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2017-2018 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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PSY 317 - Criminal Profiling and Threat Assessment
This course focuses on the theory, empirical foundations, and practice of Criminal Profiling (the analysis of offense characteristics to determine the distinctive characteristics of the probable offender) and Threat Assessment (the analysis of a subject’s conduct, psychological functioning, and the context of the alleged threat to determine the risk of targeted violence). These issues will be addressed using a multidisciplinary, contextual approach, drawing on theory and research from psychology, law, sociology, and criminal justice.
Prerequisites & Notes
One of (PSY 100, SOC 101, POL 100, HMS 100, or CJ 100) or permission of instructor.
Credits: 3
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PSY 318 - Forensic Psychology
This course will examine in depth four areas of psychology as these apply to the law and criminal justice. The areas of concentration are psychology and the courtroom; psychology and the criminal; psychology and the victim; and psychology and the law enforcement agent.
Credits: 3
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PSY 320 - Theories of Personality
Focus on the nature, theories, and methods of investigation of personality. Major theoretical perspectives are covered, including the psychodynamic, behavioral, cognitive, interpersonal and humanistic theories.Â
Credits: 3
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PSY 322 - Biological Psychology
This course will explore the fundamental foundations of the neural basis of human behavior. We will examine the anatomy and development of the nervous system, neuronal function, synaptic transmission,psychopharmacology, and sensory systems such as vision and audition.
Prerequisites & Notes
PSY 100 or permission of instructor.
Credits: 3
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PSY 323 - Stress and Illness
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress. Satisfies the Social Science core requirement.
Credits: 3
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PSY 325 - Human Sexuality
Cultural and biological aspects of human sexuality with an emphasis on understanding diversity in interpersonal relations. The course will also provide opportunities for self-understanding as it relates to one’s sexuality and interpersonal relationships. Prerequisite: PSY 100 or BIO 101. Warning: Students should possess a readiness for open and respectful discussion of course themes.
Credits: 3
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PSY 326 - Developmental Trauma
Developmental trauma captures the spectrum of reality for children exposed to chronic interpersonal trauma that results from having developed in the context of ongoing danger, maltreatment and/or inadequate care giving. Students will learn to identify developmental trauma and understand societal issues that create the context for inadvertently fostering trauma. Attention will be paid to the impact of developmental trauma to the ecological life systems of children into adulthood, including resilience and paths to recovery.
Credits: 3
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PSY 335 - Theories of Counseling
This course is designed to give students a solid foundation in the theories and practices of counseling and psychotherapy in current use. Students will learn from both a practical and theoretical perspective how the predominant theories in psychology apply in clinical casework along with gaining an understanding of the personal characteristics of effective counselors and psychotherapists and the ethical and multicultural issues they encounter.
Prerequisites & Notes
At least six credits in psychology.
Credits: 3
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PSY 345 - Cognitive Psychology
This course provides an advanced introductoin to human cognition. The research methods and theoretical paradigms central to understanding mental processes will be explored. Specifically, students will review classic and contemporary views and controversies related to perception, memory, attention, knowledge representations, language, problem-solving and critical thinking
Prerequisites & Notes
PSY100
Credits: 3
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PSY 350 - History and Systems of Psychology
The underlying tug of war between science and philosophy will be the background against which the historical and philosophical antecedents of modern day psychology will be traced. Eastern as well as Western thought will be examined in order to fully appreciate the foundations of contemporary systems of Psychology such as Behaviorism, the Psychodynamic, and modern day Humanism.
Prerequisites & Notes
PSY 100, PSY 220 or permission of instructor.
Credits: 3
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PSY 360 - Psychology of Spirituality
We will survey the theory and research in the field of Transpersonal Psychology that is the interface of psychology and the spiritual disciplines. We will also explore applications with emphasis on meditation, psychotherapy and ritual. Satisfies Values and Ethical Reasoning General Education requirement.
