses on readiness assessment, use of learning styles, attention to whole brain teaching, interpersonal skills, and relevant and timely “certification” of results. Required for approval for vocational instructors.
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EDUC 0580 - Multicultural Education
Credits: 3
Multicultural Education addresses the issue of providing students with equitable education. This course examines major theories, approaches and concepts within multicultural education and their application. Institutional and societal structures, such as tracking and funding, are studied for their effect on student achievement. Students reflect on individual and group factors, such as race/ethnicity, gender, socio-economic class, and sexual orientation that influence educational settings and the delivery of instruction. In addition, students gain a greater understanding of the history, culture, and values of diverse groups.
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EDUC 0581 - Early Intervention for Young Children with Special Needs
Credits: 3
The purpose of this course is to help students to gain an awareness of how early identification of disabling or potentially disabling conditions, along with appropriate remediation measures, can be the most beneficial way to help children to develop. The course will be divided into four main areas of study: rationale for early intervention and related legislation; research; screening and assessment; and intervention strategies and programs. Although the amount of the time spent in each area of study may vary, each area is of great importance in developing an understanding of the field.
(15 hours of field experience required)
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EDUC 0585 - Home/School Collaboration and Community Inclusion
Credits: 3
Focuses upon the procedures and programs needed for providing an easier transition for students with developmental disabilities from school to the community. Various options for life, employment and school are discussed. This course stresses the development and management of resources that enhance independent living.
Former title: Developing and Administering Community-Based Resources
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EDUC 0586 - Accommodations and Supports: Medical/Social/Communication
Credits: 3
This course is a systematic study of neurophysiological deviations that cause severe disabilities. Emphasis is also placed on method and techniques for increasing motivation and improving performance. Students will develop an understanding of concepts and procedures necessary to work cooperatively with medical professionals, physical therapists, occupational therapists, communication specialists and parents.
Former title: Education and Training of the Substantially Handicapped Child
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EDUC 0587 - Instructional Practices: Materials & Classroom Procedures in Middle and Secondary Education
Credits: 3
This course will present advanced concepts and methods of middle and secondary classroom instruction. It is designed to allow educators to expand their repertoire of methods, materials, skills, and strategies to meet the needs of all students. Prerequisite: Educational Planning and Evaluation: Middle and Secondary.
(Secondary, Middle)
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EDUC 0590 - Addressing the Needs of Students with Disabilities in Vocational/Technical Education
Credits: 3
An introductory offering in Vocational Technical Education designed to provide a basic understanding of handicapped conditions. Concentration will be placed on the characteristics and problems of all types of exceptional children. Special emphasis is placed on essential educational adaptations and utilization of available resources in developing occupational programs for special needs students. A major focus will be to examine the current legislation and its implications for educating the handicapped.
(Vocational Technical Education)
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EDUC 0595 - Professional Development: Special Topics in Education
Credits: 3
A graduate special topics course designed to meet the professional development needs of an external educational partner, such as a school or school district. This course may be included in a Westfield State University graduate degree program only if it meets the requirements of that degree, the review and approval of a program advisor based on a final project or portfolio related to the course, and the program advisor’s inclusion of the course on an approved program of study.
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EDUC 0596 - Seminar: Recent Developments for Computers in Education
Credits: 3
An introductory course requiring no previous knowledge of computers, this seminar is comprised of three major components: (a) an introduction to software tools for teachers, (b) exposure to and analysis of commercially available educational software and hardware, and (c) an analysis of both practical and theoretical issues related to the use of microcomputers in education. Graduate level projects and applications are central to the course concerns.
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EDUC 0597 - Practicum: Special Needs Teacher
Credits: 6
The capstone experience for initial licensure as a teacher of students with special needs, the practicum places eligible students in supervised student teaching experiences with students having moderate special needs. Restricted to matriculated students whose practicum applications have been approved by the department, this is a full-time placement for the practicum semester. Minimum clock hours is three hundred (300).
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EDUC 0598 - Special Topics in Education
Credits: 3
An in-depth examination of current issues and concerns in education. Advisor’s permission is required in order to include a special topics course in a graduate program of study.
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EDUC 0599 - Independent/Directed Study
Credits: 1-6
The student engaged in independent study will select and develop topics in the field of education and related fields in cooperation with a professor from the Education Department, with the approval of the chairperson and advisor. Independent study work should be developed in accordance with your approved Program of Study.
