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Graduate Programs

Course Descriptions



CRM 5002G - Forensic Behavioral Analysis
This course is designed to allow students to examine the development of individual criminality and criminal careers, the role of social group processes in criminal activity, varieties of criminal behavior including violent, sexual and predatory crime, mental disorders, psychopathy and crime, victims and victimization, offender profiling, and the broader topic of forensic criminal investigation. The course will also explore the contribution of psychology to our contemporary understanding of crime and the criminal justice processes through the application of psychological theory in the investigation of crime and the efficacy of the criminal justice system. Students will critically examine the means through which criminal behavior is observed, evaluated, and investigated with an eye toward deconstructing conventionally embraced wisdom in the field of forensic criminal investigation. The use of polygraph and voice stress analysis devices, fingerprints, handwriting analysis, criminal profiling, hypnosis, and other forms of what has been labeled “junk science” will be evaluated and the myths surrounding the use of scientifically unproven means of behavior analysis and prediction will be unmasked and explored. Ultimately, students will be brought to a most careful and systematic means for uncovering criminogenic behavior and understanding deviance, as well as the underlying causes that help explain why certain individuals engage in pathological, violent, and criminally aggressive behavior.

ED 501G - Curriculum Instruction and Assessment in Social Studies and World Geography 
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 5020G - Curriculum Instruction and Assessment in Science, Health, and Physical Education 
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.

ED 567G - Education Law & Policy 
In this course students will look at the legal aspects of schools and education in student, teacher, and administrator terms.  Laws governing religious freedom, free speech, due process, students and parents’ rights, as well as privacy laws will be examined.  Attention will be given to the American Disabilities Act, Special Education Laws, harassment, and equity regardless of race, religion, ethnicity, gender or sex orientation.  Laws concerning general school operations, the dissemination of information, permissions, and safety of the preschool, elementary, middle, and secondary levels will be examined.

ED 5710G - Challenges in Learning and Development 
This course provides an overview of the challenges that students with moderate disabilities encounter in their personal, social, and academic lives. Beginning with descriptions of typical development, the class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, and research-based accommodations and interventions including the use of assistive technology devices. State and federal laws as well as an overview of local and national support agencies are also reviewed.

ED 5720G - Foundations of Language & Reading 
The course provides an overview of the emergence of language and literacy as well as the assessment and identification of disabilities and their impact on academic and personal growth. Significant theories related to cognitive, social, emotional, and physical development in childhood will be reviewed.

ED 5730G - Math Methods for the Elementary School 
This course is designed to enable prospective elementary school teachers to teach mathematics efficiently and effectively to diverse student populations. Prospective teachers will learn how to develop and coordinate learning objectives, assessment techniques, and instructional methodologies according to the psychological principles of how children learn mathematics. Attention will be given to teaching recommendations from the National Council of Teachers of Mathematics, the Common Core State Standards as well as the professional standards for teaching determined by the Department of Elementary and Secondary Education of Massachusetts.

ED 5740G - Teaching and Learning in Inclusive Classrooms 
Corequisite: ED 6500G — Pre-Practicum Experience I (0 credits)
This course will introduce students to the Professional Standards for Teaching (PST) and Licensure Preparation. Students will complete a pre-practicum experience (15 hours) in which they will observe a veteran teacher demonstrating the elements of the PST’s. The course will present the basic components of unit and lesson planning using Understanding by Design (UbD). Students will learn techniques around differentiating instruction, including tiered instruction, scaffolds to accommodate differences in learning styles, needs, interests, and levels of readiness of students. Students will examine specific systematic behaviors teachers use to create orderly, cooperative, and motivating learning environments that promote student achievement. The course will familiarize students with state and federal regulations regarding students with disabilities and second language designation.

ED 5850G - Information Technology in Education
In the coming years, it will be essential that our students can effectively and efficiently ask questions, access, evaluate and curate information, create content, collaborate with peers, and communicate with a wider audience. This course will introduce and provide introductory training on some of the technology that is available to support these educational goals. Students will develop a lesson utilizing a technology solution of their choosing. In addition, they will become familiar with a variety of tools and explore different classroom management strategies that they can implement in their classroom. Finally, since educational technology is not always cheap, and school budgets are always tight, it is essential that each student has the opportunity to develop and initial plan and create a convincing case for how he or she would like to use technology to support their educational goals.