Credits: 3
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PSY 410 - Contemporary Issues in Psychology
Examines contemporary issues from varied perspectives within the field of psychology. Students will investigate selected subjects with an emphasis on the most recent research in the field. Prerequisites: PSY 100, junior class status, or permission of instructor. Students may take more than one section of this course as long as the course content is new.
Credits: 3
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PSY 435 - Group Therapy: Theory & Practice
Psychotherapeutic techniques used in small groups and large-group interventions, including reviews of the current research, legal, and ethical issues associated with paraprofessional and professional practice. Students will participate in one intensive all day group experience.
Prerequisites & Notes
PSY 100, PSY 335
Credits: 3
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PSY 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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PSY 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to psychology in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
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RDL 500 - Early Literacy Development
This course will examine the role of the reflective practitioner in developing literacy experiences for early elementary school aged children. Research shows that children progress along a developmental continuum that reveals their gradual or “emerging” construction of knowledge about reading and writing. The importance of the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, to the emergence of literacy will be examined. Activities, content, and materials will be related to the current Massachusetts Curriculum Frameworks for English Language Arts/Common Core State Standards and the findings of the National Reading Panel.
Credits: 3
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RDL 505 - Adolescent Literacy
There is a pivotal shift that occurs as students go from learning to read in the early elementary years to using reading as a vehicle for learning in the secondary content areas. Some students do not make the shift, and continue to struggle with learning to read, while being expected to also acquire complex content. This is one of the many challenges facing middle and high school teachers. An alarming number of students are entering secondary schools as struggling readers. Adolescent learners have unique needs that differ from younger students. Content area teachers must be well equipped to support the diverse needs of students. This class will address adolescent development and the specific literacy needs of this population.
In addition, this course will begin to address the distinction between content area literacy and disciplinary literacy. Students will discuss several strategies, appropriate for all content areas, while researching discipline specific strategies for their area of specialty. As a reading specialist or a content area teacher, you may be asked to share resources with your colleagues, work with struggling readers or even design content to meet the needs of all students.
Credits: 3
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RDL 510 - Children’s & Young Adult Literature
This course will explore the enormous impact that literature-based reading has had on our students and programs. Literature has become a powerful force in language arts instruction engaging a wide array of learners from all backgrounds and levels of ability. With children’s and young adult literature as the focus, this course will examine effective literacy instructional models integrating reading, writing, speaking, listening, viewing, and presenting. Reading comprehension strategies, effective literacy instructional practices, and specific genres of children’s and adolescent literature provide the framework for the course. The course will explore bibliotherapy and how rich literature can be used to address socio-emotional issues. A variety of genres will be explored including picture books, poetry, nonfiction, and fiction including traditional literature (myths, folktales, fairy tales), historical fiction, and realistic fiction with a focus on multicultural texts.
Credits: 3
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RDL 515 - Writing Instruction
Learning to read and to write are reciprocal processes. Children’s writing levels can be as diverse as their reading levels. Writing should be natural and authentic, with space and materials provided, to allow natural expression to occur. The notion of process writing and the integration of listening, speaking, reading, writing, and critical thinking will be addressed. A strong focus will be on the value of integrating writing across all disciplines as supported by research and on writing as a tool for learning and enhancing content understanding.
This course will demonstrate methods of including writing, as well as higher level organizational and critical thinking skills, in all disciplines within the curriculum. Students will investigate writing development - private, guided, and reflective, the inclusion of narrative essay responses, and meaningful feedback in an expeditious and focused manner. Class members will investigate the use of alternative assessments and open-ended essays, and will create rubrics to evaluate student writing Activities, content, and materials will be related to the Massachusetts Curriculum Frameworks/Common Core State Standards for English Language Arts.