(Elective)
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EDUC 0600 - Pilot Course
Credits: 3
This course, variable in content and focus, is offered as an exploratory graduate level experience. Courses which run under the pilot designation will only be offered once in this format. Check with your advisor for inclusion into a graduate program.
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EDUC 0601 - School Oral and Written Literary Practices
Credits: 3
This course provides K-12 teachers with knowledge and skills to improve speaking and writing instruction within their classrooms using an integrated language arts approach. At the primary grade level, the course includes theory and best practices for teaching interactive writing and a process approach to writing. At the intermediate, middle and high school levels, the course emphasizes the reading-writing-speaking-listening connection; speaking and writing in response to literature and exposition; writing in the narrative, expository, and poetic styles; and writing and speaking across the curriculum. Emphases also include assessment of writing using holistic writing rubrics at all levels. Students are expected to write in a variety of styles and to critique their own writing
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EDUC 0603 - Introduction to School Business Administration
Credits: 3
An introduction to school business administration including an overview of accounting; preparation and interpretation of financial statements; financial planning and management; development of budgets; resource allocation purchasing; transportation; school lunch program and nutritional standards; building maintenance; capital planning; and strategic planning as it relates to schools. The course will address both theoretical and practical perspectives through a combination of lecture, case analysis, and group discussions.
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EDUC 0604 - The School Principal
Credits: 3
An analysis of theory underlying the position of school principal; the means undertaken by persons to fulfill the role of school principal; the community-school problems that arise; and the possible solution to problems, will be the emphasis in this course. The role of the principal with reference to M.E.R.A. ‘93 will be explored. Documented field experience (10 hours) is required.
(School Principal)
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EDUC 0608 - Educational Finance
Credits: 3
An introduction to the preparation and administration of school budgets with respect to educational programs and non-instructional services; the effects of acceptance, rejection, or modification of budget by school administrators. The impact of legislative; and financial aspects of education to the provision and structuring of services is explored.
(School Principal)
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EDUC 0609 - Internship: Secondary School Principal 9-12
Credits: 6
Three hundred (300) clock hours within two years of on-site responsibility for supervision and direction in middle school education as specified in the Practicum Activities Manual. Culminating activity for certification program as secondary school principal 9-12.
(School Principal: Secondary)
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EDUC 0610 - Leadership in School Administration
Credits: 3
The process of organizational change and criteria for evaluation in relationship to decision making and problem-solving is examined. Initiating structures, consideration of subordinates needs, leadership style, and salient situational factors are studied to determine effectiveness.
(Elective)
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EDUC 0611 - Organization and Administration of Middle Schools
Credits: 3
A basic introduction to the principles of school administration for middle schools. Topics to be included are: organizational characteristics of middle schools, strategies for institutional change, theories and methods of staff development, in-service education and the impact of ‘93 M.E.R.A. on organization and administration. Documented field experience (15 hours) is required.
(School Principal: Middle School)
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EDUC 0612 - Organization and Administration of Elementary Schools
Credits: 3
A basic introduction to the principles of school administration for elementary schools. Topics to be included are: organizational characteristics of elementary schools, strategies for institutional change, theories and methods of staff development, in-service education and the impact of M.E.R.A. ‘93 on organization and administration. Documented field experience (15 hours) is required.
(School Principal: Elementary Education)
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EDUC 0613 - Organization and Administration of Secondary Schools
Credits: 3
A basic introduction to the principles of school administration for secondary schools. Topics to be included are: organizational characteristics of secondary schools, strategies for institutional change, theories and methods of staff development, in-service education and the impact of M.E.R.A. ‘93 on organization and administration. Documented field experience (15 hours) is required.
(School Principal: Secondary)
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EDUC 0615 - Trends and Problems in School Administration
Credits: 3
Major trends and problems identified, analyzed, and evaluated. Emphasis on current and emerging models of governance and decision making, public involvement, financial support of public schools, accountability, and institutional accreditation. Selected topics from education reform will be included
(Elective)
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EDUC 0616 - Internship: Elementary School Principal Pre K-6
Credits: 6
Three hundred (300) clock hours within two years of on-site responsibility for supervision and direction in elementary education as specified in the Practicum Activities Manual. Culminating activity for certification program as Elementary School Principal Pre K-6.
(School Principal: Elementary Education)
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EDUC 0617 - Internship: Middle School Principal 5-8
Credits: 6
Three hundred (300) clock hours within two years of on-site responsibility for supervision and direction in middle school education as specified in the Practicum Activities Manual. Culminating activity for certification program as Middle School Principal 5-8.
