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2019-2020 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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CSC 160 - Introduction to Programming
Provides an introduction to computer programming concepts and functions. Introduces problem-solving methods and algorithm development using software programming. Includes procedural and data abstractions, program design, debugging, testing, and documentation. Covers data types, control structures, functions, parameter passing, library functions, and arrays. Weekly programming laboratory exercises. Must be registered for lecture and lab sections. Satisfies Quantitative Reasoning General Education requirement.
Credits: 4
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CSC 160L - Introduction to Programming Lab
Provides an introduction to computer programming concepts and functions. Introduces problem-solving methods and algorithm development using software programming. Includes procedural and data abstractions, program design, debugging, testing, and documentation. Covers data types, control structures, functions, parameter passing, library functions, and arrays. Weekly programming laboratory exercises. Must be registered for lecture and lab sections. Satisfies Quantitative Reasoning General Education requirement.
Credits: 0
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CSC 230 - Cyber Threats and Security
This multi-disciplinary course will cover principles of computer security and vulnerability in order to investigate the societal impact and public perception of specific instances of cyber-attack, crimes and intrusion. Targets of such attacks range from individuals (hate crimes and cyber-bullying) to systems that are critical to our national infrastructure (e.g., commerce, communication, transportation, defense and power generation). The course examines motives and incentives to exploit software systems, how software systems are secured, and the growing cyber security industry-economy. Satisifes Global Issues General Education requirement.
Credits: 3
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CSC 251 - Network Fundamentals
An analysis of the tools and techniques used in the design and application of networks. The topics covered include: network architectures and protocols, network and device configuration, network management and administration; and network security.
Prerequisites & Notes
CSC 101 and three credits of math.
Credits: 3
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CSC 340 - Database Management
Survey of the basic concepts and theories in data modeling and database management. The course covers the development of database applications and solutions to satisfy user needs. In addition, students examine the use of the database in contemporary organizations and explore issues surrounding database access, use, and confidentiality.
Prerequisites & Notes
CSC 160
Credits: 3
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DAN 235 - Mind and Body Awareness
This course is designed to increase mind/body awareness; improve posture, inner balance, and strength; educate awareness of injury prevention; and demonstrate techniques for relief from pain and tension to be applied when performing. The course also provides students the means for understanding health and wellness of the performer, athlete, or student.
Credits: 3
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DAN 240 - World Dance Cultures
This course investigates and compares several dance traditions from around the world. From bharata natyam to flamenco, capoeira to b-boying, students learn the many roles dance can play in society including religious devotion, healing, political resistance, community bonding and “high art.” Students discover how cultural beliefs about gender, politics, economics, family and the arts are embedded in dance practices. The way dance practices along the African diaspora and other historic migration routes display the cross-cultural transmission of ideas is also explored. Students begin to understand how movement creates and communicates cultural meanings. Each class contains both analysis and movement practice. No dance experience is required. Satisfies the World Cultures General Education requirement.
Credits: 3
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DRA 100 - Introduction to Theater
This course surveys all aspects of the art of theater from the Greeks to contemporary Theater. The class introduces students to significant plays, playwrights, theater genres, and the evolution of production practices up to and including contemporary for-profit and not-for-profit professional theater. The course exposes students to theater through lectures, performances, viewing, and reading. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.
Credits: 3
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EA 500 - School Leadership
This course prepares educators to build and maintain a professional learning community. Students will become familiar with research on adult learners and the role of the school leader in promoting excellence in teaching and learning. Students will come to understand the role of leaders in recruiting, selecting, supporting, supervising, and evaluating professional and non-professional staff. Students will be able to work with governing boards, staff, and parents to develop a vibrant learning environment.
Credits: 3
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EA 505 - Instructional Leadership
This course prepares educators to lead continuous improvement of school curriculum and instruction. Students will come to understand the role of learning theory, curriculum design, instructional strategies, supervisory practices, and assessment techniques in creating and maintaining high quality teaching and learning. Students will learn to lead colleagues in planning, designing, implementing, and evaluating curriculum. Students will learn to facilitate the practice of standards based, data and research driven teaching and develop a plan for instructional improvement.