Credits: 3
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RDL 520 - Assessment of Reading Skills
This course is directed toward improving and strengthening reading assessment and instruction in today’s schools. The focus of this course is on the assessment methods, procedures, and materials to utilize with all students for effective reading instruction. Included are plans to improve teaching to meet the reading needs of all learners using the assessment data gathered. Candidates are introduced to subject matter that constitutes best practices in reading assessment and effective reading instruction (all levels). This course is designed to enhance the practitioner’s knowledge base in reading assessments and instruction by examining a number of classroom practices that benefit students’ comprehension and development of literacy. Activities, content, and materials are related to the Massachusetts Curriculum Frameworks for English/Language Arts/Common Core State Standards.
Credits: 3
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RDL 525 - Reading Difficulties
Reading disability, as it is related to total language development with emphasis on causation and prevention of reading disability, will be studied. Specific reading difficulties such as dyslexia will be addressed. In addition, administration and interpretation of individual reading tests, informal and formal assessment strategies, the use of diagnostic prescriptive terms, and remediation techniques will be reviewed. This course is designed to be an extension of RDL 530 Theories of Language and Linguistics. Students will review instructional programs to determine their effectiveness, as well as usability in the classroom. This course will help to prepare students for their pre-practicum experience. Activities, content, and materials are related to the current and relevant Common Core State Standards/Massachusetts Curriculum Frameworks.
Credits: 3
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RDL 530 - Theories of Language and Linguistics
This course explores phonological and syntactical theory of English and other languages, sociolinguistics, research and theories in first and second language acquisition, and strategies for developing English language skills in listening, speaking, reading and writing. Students will also develop an understanding of reading theory, research and practice and the differences between first and second language acquisition in the learning of literacy skills.
Credits: 3
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RDL 550 - Literacy Coaching (Pre-Practicum)
This course explores the role of the literacy coach/teacher in supporting the five standards considered essential for reading professionals: knowledge of the foundations of reading and writing processes and instruction, use of a wide range of instructional practices, approaches, and methods, identification of curriculum materials to support reading and writing instruction, use of a variety of assessment tools and practices to plan and evaluate effective reading instruction, creation of a literate environment that fosters reading and writing, and viewing professional development as a career-long effort and responsibility. This course also focuses upon the role of home to school connections– presenting a wide variety of school-based and organization sponsored programs and initiatives that will address these questions, as practitioners learn how others are responding to the literacy needs of students and families. Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.
Credits: 3
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RDL 560 - Practicum in Reading and Literacy
The Reading Specialist Practicum consists of a 200-hour practicum experience in various grade levels (K-12) that allows for application of acquired literacy and language concepts and methodologies in the classroom, and in gaining an understanding of the literacy leadership role of a Literacy Specialist/Coach under the combined supervision of a Supervising/Cooperating Teacher and the Program/College Supervisor. Evaluation of candidates is based on the DESE Candidate Assessment of Performance (C.A.P.). Regularly scheduled meetings and announced/unannounced observations will reflect the candidate’s’ readiness to meet the guidelines of the C.A.P. and the indicators outlined in the Professional Standards for Teachers.
Credits: 3
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RDL 565 - Reflective Seminar in Reading and Literacy
The Professional Standards for Teaching emphasize regular, reflective practices to ensure that all teachers are using best practices and meeting the diverse needs of their students. The Reflective Seminar discussions build a candidate’s reflective capacities, as they integrate knowledge of students, assessment, and curriculum into effective literacy pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving in the field of literacy and reading. The Reading Specialist Reflective Seminar and Field Practicum Experience are taken concurrently. The specific course outline is jointly created by the candidates and the faculty in response to candidates’ needs and their work in the field. Activities, content, and materials address the Professional Standards for Teachers and the Standards for Reading Professionals, Revised 2010 by the International Reading Association.
Credits: 3
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RDL 570 - Learning and Cognitition
This course is intended as an overview of the major theoretical approaches to learning and cognition especially as they are applied to the reading process. A considerable amount of time will be designated to discussing theories of intelligence, and the application of the theories to specific educational issues and problems will be the main focus of the course. Examination of the current research will provide students with a background in learning and cognitive concepts with relevant to planning and reflecting on educational practice and improvement within core curriculum areas. Bloom’s level of cognition and Gardner’s theory of multiple intelligences will be examined as to how they relate to the reading process. Students will examine recent applications of this research and analyze public debates surrounding development, learning, thinking, and individual differences as they relate to classroom teaching, learning and evaluation.