(School Principal: Middle School)
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EDUC 0621 - Supervision in the Schools
Credits: 3
An introductory course in supervision for teachers, school administrators, and supervisors. Significant topics included in the course are: concepts for supervision; organization for supervision; group process; techniques of supervision; and the evaluation and improvement of instruction, curriculum and the supervisory program and the impact of M.E.R.A. ‘93 on organization and administration. Documented field experience (20 hours) is required.
(School Principal)
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EDUC 0622 - Case Studies in Middle and Secondary Education
Credits: 3
This course seeks to integrate theories of effective teaching and the practice of teaching through the use of case studies. The primary objective of the course is to encourage learners to examine the practice of teaching, to apply theory to the practice of teaching, to facilitate process whereby teachers learn to reflect on their practice, and to encourage the use of research to inform practice. These objectives will be met by analyzing case studies in which participants must come to terms with the ambiguity of school and classroom situations and develop problem solving methods in response to those situations.
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EDUC 0623 - Practicum II: Reading Teacher: Consultant, Supervisor, and Administrator
Credits: 3
This course is expressly designed to meet the needs of the teacher of reading in his/her role as consultant, supervisor, curriculum developer, and administrator of the reading program within a school system. Special emphasis will be placed upon the various approaches to peer and team teaching, staff development in reading as well as in content area programs, designs for in-service programs for staff and parents. Practicum experiences provide scope and sequence to the reading curriculum and the means of achieving reading goals. An understanding of federal and state laws and programs regarding all types of reading instruction (such as special needs in reading, and Title I programs) will be included.
Prerequisites: Practicum I: Clinical Experiences in Reading Elementary or Secondary (EDUC 0645 or EDUC 0646 ) Permission of program coordinator required
(75 hours) (Reading Specialist)
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EDUC 0624 - Technology Applications in Special Education
Credits: 3
Students will demonstrate fluency in describing pedagogical approaches to incorporating technology into the instruction of exceptional learners, particularly students with learning disabilities, emotional disturbance, and cognitive disorders. The course will address the various factors associated with providing assistive technology services and devices in the educational setting. Students will be introduced to various technologies ranging from non-electronic solutions to low technology to sophisticated high technology strategies for implementation within any curriculum. Students will demonstrate competence in using application software and hardware and the Internet. Course participants will demonstrate technology competencies through projects, papers, presentations, and the development of an instructional unit on learning disabilities.
(Teacher of Students with Moderate Disabilities (PreK-8) and (5-12))
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EDUC 0628 - Educational Statistics
Credits: 3
Designed to present fundamentals of statistics as required for the effective pursuit of other courses in which statistics is an integral part, such as research and evaluation, tests and measurements, etc. Topics include analysis of data, elementary probability, binomial distribution, F-distribution, random sampling, testing of hypothesis, regression and correlation, index numbers, time series, and analysis of variance.
(Elective)
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EDUC 0629 - Experiential Curriculum Development Workshop: Elementary
Credits: 3
Designed to develop within the participants the capacity to make effective use of an action-oriented, experience-based curricular approach. Participants work together to gain knowledge of curricula, including process/content aspects. The course provides opportunities for students to engage in activities relating to curriculum development, implementation and evaluation. Documented field experience (15 hours) is required for School Principal C.A.G.S. program.
(School Principal: Elementary)
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EDUC 0630 - School-Community Relations
Credits: 3
An inquiry into the origin, nature, and types of current problems concerning school-community relations. Significant topics include: presenting needs, instructional goals, and policies to school and community; techniques for encouraging staff and community initiative and involvement; techniques for establishing an equitable, sensitive, and responsive school environment. Approaches for increasing parent involvement in schools. Documented field experience (15 hours) is required.
(School Principal)
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EDUC 0631 - Sheltered English Immersion
Credits: 3
An Endorsement Course for Teacher/Educators: This course will provide pre and in-service teachers at the graduate level with the knowledge, skill and dispositions essential to effectively shelter their content instruction to ensure that the English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success. This course will also help teachers understand the relevant policies and laws as well as the social and cultural issues that contribute to the schooling of ELLs and the diversity of ELL populations. This course will also expand teacher’s’ knowledge of how language functions within academic content teaching and learning, and how children and adolescents acquire a second language. Educators will plan instructionally diverse lessons based on assessment data within the context of a standards-based curriculum. The course will provide candidates with research-based protocols, methods and strategies to integrate subject area content with language and literacy development. Students will apply the MA English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards necessary to support ELL students’ success with all Massachusetts curriculum standards for Pre-K-12 learners. A field experience is required and might be shared with another filed experience course.