Students will examine the issues and trends in school leadership and the role of the standards movement on leadership, curriculum and instruction. They will also explore the role of school culture in creating an effective learning environment. Students are expected to define their current understandings of instructional leadership, consider realistic alternatives to existing school practices, and develop a plan for instructional improvement.
Credits: 3
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EA 507 - Cultural Diversity
This course examines how diversity, in its many forms, presents major challenges and opportunities in our schools, workplace, and in the larger society. It focuses on competencies in the form of awareness, understanding and skills that maximize resources and empower individuals and groups with a wide variety of interests, talents, and cultural backgrounds. In today’s global environment, college graduates and employees in educational systems are fully
expected to collaborate with others as members of socially diverse teams, groups, organizations, and communities. Students will examine a variety of issues such as the development of key skills, communication, teamwork, networking, and leadership in the context of an increasingly complex and dynamic cultural environment. Focus will be on effective strategies to understand the power of language, and identifying our personal barriers that impact cultural differences in the educational leadership arena.
Credits: 3
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EA 510 - Sheltered English Immersion for School Leaders
The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.
Credits: 3
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EA 515 - Public School Operational and Financial Strategies
This course is designed to help students ‘think strategically’ about public school finances and operations. Students will explore the sources of revenue, financial decision-making and the management and accounting practices utilized in public organizations. Students will acquire financial tools, competencies for budgetary planning and analysis, and understand the strategies for managing school facilities. This course will provide a basic understanding of financial strategies in varied educational settings, their related risks, analysis of financial information, and budgeting.
Credits: 3
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EA 520 - Law, Policy, and Ethics
This course prepares educators recognize, understand, and react to the key issues of Massachusetts and federal law, state regulations and policies, legal agreements, and ethical standards that confront all educational leaders. Major topics will include the following: Americans with Disabilities Act (ADA) and Section 504, IDEIA and related special education and compensatory laws, NCLB, personnel administration and the law (recruiting, hiring, supervising, evaluating, disciplining, and terminating professional and staff employees), student records, student residency, and student protection.
Credits: 3
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EA 525 - Human Resources and Organizational Potential
Human Resources and Organizational Potential examines the broad and extended role of human resources as a translator of strategy and as the creator of the work force which is expected to fulfill the promise of that strategy. The course examines approaches to striking a balance between professional preparedness and personal development. Students will be encouraged to link new organizational strategies with the organizational structure designed to implement them. Emphasis will be placed on the linkage of school improvement and performance evaluation in today’s school organizations.
Credits: 3
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EA 530 - Family and Community Engagement
This course explores and analyzes the school leader’s role in organizing, implementing, and evaluating family and community engagement. Participants will understand families, schools, and society as social systems and be able to practice this understanding in their relationships with children, colleagues, parents, and the community. They will be able to identify ways to improve engagement practices, communicate effectively with culturally and linguistically diverse families, and develop partnerships in support of student learning.
Credits: 3
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EA 535 - Strategic Management and Design
This course is designed to address the critical role of developing and sustaining a professional school culture that promotes success for all students through reflective practice, high expectations of all stakeholders, and continuous learning for all staff. Challenged by external demands for increasing levels of student achievement, the use of standards-based testing, and high-profile school accountability systems, the vital leadership role in shaping and sustaining the critical elements of a professional school culture - the mission, vision, traditions, norms, and values - is essential to shaping a high-performance and purpose-driven school organization. This course will engage learners in an exploration of theories and strategies for engaging professional staff in the process of creating a shared vision and mission for the school community that is student-focused and grounded in core values that guide communications and decision-making activities within the school organization.
Credits: 3
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EA 540 - Operations
The operations and administrative functions required from the vantage point of a district office level position encompass many functions that serve to provide necessary support to individual schools, principals and their staff. District level leaders must understand fully the many aspects and updates to the Massachusetts Education Reform Act of 1993. District Office level leaders must also have knowledge of fund accounting, and the fiscal operations that include the administering of state and federal grants, revolving funds, offset accounts, carryover funding, school choice funding and requirements for inside and outside auditing of funds.