Credits: 3
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RDL 575 - Assessment Frameworks
This course will examine the use of assessment frameworks and will evaluate the movement toward portfolio use by reading specialists. Through building a framework, the reading specialist can begin to understand the literacy needs of the whole child in a variety of settings and content areas. The use of portfolios is one way to approach an assessment framework. This course will evaluate the current structure of the portfolio approach. The four theoretical cornerstones of portfolio assessment will be reviewed: 1) appropriate assessment should come from a variety of literacy experiences in which pupils engage in the classroom, 2) assessment should be continuous to chronicle ongoing development, 3) assessment should be multi-dimensional, reflecting the multifaceted nature of literacy development and 4) assessment should include active, collaborative, reflection by both teacher and students. Activities, content and materials are related to the current Massachusetts curriculum frameworks for English Language Arts.
Credits: 3
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RDL 580 - Family Literacy Connections
This course explores the role of the literacy coach/teacher in supporting the five standards considered essential for reading professionals: knowledge of the foundations of reading and writing processes and instruction, use of a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing instruction, use of a variety of assessment tools and practices to plan and evaluate effective reading instruction, create a literate environment that fosters reading and writing, view professional development as a career-long effort and responsibility. It also focuses on the role of home school connections presenting a wide variety of school-based organization sponsored programs and initiatives that will address these questions as practitioners learn how others are responding to the literacy needs of students and families. Participants will gain insight into how to develop new programs as well as conduct community discourse on the nature of family literacy, how it works, and how it can support student learning.
Credits: 3
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RDL 585 - Critical Media Literacy
Expanding the definition of reading to include cultural as well as written texts, this course is designed to teach methods for analyzing media and determining its authenticity, reliability and perspective. This course will outline how old, new, mass and social media work with each other to influence readers. Educators and reading specialists enrolled in this course will produce multimedia projects themselves and critique existing media to reveal ways in which media is produced and reproduced in culture. The course will also explore how gamification, mobile technologies, apps, and social media can both impact and improve reading instruction.
Credits: 3
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RDL 590 - Advanced Seminar in Reading/Language
The advanced seminar in reading/language must be included in the last nine hours of graduate study and prior to taking the comprehensive examination in reading. Topics include current trends in the teaching of reading, supervision and administration of reading programs, research in reading programs, assessment, research in reading and literacy, and evaluation of reading programs. Note: in order for a student to register for this course he or she must secure authorization from the program coordinator. The content of the course will be focused on special topics for reading educators. Activities, content and materials are related to the current Massachusetts curriculum frameworks for English Language Arts.
Credits: 3
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REL 104 - World Religions
A survey of major religious traditions, focusing on beliefs and teachings concerning God, humanity, the world, concepts of salvation, and destiny. The course also explores forms of worship and cultural contribution of the various religions, as well as their influences in the world today. Satisfies the World Cultures General Education requirement.
Credits: 3
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REL 245 - Eastern Religions
An exploration of the histories, central beliefs, and practices of religions originating from India, China, and Japan. The course probes questions of Eastern belief about the ultimate reality, human responsibility, experiences of the sacred, the goal of human life, and reincarnation. Satisfies the World Cultures General Education requirement.
Credits: 3
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SEC 530 - Curriculum in Secondary Education
This initial-level graduate course addresses the MA Professional Teaching Standards and Curriculum Frameworks in a specific discipline. The primary focus is on the best structural and instructional strategies for designing meaningful student learning activities in secondary schools, as well as assessing student performance. The course will address a broad range of contemporary issues facing teachers, particularly those in relation to national standards and the MA Professional Teaching Standards. Students will become familiar with and practice personalized and interdisciplinary instruction. Several resources will be used including textbooks, the MA curriculum frameworks, district-based discipline-specific standards, and the Internet. All materials and assignments are listed on Canvas.