Prerequisites: EDUC 0519, 0554, 0571 or the equivalent or experience in teaching.
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EDUC 0632 - Research in Education
Credits: 3
Stresses the use of appropriate research and evaluation methodology in education. Structured to aid school personnel in the preparation and understanding of educational research. Points of emphasis will include the nature of research, selection and delimitation problems, appraisal of educational literature, necessary statistical concepts as well as participant observer approaches and research design.
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EDUC 0633 - Social Cultural Theories: Foundations of Education
Credits: 3
A comprehensive survey and critical analysis of the philosophical, sociological, historical and economic foundations of current major views regarding the nature and aims of education, curriculum design and validation, school organization and policy, and teaching-learning. The foundations of current proposals for school reform will be examined in depth.
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EDUC 0635 - Laboratory in Program Assessment and Design
Credits: 3
This laboratory deals with a set of policy decisions associated with the direction and operation of specific educational programs. Students will work on two problems in a semester. The first problem involves an analysis of an existing program in terms of the student, teacher and community. It focuses on the development of criteria and methods of research necessary for evaluating the effectiveness of the program, and for the development of recommendations for improvement (field-based). The second problem is concerned with program design. The graduate student must think through the conception and implementation of a new program to deal with an unresolved problem. Students learn to translate promising concepts into detailed workable proposals and the consequences of the program.
(School Principal, elective, Reading, Elementary, Middle)
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EDUC 0636 - School Legal Theories and Practices
Credits: 3
Provides the student with an understanding of school law and its development, taking into account the separation of governmental powers, the roles of federal and state government, appellate court decisions and legal principles and practices pertaining to education. Course topics include “Open Meeting” law; tort liability of school personnel; collective bargaining; student rights related to discipline, due process, equal protection, speech, search and seizure, and education records; child abuse reporting; laws and guidelines for special needs students; school desegregation; and a review of selected provisions of Massachusetts education reform laws.
(School Principal)
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EDUC 0642 - The Influence of Play Upon Young Children
Credits: 3
The seminar will examine the relationship of play to the growth of the young child, ages 3-8, in the cognitive, social, emotional, and physical domains of development. Emphasis will be placed on theories of play, current research in the area of play, and curricular applications of play for diverse groups of children in integrated settings. The appropriateness of resources and materials as they influence the learning, health, and physical development of the young child will be reviewed.
(Early Childhood)
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EDUC 0643 - Issues and Concerns About the Young Child’s Needs
Credits: 3
The course is designed to study and review the issues and concerns that deal with the social, racial, sexual, and cultural needs of young children. It will review the levels of growth and development of young children as they relate to academic achievement. It will discuss the influence of state and local agencies as they deal with the issues surrounding child abuse, neglect, parenting, home relationships, self-esteem and the rights of the young child.
(Early Childhood)
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EDUC 0645 - Practicum I: Clinical Experiences in Reading Elementary
Credits: 6
Designed to help classroom teachers, remedial teachers, and clinicians diagnose and correct various kinds of problems which might be identified under the heading of “reading disability,” through the examination of both group and individual standardized as well as informal tests. Faced with the need to select appropriate tests for immediate use with a pupil in a clinical situation, the clinician must apply his theoretical and practical knowledge. (A practicum of 250 hours at the practicum site is required.)
Prerequisites: Minimum of one year teaching experience, certification as a teacher, a passing score on the MTEL Reading Specialist Test, and approval of instructor.
(Reading Specialist)
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EDUC 0646 - Practicum I: Clinical Experiences in Reading Secondary
Credits: 6
Purpose: To enable teachers to diagnosis and correct reading difficulties; formal and informal diagnostic testing and use of appropriate remedial and/or corrective materials. (A practicum of 250 hours at the practicum site is required.)
Prerequisites: One year teaching experience, certification as a teacher, and approval of instructor.
(Reading Specialist)
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EDUC 0648 - Diagnosis of Reading Abilities
Credits: 3
Students will analyze various formal and informal assessment instruments designed to provide information about the development of skills within a reader. In addition, numerical testing situations will be utilized and interpreted. The course participants will also develop informal diagnostic measures. Field experiences are required.
Prerequisites: Basic course in reading and teaching experience.