District level leaders play a pivotal role in the delivery of an array of services including but not limited to:
• Transportation Services
• Food Services
• Risk Management
• Custodial and Maintenance Supervision
• Fleet maintenance
• Public Use of School Facilities
• Collective bargaining and contract administration
• Hiring, evaluation and supervision of both professional and non-professional personnel
• Technology and Management Information Systems
While working leadership positions, district leaders must also possess and understanding of the interrelationships among laws, municipal charter rules, school policies, and administrative procedures necessary for the effective management of curriculum and school operations and administrative systems required to facilitate the goals and objectives of a school district.
Credits: 3
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EA 545 - Finance
This course is designed for those aspiring to district-level administrative leadership positions. Financial support is critical to the success of public schools. School leaders are required to be adept at assessing school needs and developing a financial plan to successfully address those needs. Needs are identified as those financial, human or material resources necessary to advance the mission, goals and objectives of the district, school, or department. This course will prepare future educational leaders to understand the federal, state, and local context of school finance. The budget, like any plan, has three essential components; namely, the formulation or development of the plan, the execution or administration of the plan, and the control or adjustments made to the plan. Students will be able to identify the major types of budgeting models that can be utilized and become directly involved in the preparation of an actual school budget. Course provides students with a comprehensive overview of school budgeting processes and business administrative functions. Specific emphasis is given to program, school, and district-level budget development and implementation.
Students will develop an understanding of the intricacies related to budgeting in Massachusetts since the passage of the Educational Reform Act of 1993. Among the topics covered will include, but not be limited to, State Aid, revenues, grants, offset accounts, revolving funds, carryover funding, school choice funding, charter school funding, enterprise funds, capital funds, and fund accounting.
Students will also learn about various reporting requirements relating to school and municipal finances including but not limited to audits, the End of the Year Report, net school spending formulas and various funds left in the custody of school officials. In the context of administering a school budget, students will learn about budget prioritization, statutory requirements associated with reporting the disposition and movement of funds related to the enacted school budget and offset accounts. Students will gain an understanding of major cost centers like workers compensation, health insurance, dental insurance, pensions for retired employees, non-funded liabilities, and the role and impact these cost centers have in relation to school finance.
Credits: 3
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EA 550 - Practicum in School Business Administrator
The practicum in Superintendent/Assistant Superintendent consists of 500 clock hours of leadership in a variety of settings with a diversity of personnel. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Endicott College is pleased to partner with a variety of local and regional school districts. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
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EA 552 - Reflective Seminar in School Business Administrator
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 552 Practicum Experience. 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 and Indicators.
Credits: 3
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EA 555 - Using Data to Improve Curriculum and Instruction
This course focuses on the use of data to improve curriculum, instruction, and learning. It explores best practices in assessment strategies, data collection techniques and data analysis methods designed to inform decision making in schools. Candidates will learn to facilitate the practice of standards based, data and research driven teaching and develop a plan for instructional improvement.
Credits: 3
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EA 560 - Practicum for Principal/Assistant Principal [PreK-8, 5-12]
The practicum in Principal/Assistant Principal consists of 500 clock hours of leadership in a variety of settings with a diversity of students. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are required to select the appropriate grade level [PreK-8, 5-12] for the Principal/Assistant Principal license they desire, and complete their practicum hours at a school that matches that grade level selected. Endicott College is pleased to partner with a variety of local and regional schools and agencies. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
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EA 560A - Practicum Experience, Part A
Practicum Experience, Part A is designed as an introduction to field work. Candidates complete the first phase of the State required 500-hour practicum experience. The practicum takes place in an inclusive general education setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a Cooperating Practitioner and the College Supervisor. During the practicum experience it is expected that the candidate will assume the role of Special Education Administrator for a minimum of 100 hours. At least one of the formal observations required under the PPA must occur during the 100 hours a candidate assumes full responsibility of his/her role. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum handbook. The assessment of the candidate’s progress continues in Practicum Experience, Part B. This phase of assessment of the candidate is based on the Massachusetts Department of Education Professional Standards and utilizes the Performance Assessment for Leaders (PAL) process. Performance Assessment for Leaders (PAL) is aligned to the revised Professional Standards for Administrative Leadership.