Credits: 3
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SEC 535 - Methods in Secondary Education
This course is a hands-on experience about teaching within the licensure candidate’s content area. Classroom and field methods of teaching these concepts to early adolescents and adolescents are integrated within the course. Activities, content, and materials are related to the particular Massachusetts Department of Elementary and Secondary Education Curriculum Frameworks. Each candidate’s experience will be differentiated around the methodology particular to that content area. Consistent across each content area will be best practices for instruction, particularly those supporting literacy.
Credits: 3
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SEC 550 - Curriculum and Assessment in Practice: Secondary Education (Pre-Practicum)
This course studies the principles and techniques of assessment and curriculum development. It includes a presentation of curriculum theory and assessment with reference to curriculum-based, diagnostic, formative, and summative assessment. The goal of this course is to provide each student with opportunities to understand and integrate assessment into curriculum design, and successful practice. Activities, content, and materials are related to the current and Massachusetts Curriculum Frameworks. A 50 hour pre-practicum experience is required as part of this course.
Credits: 3
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SEC 560 - Practicum in Secondary Education
The Secondary Education Practicum consists of a 300-hour experience within the candidate’s content area that allows for application of acquired content area knowledge, as well as application of pedagogical concepts and methodologies in the classroom . Evaluation for this course is based on the DESE Candidate Assessment of Performance (C.A.P.). Regularly scheduled meetings and announced/unannounced observations will reflect the candidate’s’ readiness to meet the guidelines of the C.A.P. and the indicators outlined in the Professional Standards for Teachers.
Credits: 3
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SEC 565 - Reflective Seminar in Secondary Education
This seminar, which consists of weekly online sessions, is taken concurrently with SEC 560 Practicum in Secondary Education. The seminar discussions build student’s reflective capacities, as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address Professional Standards for Teachers.
Credits: 3
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SOC 101 - Introduction to Sociology
A systematic approach to the understanding of social life. The process by which society emerges, the nature and variety of social groups and organizations, and the development and functioning of major institutions will be critically examined. Satisfies Individual and Society General Education requirement.
Credits: 3
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SOC 201 - Trauma & Society
Drawing on research and applications from the growing field of trauma studies, students will learn the impact of interpersonal trauma and betrayal on the individual, institutional and societal levels. Students will explore how socio-political contexts affect trauma research and intervention. Attention will be paid to the policy, cultural and educational issues that impact the prevention and treatment of trauma in society; including the lack of attention given towards those who perpetrate crime.
Credits: 3
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SOC 215 - The Family
A study of the American family in the process of adaptation and change: mate selection, commitment and marital adjustment, conflict resolution, singlehood, alternative lifestyles, dual-career marriages, parenthood, divorce, and the family in various stages of development.
Credits: 3
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SOC 302 - Social Problems
The study of deviant behavior, social inequality, societal disorganization, and environmental crises. Emphasis is given to the relation between social problems and the structure and values of modern American society. Current and alternative solutions to societal problems will be analyzed. Satisfies the Social Science core requirement. Prerequisites: SOC 101 and junior year status, or permission of the instructor.
Credits: 3
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SOC 315 - Social Psychology
A scientific investigation into how social factors influence the individual’s personality, attitudes, and behavior. The theory, methods, and application of current research on topics such as aggression, prejudice, conformity, leadership, and group dynamics are analyzed.Â
Credits: 3
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SP 101 - Elementary Spanish I
For students who have studies little or no Spanish before. This course introduces the foundational elements of the Spanish language, with a focus on the acquisition of basic communicative skills (speaking, listening comprehension, reading, and writing) as well as knowledge of Hispanic cultures around the world. Satisfies the Arts and Humanities core requirement. Prerequisite: one year or less of high school course-work in Spanish.