(Teacher of Reading)
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EDUC 0650 - Issues and Problems in Reading: Advanced Seminar
Credits: 3
The seminar will focus attention of individual and/or group problems in reading and will require participants to examine, investigate, and analyze an issue or problem in order to propose solutions, and subsequently to assay one of the proposed solutions. In addition, there will be reviews and reports of research and analyses of recent advances and current trends.
Prerequisites: Permission of instructor.
(Teacher of Reading)
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EDUC 0652 - Research Issues and Problems in Special Education
Credits: 3
Current issues in the field of special education as well as discussion of some of the basic underlying assumptions. Focus is also placed on action research findings relative to professional development, and mentoring of teachers in the clinical experience. Research project is required.
(Special Education)
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EDUC 0653 - Multicultural Theory & Practice: English Language Learners
Credits: 0.5
English Language Learners are a growing population in public schools and they face unique challenges. Thus, the purpose of the seminar will be to have students (a) observe the ways in which categories of difference such as race and gender shape the experiences and opportunities of English Language Learners in the United States; (b) explore the relationships of linguistically diverse groups to social, economic, and institutional power and the role education plays in these relationships; (c) critically examine their own social positions and the ways in which their cultural assumptions and value systems inform their interactions with P – 12 students and families from racial and linguistic backgrounds different from their own; and (d) develop more equitable perspectives and approaches to teaching and working with and across linguistic differences represented in their classrooms. Students will share their field observations and reflections in the seminar, and the instructor will provide content and facilitate discussions and self-reflections on these observations based on multicultural educational theory and practice. A field experience of 10 hours in a classroom or other educational program that services P – 12 students, such as some community-based programs, after-school or summer-school programs, is required.
Prerequisites: EDUC 0633 , except for Moderate Special Needs program.
(Professional Licensure in Early Childhood, Elementary, Moderate Special Needs, Secondary Education, and Physical Education)
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EDUC 0654 - Multicultural Theory & Practice: Exceptional Learners
Credits: 0.5
This course addresses racial disproportionality in Special Education. Thus, the purpose of this field experience and seminar is to provide several opportunities for advanced licensure candidates to explore the relationship between race and exceptionality in their practice. Students will critically examine their own social positions and reflect upon ways in which their cultural assumptions, beliefs, and value systems enhance or hinder their interactions with students and families from racial backgrounds different from their own. Students will share the field observations and reflections in the seminar, and the instructor will provide content and facilitate discussions and self-reflections on these observations based on multicultural educational theory and practice. A field experience of 10 hours in a classroom setting or other educational program that services P – 12 students, such as some community-based programs, after school or summer-school programs, is required.
Prerequisites: EDUC 0633 , except for Moderate Special Needs program.
(Professional Licensure in Early Childhood, Elementary, Moderate Special Needs, Secondary Education and Physical Education)
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EDUC 0656 - Remedial Reading Materials and Methods
Credits: 3
The purposes of this course are as follows: 1) To acquaint reading specialists with present trends in remedial reading. 2) To prepare teachers who are interested in remedial reading as a field to become better equipped to work with remedial readers in their classroom. 3) To become acquainted with the current materials and methods in remedial reading. Field experiences are required.
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EDUC 0657 - Applying Linguistics to the Teaching of Reading
Credits: 3
This course is designed to assist teachers in acquiring a foundation in the application of linguistic principles related to the teaching of word recognition and word meaning skills. The advantages, limitations and utilization of various word identification techniques will be explored. Equal emphasis will be placed on factors and ideas related to context, syntax and semantics in the student’s vocabulary development. Field experiences are required.
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EDUC 0661 - Storytelling and Literature for the Very Young Child
Credits: 3
To provide teachers and prospective teachers with the criteria for selection of literature for young children and a knowledge of the authors and illustrators, both in the past and contemporary times, who have contributed to the field. Emphasis will be placed on picture books, nursery rhymes, poetry, fiction and non-fiction, and building an interest in literature and books and their place in the curriculum for young children. Storytelling techniques will be discussed. Each student will get experience in storytelling and selecting stories to tell at the Kindergarten and primary levels.
(Elective)
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EDUC 0662 - Innovative Practices in Teaching Reading
Credits: 3
Survey and evaluation of trends, techniques, recent programs and materials in innovative reading approaches will be basic to course activities. Attention to the needs of specific population will be considered along with demonstrations and discussions.