Credits: 1
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EA 560B - Practicum Experience, Part B
Practicum Experience, Part B is designed as a continuation of field work and the assessment of candidate progress. In part B candidates complete the second phase of the State required 500-hour practicum experience by demonstrating and applying their leadership knowledge and skills; setting direction, creating a professional learning culture among staff, supporting individual teacher development, and engaging families and community in improving student learning. This part of the practicum takes place in an inclusive general education setting that allows for application of acquired concepts and methodologies in the classroom under the combined supervision of a Cooperating Practitioner and the College Supervisor.
During the practicum experience it is expected that the candidate will assume the role of Special Education Administrator for a minimum of 100 hours. At least one of the formal observations required under the PPA must occur during the 100 hours a candidate assumes full responsibility of his/her role. A minimum of three regularly scheduled seminar meetings between the student, the College supervisor, and the cooperating practitioner is also required. Guidelines for the practicum are described in the Practicum handbook. The assessment of the candidate’s progress continues in Practicum Experience, Part B. This phase of assessment of the candidate is based on the Massachusetts Department of Education Professional Standards and utilizes the Performance Assessment for Leaders (PAL) process. Performance Assessment for Leaders (PAL) is aligned to the revised Professional Standards for Administrative Leadership. Each candidate must successfully complete four tasks: 1. Leadership through a Vision for High Student Achievement, 2. Instructional Leadership for a Professional Learning Culture, 3. Leadership in Observing, Assessing, and Supporting Individual Teacher Effectiveness, and 4. Leadership for Family Engagement and Community Involvement.
Credits: 2
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EA 562 - Reflective Seminar for Principal/Assistant Principal
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 560 Practicum Experience. 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 and Indicators.
Credits: 3
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EA 562A - Reflective Seminar, Part A
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 560 Practicum Experience. 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 Administrative Leadership.
Credits: 1
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EA 562B - Reflective Seminar, Part B
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 560 Practicum Experience. 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 Administrative Leadership.
Credits: 2
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EA 563 - Supervision and Evaluation
Effective supervision and evaluation is a key ingredient in continuous school improvement. This explores research and best practices in teacher supervision and evaluation and prepares principal candidates to become effective supervisors and evaluators. It also addresses the role of induction, mentoring, supervision, evaluation, and professional development in teacher effectiveness and the alignment of those elements of profession growth with student achievement. Candidates will become versed in a variety of supervision and evaluation models. This course also addresses 5-Step Cycle training requirements set forth in the Massachusetts Model System for Educator Evaluation.
Credits: 3
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EA 565 - Facilities Management
District Office Leaders are drawn to a more intricate level of detail in the areas of Human Resource Management and Facilities Planning & Management. This course provides an in-depth examination of the key roles and functions of Human Resource Management and Facilities Planning and Management have from the vantage point of a school district’s central office. School districts have struggled over the years to survive in an increasingly complex organizational framework that often lacks cohesion, continuity, and skillful leadership. Too often, schools and school districts are plagued with lack luster leadership, competing agendas, dysfunctional organizations where management and unions are viewed as “chieftains of warring nations” doing battle all in the name of helping the kids. This course will examine the dynamics of competing leadership styles, and the impact leadership approaches have on the organizational framework. Competing and contrasting styles of leadership including site based, top down, bottom up, participative, charismatic, and liaise faire. Each style and approach offers differences in part based on the history and culture of the organization. Who are organizational change agents and why do organizations need them? How can organizations change and how does change impact the delivery of human resources and the organizational and educational culture of a school district? Students will examine the many responsibilities district leaders perform in their respective roles. These duties include but are not limited to: collective bargaining, contract administration, evaluation, hiring, employee assistance, hearing officers for issues of sexual harassment, violations of Title IX, discrimination, civil service, payroll, personnel records management, employee orientation, policy development, insurance, workers compensation, pensions, disabilities, benefit management among others.