Credits: 3
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SP 102 - Elementary Spanish II
This course is a continuation of SP 101 and further develops conversational skills and grammar knowledge in the Spanish language. Focus on the acquisition of communicative skills (speaking, listening comprehension, reading and writing), in addition to examination of topics related to Hispanic cultures around the world. Satisfies the Arts and Humanities core requirement. Prerequisite:  SP 101 or one to two years of high school Spanish coursework.
Credits: 3
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SP 201 - Intermediate Spanish I
This course is a continuation of SP 102. Emphasis is on communicative and interactional competence in Spanish by increasing grammatical proficiency, vocabulary knowledge, and conversational skills. Students will expand their knowlege of the Spanish language and Hispanic cultures by working with authentic texts and audio-visual materials, and through the production of compositions and oral presentations. Satifies the Arts and Humanities core requirement. Prerequisite: SP 102 or three or more years of high school Spanish coursework.
Credits: 3
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SP 202 - Intermediate Spanish II
This course is a continuation of SP 201 and builds on previously acquired linguistic and cultural knowledge. Advanced grammatical structures (subjunctive,perfect tenses, etc.) will be addressed. Topics connected to the Spanish speaking world are examined via a variety of authentic Spanish-language media and readings. Emphasis is placed on good command of grammar and sentence structure, as well as on communicative and interactional competence (e.g., oral production and listening comprehension skills). Compositions, oral presentations. Satisfies the Arts and Humanities core requirement. Prerequisite: SP 201 or two or more years of high school Spanish coursework.
Credits: 3
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SP 205 - Spain: Art, History, and Culture (Offered in Spain)
In this immersion experience, students study art, as well as the cultural history of Spain from its origins to the present by visiting art museums and cultural sites. Additionally, students are instructed in the Spanish language with emphasis on building communication skills. This course has 42 lecture hours in addition to four days of excursions. The course is structured with twelve sessions of three and half hours each. Each of the sessions will have two hours of Spanish culture and civilization, and one and a half hours of Spanish language and grammar.
Credits: 3
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SP 301 - Advanced Spanish I
Focus on improving advanced communicative skills through oral presentation and conversational interaction. Taught in Spanish, the course further develops interactional communicative competence in the language with an emphasis on advanced oral production, vocabulary expansion, and accurate grammar and sentence structure. Students will also expand their knowledge of Spanish-speaking cultures through spoken interpretation of film, art, literature, and modern media. Satisfies the Arts and Humanities core requirement. Prerequisites: SP 202, SP 300, or four or more years of Spanish coursework.
Credits: 3
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SP 302 - Advanced Spanish II
Focus on fine-tuning advanced communicative skills through written expression and literary analysis. Taught in Spanish, the course further develops interactional communicative competence in the language with an emphasis on writing skills and reading comprehension. Attention is paid to vocabulary expansion, accurate grammar and sentence structure, and deepening knowledge of Hispanic cultures through written analysis of Spanish-language film, art, literature, and modern media. Satisfies the Arts and Humanities core requirement. Prerequisites: SP 202, SP 300, or four or more years of Spanish coursework
Credits: 3
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SP 307 - Spanish Culture and Civilization (Offered in Spain)
Students are introduced to the general historical and social background upon which the complex reality of present day Spain is built. The course will focus especially on the plurality of cultures — Christian, Jewish, and Muslim — which constituted Medieval Spain and makes Spanish history so unique. This is an advanced Spanish course taught in Spanish, suitable for American study abroad students. Taught in Spanish.
Credits: 3
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SP 310 - The Cinema of Spain (Offered in Spain)
An introduction to contemporary Spanish cinema, this course will acquaint with the historical and cultural contexts of Spanish film. Students will explore and analyze the works and artistry of prominent Spanish filmmakers. The class will be taught in Spanish with the goal of increasing fluency in Spanish.
Credits: 3
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SP 410 - Spanish Literature and Performing Arts (Offered in Spain)
The aim of this course is to read, analyze, and discuss contemporary works of Spanish literature that are also currently being performed in theaters or that have been adapted to screen versions. A major aspect of the course will be to study and compare those plays that are representative of each century. The students will be expected to attend many of the performances. Taught in Spanish.