ED 5860G - Applied Adolescent Psychology 
This course will focus on the physical, cognitive, social and emotional aspects of adolescent development from an applied perspective. Specifically, issues related to teaching adolescents in middle schools and high schools, grade 5-12, will be considered. Students will engage in a service learning project to gain understanding of children in this age range. Fulfills X in LS Core for undergraduate students. This course will be required from graduate students enrolled in the Middle or Secondary Teacher Education licensure programs who have not received credit for it and as an undergraduate student.

ED 5880G - Literacies in the Content Areas
This course introduces students to research and best practices applying reading, writing, speaking and listening strategies to enhance discipline-based learning outcomes, grades 6-12. Concepts related to College and Career Readiness and the Common Core Literacy Standards for grades 6-12 content areas provide the foundation for the knowledge, skills and understandings in the course. General and discipline-specific elements of literacy, including vocabulary acquisition, speaking and listening in collaborative group and public presentation settings, reading and comprehending complex texts and multiple texts, genres, and formats, writing to learn and writing for audiences, comprise key areas of study. Students engage with scholarly and practice-oriented readings, web-based materials, case studies, model lessons, units and programs. Finally, students demonstrate application of contemporary literacy standards and practices in the content areas through class exercises, assignments and projects and in lessons and units of study intended for use in middle and high school classrooms.

ED 5900G - Linguistic Foundations 
During this course, students will learn about first and second language acquisition. They will study the developmental foundations for successful acquisition and the ways to differentiate between developmental differences and language disabilities. Social and emotional factors will be explored with regard to their impact on English language learning.

ED 5910G - Foundations for ELL Education 
This foundational course in the graduate teacher education program for English as Second Language provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background, history, and philosophies surrounding instruction. The role of community, families and schools in English language learner education will also be explored.

ED 620G – College Student Retention and Success
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 671G - Theories of Adult Learning and Development
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. The course also provides an overview of relevant developmental issues, with specific implications for applied settings.

ED 680G – Introduction to Community Colleges
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, 4-year institutions of higher education, and the school-to-work pipeline.

ED 683G - Gender in Education
How does gender affect our experiences with education? What educational environments support the growth and development of students of all genders? What differences does gender make with respect to teaching and learning, and both inside and outside of the classroom engagement? These questions are central to understanding the role that gender plays in education. This course will examine educational theory, practice, and policy through the lens of gender identity and equity across the K-16 spectrum, and will focus on development of gender-inclusive environments. This class is cross-listed in Women’s and Gender Studies (ED 4683) for both graduates and advanced undergraduates

ED 691G – Community Engagement: Theory and Practice
This course examines the contemporary community engagement movement, e.g., service learning, civic and community engagement, community-based research – in K-12 and higher education. It explores key programmatic issues such as course development, student outcomes, and community partnerships as well as core theoretical questions, such as whether service learning should be mandated. (This is a required course for the Community Engagement program, and will be closed in Fall. HE students may take the course in Spring)

GRAD 519 - Core Math: Numbers and Operations, Functions and Algebra
This course will focus on numbers and operations, and on functions 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
The required capstone project serves as the culminating academic project within the masters of education pathway. It offers an opportunity to explore a key educational issue (PK-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 546G - Leadership Theory and Practice in Higher Education
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.

HED 565G - First Generation College Student Experience
First-generation (G-1) college students are defined by the National Center for Education. Statistics as “undergraduates whose parents never enrolled in a postsecondary education.” This course is a practical and theoretical overview of what it means to be the “first in the family” to go to college. Students will be exposed to the practical perspective to university life of G-1 students, highlighting the many resources available on college campuses necessary for G-1 students to succeed. Topics covered will include the challenges of balancing life and school; financial aid and financial literacy; educational and experiential learning goals; importance for students to understand academic discourse and university in order to succeed as first generation students; family dynamics; cultural and social capital; and imposter phenomenon.

HED 505G – College Student Development
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 515G - Financial Management in Higher Education
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.