Prerequisites & Notes
participative
Credits: 3
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EA 570 - Administration and Supervision of Special Education
This course describes the administration and supervision of programs for individuals with disabilities. Participants will investigate supervisory techniques for school administrators in planning, teaching, and evaluation procedures. Characteristics of and programming for exceptional students, legislation and funding; education of all students in inclusionary settings will be addressed.
Credits: 3
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EA 572 - Seminar - Administration Leadership
The Seminar - Administration Leadership is a reflective course which is designed to support students while assuming the role of a school administrator. This seminar addresses the many issues that will be faced during the Internship field-based experience. In addition to providing invaluable instruction on key leadership topics, this course will cover both broad-based topics as well as I national standards. Students get practical resources and activities that help them gain experience in 38 specific leadership and skills areas they must master on the path to school leadership! 1 This seminar, which consists of weekly online mandatory sessions, is taken concurrently with Internship - Administative Leadership.
Credits: 3
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EA 574 - Internship - Administration Leadership
The administrative internship course is designed to prepare students for assuming the role of a school administrator through completion of practical field-based experiences and joint supervision of a school administrator and a member of the MEC faculty. School administrative internships are the bridge between classroom teachers and first-time leadership positions. Research shows that quality internships are equally as important as the graduate programs themselves in establishing leadership practices that improve teaching, learning, and school conditions. This, course serves as a guide and support for creating and managing quality school leader internship programs.The administrative internship is structured to enable each student to develop and put into practice an individualized field-based experience that focuses primarily on either elementary principal, secondary principal, superintendent, or director of special education preparation. The Internship in Principal/Assistant Principal consists of 500 clock hours of leadership in a variety of settings with a diversity of students.
Credits: 3
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EA 575 - Consultation and Collaboration in Special Education
This course is designed to provide leaders in special 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, collaborative, consultative and group leadership skills.
Credits: 3
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EA 580 - Practicum in Special Education Administrator
The practicum in Special Education Administrator consists of 500 clock hours of leadership in a variety of settings with a diversity of students. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Additionally, candidates are required to have a portion of their experience with a diversity of disabled learners. Candidates should experience inclusive general education and separate or substantially separate setting for students with mild, moderate, and severe disabilities. Endicott College is pleased to partner with a variety of local and regional schools and agencies. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts and agencies and instructive to the candidates. The practicum is supervised jointly by the College-appointed Supervisor (Program Supervisor) and a supervising Cooperating Administrator (Supervising Practitioner), both of whom regularly observe the candidate’s performance.
Credits: 3
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EA 582 - Reflective Seminar in Special Education Administrator
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 580 Practicum Experience. 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 and Indicators.
Credits: 3
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EA 590 - Practicum in Superintendent/Assistant Superintendent
The practicum in Superintendent/Assistant Superintendent consists of 500 clock hours of leadership in a variety of settings with a diversity of personnel. All candidates in the practicum experience are in the field for one to two consecutive semesters. Candidates are encouraged to experience a clinical practicum in elementary and secondary schools in urban and suburban settings. Endicott College is pleased to partner with a variety of local and regional school districts. The knowledge and experience and of our partners plays a key role in the development of our leadership candidates. In providing the pre-practicum and practicum settings for candidates our partners provide a practical laboratory that connects theory and practice. Candidates are assigned an array of standards based activities (see Activities for Administrative Standards, 2013) that are useful to the districts.
Credits: 3
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EA 592 - Reflective Seminar in Superintendent/Assistant Superintendent
This seminar, which consists of weekly sessions on campus and bimonthly sessions for cohort groups off campus, is taken concurrently with EA 590 Practicum Experience. 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 and Indicators.
Credits: 3
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EA 595 - Program Evaluation
This course is designed to address the critical role of the superintendent in systematically monitoring, evaluating, and making needed changes to the academic programs offered within the district’s schools. The superintendent’s role in district-level program evaluation is the assessment of how well programs are meeting both school and district goals. This course will engage aspiring school superintendents in an identification and examination of the various sources of data, strategies for collecting and analyzing student performance data, communicating and utilizing data to drive effective program change.