Credits: 3
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SPE 500 - Nature and Needs of Students with Disabilities
Designed to help teachers recognize and respond to individual student profiles, this course surveys the current knowledge on students with disabilities and the issues that special educators, students, and parents face. Students study the impact of racial, ethnic, socioeconomic, and linguistic differences and various types of disabilities on a child’s cognitive, social, and academic development. The course defines the characteristics and needs of students with disabilities and describes the process for developing educational strategies to meet their needs. It draws from research in special education, psychology, and health sciences and emphasizes inclusive practices wherever possible.
Credits: 3
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SPE 505 - Inclusive Education
This course will explore the theories and models of special education services including separate and inclusive environments. It will provide teachers with an overview of the history and laws governing Special Education services and provide a better understanding of service delivery. A range of topics are introduced including the nature and history of inclusive education, individualized education plans (IEPs), holding annual and triennial meetings, collaborating with co-teachers in inclusive settings, and incorporating family and student voice into long-term educational planning. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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SPE 510 - Curriculum Development for Students with Moderate Disabilities
This course is designed to explore current research in curriculum and related challenges for students with disabilities. The course will provide an opportunity for students to learn about curriculum, planning processes, and instructional strategies. Participants in this course will be challenged to explore current issues and thought regarding teaching and learning of students with disabilities. This course is designed to create an environment that appreciates the social nature of learning and recognizes the effectiveness of teaching and learning that encourages cooperation and collaboration. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
Credits: 3
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SPE 511 - Curriculum Development for Students with Severe Disabilities
This course is designed to explore current research in curriculum for students with severe disabilities. The course will provide an opportunity for students to learn about curriculum, planning processes, and instructional strategies. Participants in this course will be challenged to explore current issues and thought regarding teaching and learning of students with severe disabilities. This course is designed to create an environment that appreciates the social nature of learning and recognizes the effectiveness of teaching and learning that encourages cooperation and collaboration. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks and in particular MCAS alternate assessment.
Credits: 3
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SPE 515 - Reading Instruction in Special Education
This course discusses the process of designing and implementing literacy instruction for students with disabilities. Participants will explore theories of reading based on empirical evidence and best practices of reading instruction to serve the individual needs of students with disabilities. Participants will also learn to identify appropriate instructional strategies, behavioral objectives, and supplemental learning tools, including technology as it relates to inclusive education of students with disabilities.
Credits: 3
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SPE 525 - Assistive and Augmentative Technologies
This course is designed to explore a range of issues related to curricular access and learning experienced by students with severe learning and other handicapping conditions. Students will explore a wide range of technology applications for children with disabilities and consider individual needs based on the disability. Explorations of assistive and augmentative technologies focus on applications for enhanced instructional practices that maximize student learning.
Credits: 3
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SPE 530 - Humanities Methods in Special Education
This course investigates the content knowledge and methods related to teaching the humanities including English, History, Social Studies and Social Science. Participants will study the relevant Massachusetts Frameworks and specifically explore ways of designing and personalizing curriculum and instruction.
Credits: 3
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SPE 540 - STEM Methods in Special Education
This course investigates the content and methods related to teaching Mathematics, Science, Engineering and Technology. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction.
Credits: 3
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SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum)
This course studies the principles and techniques of assessment and curriculum development. It includes a presentation of curriculum theory and assessment with reference to curriculum-based, diagnostic, formative, and summative assessment. The goal of this course is to provide each student with opportunities to understand and integrate assessment into curriculum design, and successful practice. Activities, content, and materials are related to the current and Massachusetts Curriculum Frameworks. A 50 hour pre-practicum experience is required as part of this course.