(Elective)
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EDUC 0663 - Introduction to Educational Administration
Credits: 3
An introduction into the study of leadership theory, change processes in the public schools, and analyses of decision making. Methods of determining one’s own potential for an administrative position in the field of education, and for evaluation of his/her own role, behavior, and performance will also be considered. Documented field experience (15 hours) is required.
(Required – School Principal, M.Ed.)
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EDUC 0664 - Behavior Management & Consultation for Elementary and Secondary Students
Credits: 3
This course focuses on solving classroom management problems through an analysis of interactional factors that contribute to behavior problems (i.e. school, home, student). Emphasis is on maintaining students in general education through preventive discipline practices and planned interventions in both special and general education for students with chronic behavior/emotional problems. (30 hours of field experience required)
(Special Needs Pre K-8, 5-12)
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EDUC 0665 - Consultation and Prevention of Learning Problems
Credits: 3
Many learning problems can be solved at their point of origin in the regular classroom. Using a consultation model as a base, this course identifies effective collaboration practices and describes how special educators can utilize consultation skills to help maintain students with mild-moderate disabilities in the regular classroom. Curriculum, behavior management, and community based strategies that support full inclusion of students with disabilities will be highlighted.
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EDUC 0671 - Assessment and Educational Programming for Students with Learning and Behavior Problems
Credits: 3
This course covers issues related to identification, assessment, and educational planning for students with mild disabilities. Emphasis is on educational screening and evaluation procedures that take into account the interactional aspects of learning problems. Assessment practices that provide useful information for educational planning will be highlighted. (10 hours of field experience required)
(Special Needs Pre K-8, 5-12)
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EDUC 0681 - Experiential Curriculum Development Workshop: Middle School
Credits: 3
Designed to develop within the participants the capacity to make effective use of an action-oriented, experience-based curricular approach. Participants work together to gain knowledge of curricula, including process/content aspects. The course provides opportunities for students to engage in activities relating to curriculum development, implementation and evaluation. Documented field experience (15 hours) is required for School Principal C.A.G.S. program.
(School Principal: Middle, Middle School Generalist Professional )
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EDUC 0682 - Experiential Curriculum Development Workshop: Secondary School
Credits: 3
Designed to develop within the participants the capacity to make effective use of an action-oriented, experience-based curricular approach. Participants work together to gain knowledge of curricula, including process/content aspects. The course provides opportunities for students to engage in activities relating to curriculum development, implementation and evaluation. Field experience is required for School Principal C.A.G.S. program.
(School Principal: Secondary)
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EDUC 0690 - Curriculum & Instruction for Students with Special Needs in Least Restrictive Environment
Credits: 3
This course will discuss curriculum approaches in core academic areas and development of activity based lessons. An in-depth view of the teaching-learning process, instructional strategies and evaluation methods for elementary and secondary students with special needs will be included. (30 hours of field experience required)
(Special Education)
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EDUC 0692 - Programming for Infants and Toddlers and Preschoolers with Special Needs
Credits: 3
The renewed focus in special education recognizes the importance of providing quality intervention beginning at birth to families and children with special needs. This course explains successful early childhood practices that enhance the developmental growth of two populations: students at-risk of educational failure and students with developmental disabilities.
(Early Childhood, Special Needs Pre K-9, N-21)
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EDUC 0695 - Research Based Field Experience
Credits: 6
The Research Based Field Experience is the culminating requirement for the Certificate of Advanced Graduate Study: Concentration in Educational Administration. As the course title indicates, the experience is to include a substantial research basis for the practical field based portion of the study. Research study of selected program area under advisement and consultation and permission of department chairperson is required prior to enrollment
Prerequisites: Completion of at least eighteen (18) semester hours of the C.A.G.S. Program.
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EDUC 0698 - Independent Study in Educational Administration
Credits: 3-6
Designed to meet particular needs of the individual student. Plans must be submitted in advance of registration to student’s advisor for his/her approval and consent. Number of credit hours determined by the chairperson. Ordinarily cannot be taken until the student has completed twelve (12) hours of course work.
Prerequisites: Matriculation into a graduate degree program.
(Elective)
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EDUC 0699 - Independent/Directed Study
Credits: 1-6
The student engaged in independent study will select and develop topics in the field of education and related fields in cooperation with a professor from the Education Department, with the approval of the chairperson and advisor. Independent study work should be developed in accordance with student’s approved Program of Study.
Prerequisites: Matriculation into a graduate degree program.