Credits: 3
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EC 100 - CIS Transitions (Offered in Madrid, Spain)
This course addresses all first year students and offers support and efficient strategies to meet a variety of challenges which an academic setting poses. Students learn how to act efficiently and meaningfully in order to adjust and succeed in this new context. A large part of the course is dedicated to the teaching of study skills promoting students’ persistence and achievement. Furthermore, students will develop the necessary social skills to set and realize their academic goals. In order to act appropriately and effectively in multicultural environments, students will also practice intercultural skills.
Credits: 1
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EC 150 - Career Foundations
This course is designed to help students explore career opportunities and identify the skills and opportunities that will help them achieve career goals. The topics covered include planning strategically for a job/internship/volunteer search, assessing the resume and cover letter, effectively applying for jobs and internships, interviewing techniques, participating in mock interviews, professionalism, and making the most of your career-track position.
Credits: 3
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EC 350 - Career Transitions
This course consists of a series of seven sessions to help students prepare for the next step in their career, from searching for a new opportunity to moving up within their current organization. The topics covered include planning strategically for the job search, assessing the resume and cover letter, advanced interviewing techniques, leadership in the workplace, networking strategies, and job offer and salary negotiation.
Credits: 3
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ECH 500 - Instructional Strategies in Early Childhood
This course will examine the role of the effective early childhood (Pre-k-grade 2) education teacher. Topics covered will include study in developing effective learning and instruction critical to the child’s developmental level using active modes of learning within an integrated curriculum. Students will develop skills in identifying relevant subject material from early literacy, language arts, mathematics, science, social studies, and the arts, and they will learn how to adapt instruction for special needs students. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.
Credits: 3
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ECH 520 - Learning Through Play
This course explores the impact of play on the social, emotional and cognitive development of young children. Students will demonstrate knowledge of the theories and research on play and be able to identify types of play, delineate the benefits of play, recognize the practical applications of play to the early childhood curriculum. They will also be able to evaluate play environments, and design an environment that promotes the child’s early development.
Credits: 3
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ECH 550 - Curriculum and Assessment in Practice: Early Childhood 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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ECH 560 - Practicum in Early Childhood Education
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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ECH 565 - Reflective Seminar in Early Childhood Education
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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ECN 201 - Macroeconomics
The measurement of the United States economy and the factors that contribute to economic growth and recession are the focus of macroeconomics. The role of government in the economy is closely examined. Particular attention is paid to tax and spending policy as well as the policy of the Federal Reserve. Government policy has a significant impact on the performance of the private economy. Satisfies the Global Issues General Education requirement.
Credits: 3
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ECN 202 - Microeconomics
Examines the basic concepts of microeconomics, including theories and models that describe how consumers and producers of goods and services make rational economic choices, and the implications of those choices for market prices, quality, and product variety. Looks at demand and supply elasticity, the nature of competitive rivalry, factors of production, income distribution, and the impact of government regulation. Satisfies the Global Issues General Education requirement.
Credits: 3
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ECN 302 - Intermediate Microeconomics
CIS Madrid, Spain-Business
This course continues the study of microeconomics as the analytical study of individual behavior and markets. The topics of utility, profit maximization, supply and demand, elasticity, and forms of business enterprise are explored in mathematical and theoretical detail. The neoclassical microeconomic theory, used by economists today, is investigated including the many points of contention in microeconomic theory and alternative ideas.
Prerequisites & Notes
ECN 202
Credits: 3
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ED 40 - MTEL Test Preparation: General Curriculum Math
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in number sense, operations, data analysis, functions and algebra, geometry, measurement, statistics, and probability.
Credits: 0
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ED 50 - MTEL Test Preparation: General Curriculum Multi-Subject
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in world history/geography; U.S. and Massachusetts History; physical, life, earth, and space science; English language arts, literature, and structure and writing process.
Credits: 0
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ED 60 - MTEL Test Preparation: Foundations of Reading
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in phonics, phonemic awareness in reading development, reading comprehension, vocabulary acquisition, assessment of reading skills, and multiple approaches to reading instruction.