Credits: 3
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SPE 560 - Practicum in Moderate Disabilities
This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 3
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SPE 561 - Practicum in Severe Disabilities
This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 3
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SPE 561A - Practicum in Severe Disabilities
This course sequence consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 2
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SPE 561B - Practicum in Severe Disabilities
This course sequence consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. This course is a continuation of SPE561B. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 1
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SPE 565 - Reflective Seminar in Moderate Disabilities
This seminar is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 3
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SPE 566 - Reflective Seminar in Severe Disabilities
This seminar is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 3
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SPE 566A - Reflective Seminar in Severe Disabilities
This seminar sequence is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 2
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SPE 566B - Reflective Seminar in Severe Disabilities
This seminar sequence is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. This course is a continuation of SPE566A. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 1
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SPE 575 - Family Engagement in Special Education
This course explores and analyzes the special educator’s role in organizing, implementing, and evaluating family and community engagement. Participants will understand families, schools, and society as interdependent and be able to practice this understanding in their relationships with children, colleagues, parents, and the community. They will be able to improve engagement practices, communicate effectively with culturally and linguistically diverse families, and develop partnerships required for academic achievement and transition into adulthood.
Credits: 3
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SPE 670 - Consultation and Co-Teaching
This course is designed to provide professionals in special education, regular education, and related fields with the knowledge and communication skills necessary to provide consultation and technical assistance to other educators, parents, groups, organizations, communities and service providers. Emphasis will be placed upon the development and enhancement of teamwork, co-teaching, and collaborative, consultative and group leadership skills.
Credits: 3
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SPE 680 - Psychoeducational Assessment
This course provides a practice-based experience in advanced psychoeducational assessment and evaluation. Participants will review and administer psychoeducational, curriculum-based, and performance-based assessments. Participants review the process and procedures for screening, identifying, evaluating, diagnosing, and re-evaluating students placed in programs for exceptional children with an emphasis on writing reports and developing recommendations for the Individualized Education Plan (IEP) and transition plans.
Credits: 3
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SPE 685 - Personalized Learning
This course builds on theories of learning, curriculum, and instruction, and prepares teachers to personalize their teaching to learner needs. Special emphasis will be placed upon developmental benchmarks, instructional strategies, and selection of materials for promoting literacy, behavior, and social skills. Participants will review the empirical research base in learning and cognition, identify the key characteristics of personalized instruction and develop a plan for a classroom that meets high standards and student needs. Extensive work will be done to connect personalized learning to theories of inclusion and the individualized education plan (IEP).
Credits: 3
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SPE 690 - Medical and Multiple Disabilities
The instruction of students with medical and multiple disabilities regularly falls outside of the boundaries of typical educational practice and yet students with medical disabilities and multiple disabilities are increasingly being taught in inclusive settings. This course outlines best practices for the instruction of students with medical and multiple disabilities while providing specific information on care, transition, legal requirements, soliciting and coordinating input from multiple stakeholders, transportation, infection prevention, allergies, disaster planning, and linguistic and cultural barriers.
Credits: 3
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SPE 695 - Disability and Sheltered English Immersion
Disability can play a confounding role in determining appropriate services for English learners. Special Educators and reading specialists regularly ask themselves the following pair of questions: Does this student have a disability or are they learning English for the first time? What do we do if both are true? This course teaches the approaches that special educators should use for students who are also learning English and may have a learning, emotional, cognitive or behavioral disability. The course will cover the basics of determining the effects of disability on language acquisition while considering the effect of culture on diagnosis, remediation, academic self-concept and intervention.
Credits: 3
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SST 100 - Introduction to Contemporary U.S. Security Studies
A study of the historical forces that changed national security strategy, policy and organizational response since September 11, 2001. This course will examine national security policy and its interrelationship to homeland security strategy.
Credits: 3
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SST 301 - Terrorism Studies
This course investigates the context, causes, correlates, and consequences of the crime of terrorism from a broad range of academic perspectives. The individual, group, and organizational factors that motivate international and domestic terrorist groups to action will be covered, in addition to common strategies designed to reduce the threat of terrorism and mitigate its effects on society. An interdisciplinary course, CJ350 references the distinct fields of history, political science, international studies, sociology, criminology, criminal justice, human services, and victimology.
Credits: 3
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