(Elective)
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ENGL 0511 - The British Novel
Credits: 3
Reading and discussion of works by major novelists from the 18th century to the present.
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ENGL 0517 - Shakespeare: Tragedies and Histories
Credits: 3
Study of the tragedies and histories of Shakespeare, including some consideration of his sources, his use of Elizabethan ideas, and his theatre.
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ENGL 0518 - Shakespeare: Comedies and Romances
Credits: 3
Study of the comedies and romances, including some consideration of Shakespeare’s sources, his use of Elizabethan ideas, and his theatre.
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ENGL 0523 - The American Novel
Credits: 3
At least one major work of fiction of a selected group of American novelists beginning with those of the mid-nineteenth century and including others to the present day.
Prerequisites: 6 s.h. American Literature Studies
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ENGL 0527 - Contemporary Cross-Cultural Literature
Credits: 3
A comparative study of contemporary Non-western literature from major regions, such as Africa, the Middle East, Latin America, and Asia. Works from various genres will be considered in light of their cultural implications as well as their distinctive literary features. Selections from Western literature may also be included for comparison. Students taking the course will be required to complete a research project that includes a curricular component.
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ENGL 0532 - Romantic Literature
Credits: 3
Study of the prose and poetry of the major writers of the Romantic Age.
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ENGL 0538 - Young Adult Literature in the ELA Classroom
Credits: 3
Detailed examination of the teaching of literature in the junior and senior high school, with emphasis on literature written expressly for adolescents. Attention will also be given to related matters: (1) objectives and functions of literature study in the secondary curriculum; (2) a pedagogical approach to major genres; (3) new approaches to literature study; (4) methods of teaching reading.
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ENGL 0539 - Advanced Methods of Teaching English
Credits: 3
Students pursuing Professional Licensure are required to take this course that synthesizes theory and practice in teaching literature, writing, and language arts. Students research latest theories and instructional strategies in English, review content material, and implement theoretical paradigms into curriculum design, classroom activities, and lesson plans. Students participate in peer evaluation, video-taping, role-playing, and simulated teaching experiences.
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ENGL 0547 - Advanced Critical Writing
Credits: 3
Designed to develop formal writing ability on scholarly topics. Intensive library research will precede all writings. The goal of the course is to provide students with the research and writing skills necessary in the preparation of papers of publishable quality. Non-English majors will be encouraged to select subjects related to their fields of study.
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ENGL 0548 - History of the English Language
Credits: 3
A study of the development of English from its Indo-European origins to the present day, including an historical survey of changes in structure, sounds, and meaning.
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ENGL 0549 - The Structure of Modern English
Credits: 3
A study of the origin and development of the English language with emphasis on its present structure and usage.
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ENGL 0550 - Methods of Teaching English
Credits: 3
Offered at the middle (5-8), secondary (8-12) and Middle and Secondary levels, this course provides preparation for teaching English through the following: study and observation of school structures, procedures and teaching techniques; evaluation and selection of appropriate material for middle and secondary school students; preparation of lesson and unit plans; presentation of lessons; construction of test; and evaluation of student writing. Graduate level readings and projects will accompany the requirements of this course, as will a curricular application project completed at the graduate level. Course requires a thirty hour field placement.
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ENGL 0564 - American Drama
Credits: 3
Emphasis on the development of the dramatic form in America. Plays read as evidence of an American dramatic tradition with experimentation one of its characteristics. Plays will also reflect significant developments in culture.
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ENGL 0576 - Modern British and American Poetry
Credits: 3
Reading and discussion of works by the foremost English and American poets from Hardy and Housman to such contemporary writers as Eberhart, Spender and Lowell. Special attention to the experimental forms and the modern thought of the poetry.
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ENGL 0583 - Teaching Writing
Credits: 3
Examines current theory and practice in the teaching of writing. Topics covered include methods for teaching the writing process, curriculum development, issues of diversity, computer pedagogies and grammar instruction. By focusing on a number of key instructional issues, this course will help educators feel more confident in their roles as teachers of writing. The course will begin with an examination of composition and rhetorical theories that inform the teaching of writing today. While the primary focus of the course will be writing pedagogy, students will also have opportunities to study how various theories of rhetoric and composition inform their own writing process. Students will be required to complete a graduate level research project on a current issue in the teaching of writing.
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ENGL 0588 - Special Topics in Writing
Credits: 3
An advanced course in writing based upon a common theme or subject. Focus designated each semester by a course subtitle. Course syllabus is dependent upon the topic.
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ENGL 0601 - Studies in Victorian Literature
Credits: 3
This course provides in-depth study of works by Victorian essayists, poets, and novelists in response to social, philosophical and cultural issues between 1830 and 1900.
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ENGL 0602 - Special Studies in Drama
Credits: 3
Intensive study of significant movements and figures in the development of world drama. Emphasis designated each semester by a course subtitle.
A Master’s candidate may not take ENGL 0602 more than twice for graduate credit.
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ENGL 0603 - Special Studies in Fiction
Credits: 3
Intensive study of basic works of pivotal individuals, groups or movements in the development of British, American and diverse fiction. Emphasis designated each semester by a course subtitle.
A Master’s candidate may not take ENGL 0603 more than twice for graduate credit.
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ENGL 0605 - Medieval Literature
Credits: 3
In-depth study of selected works such as Beowulf, The Canterbury Tales, and Le Morte D’Arthur from the Old and Middle English periods. Special emphasis may be designated by a course subtitle.
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ENGL 0606 - Renaissance and Seventeenth Century Literature
Credits: 3
Study of l6th and l7th century British literature. Special emphasis on significant works, authors, genres, and/or movements may be designated by a course subtitle. Writers such as Shakespeare, Spenser, Bacon, Donne and Milton will be included.
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ENGL 0607 - Studies in Restoration/18th Century Literature
Credits: 3
Study of specific authors such as the Restoration dramatists, Dryden, Swift, Pope, Fielding and Johnson.
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ENGL 0608 - Theories of Literary Criticism
Credits: 3
Designed to give graduate students an understanding of the basic assumptions underlying various critical systems and practical experience in the application of critical theories to evaluation of specific literary works. Some consideration of the history of criticism.
This course is required of all Master’s candidates except those getting the initial license.
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ENGL 0609 - Contemporary Issues in English Teaching
Credits: 3
This course introduces contemporary trends and issues in English instruction in the middle and secondary school. It focuses on several core issues that branch into current theories, research, and methods of teaching English. This course will emphasize the process of critical inquiry and reflection on classroom experiences.
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ENGL 0611 - Special Studies in Poetry
Credits: 3
Intensive study of significant movements and figures in the development of British, American and diverse poetry. Emphasis designated each semester by a course subtitle.
A Master’s candidate may not take ENGL 0611 more than twice for graduate credit.
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ENGL 0618 - Studies in Romantic Literature
Credits: 3
Extensive reading and discussion of English Romantic writers and of modern critical approaches to their work.
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ENGL 0619 - American Romanticism
Credits: 3
Study of the major writers from the middle years of l9th century American literature, with emphasis on two or three representative writers, including Hawthorne, Melville, Emerson, Thoreau, Poe, and Whitman.
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ENGL 0622 - American Realism
Credits: 3
Literary and cultural analysis of American writing from the post-Civil War period to the turn of the century. Other movements will be studied (frontier interest, local color), but the realism of James, Twain and Howells will be the major focus.
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ENGL 0623 - Studies in Shakespeare
Credits: 3
Close study of selected plays of Shakespeare with collateral readings in both dramatic and non-dramatic works of his contemporaries. Emphasis designated each semester by a course subtitle will be on such topics as Renaissance genres, intellectual history, stage practice, and world views of the era.
Prerequisites: A course in Shakespeare.
A Master’s candidate may not take ENGL 0623 twice for graduate credit.
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ENGL 0624 - Methods of Literary Research
Credits: 3
Detailed and systematic exposure to the process of location, evaluation, and organization of findings in literary research. Examination of basic tools: major bibliographies and other specialized reference works; principal serials in several fields of literary study; discussion of location and content of major collections of prime documents. Consideration of problems of editing and of computerized bibliographic searching as a research process.
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ENGL 0625 - Independent Study
Credits: 3
Independent work in a field of special interest, either in literature or language, not covered by regular course offerings. The student will be assigned a faculty member qualified to supervise the independent study project. The student must apply to the department chair at least one semester in advance of the one during which she or he engages in the study. Project must be approved by the Department Graduate Committee.
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ENGL 0626 - Seminar in English Education Capstone Experience
Credits: 3
Preparation of professional resources and a carefully supervised research project in the reading, interpreting, and teaching of literature, composition, or language arts. Taken after students have completed ENGL 0539 - Advanced Methods of Teaching English , the course culminates in a formal presentation before three to five members of the graduate English faculty.
Required for students pursuing Professional Licensure.
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