Credits: 0
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ED 70 - MTEL Test Preparation: Reading Specialist
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in reading processes and development, reading assessment and instruction, and professional knowledge and roles of the reading specialist.
Credits: 0
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ED 80 - MTEL Test Preparation: Early Childhood
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in child development, children’s literature and the writing process, and early childhood curriculum content.
Credits: 0
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ED 90 - MTEL Test Preparation: Secondary
These courses are non-credit offerings offered to assist students in passing the MTEL tests. They consist of four two hour sessions. The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives for each specific test.
Credits: 0
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ED 101 - Introduction to Education
This course is designed to introduce students to the education profession. It focuses on teachers, students, schools, curriculum, pedagogy, and the past, present and future of education. Students gain knowledge on current educational issues as they relate to the history, philosophy, financing and governance of schools and school systems.
Credits: 3
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ED 102 - Curriculum Theory and Instruction
A study of curriculum dimensions, concepts, and designs for varied student populations and school settings. Through examination of the Massachusetts Department of Education’s Common Core of Learning and Curriculum Frameworks documents students come to understand how the state standards can be used as guidelines in structuring curriculum, researching curriculum development, and how the issues, trends and innovations of curriculum design can be applied in an effective integrated classroom using Understanding by Design and an Endicott Lesson Plan.
Credits: 3
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ED 201 - Foundations of Reading
This course gives an in-depth understanding of the reading process and of the teaching of reading. Theoretical and research information on reading and emergent literacy will be included. Topics also covered in the course include: phonics, word recognition, vocabulary development, comprehension, fluency and study skills. Students will learn the major approaches and materials for teaching skills in phonemic awareness, decoding, encoding, reading for meaning, comprehension strategies, content reading, and study skills as recommended in the Massachusetts Curriculum Frameworks/ English Language Arts, the Standards of the International Reading Association and National Standards for Literacy. To develop a deeper understanding of the coursework, students will participate in a required Service Learning Placement for 2hr/week throughout the semester.
Prerequisites & Notes
ED101 and ED102 or permission of instructor
Credits: 3
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ED 203 - Introduction to Children with Special Needs
This course introduces the historical, legal, and social aspect of special needs education in the United States. Responsiveness to Intervention is presented as a framework for early identification methods in general education. Theory and practice promoting inclusion provides a philosophical foundation for the course.
Prerequisites & Notes
ED 101 or permission of the instructor
Credits: 3
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ED 207 - Strategies of Teaching Early Childhood Curriculum
In this course, students explore theoretical principles underlying developmentally appropriate practice in inclusive early childhood settings. Focusing on the developmental needs of young children, students examine varied teaching strategies, materials, and models of instruction. A strong focus of this course is providing students with a framework for planning engaging and responsive learning environments and experiences to foster the growth of the whole child.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
Credits: 3
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ED 208 - Early Childhood Numeracy
Expanding on concepts explored in ED 207, this course will develop students’ knowledge in planning learning experiences that will foster the development of mathematical thinking in young children. Pre-service teachers will explore instructional strategies and materials designed to foster conceptual mathematical development in three to five-year-olds. Following recommendations of the National Council of Teachers of Mathematics and the National Association for the Education of Young Children, this course will examine how to incorporate mathematical experiences throughout the day. Students will explore strategies to integrate mathematical instruction with other content areas as well as how to create environments that extends mathematical thinking.
Prerequisites & Notes
ED 101, ED 102, and ED 207, or permission of instructor
Credits: 3
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ED 210 - Integrating Technology into the Classroom
Students in this course explore and examine how to use technology to support teaching and learning by integrating a variety of computer-based technologies into the curriculum while also adapting these technologies for diverse populations. Students design lessons incorporating technology and also strategize how to integrate the Internet, digital resources, educational apps, and Web 2.0 resources into daily classroom activities.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
Credits: 3
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ED 215 - Creative Arts in the Early Childhood and Elementary Classrooms
Children constantly wonder and question as they try to make sense of their worlds. In this course, students explore teaching and learning strategies to ignite this sense of wonder and curiosity in both children and in themselves. Through engagement with the arts, students explore components of arts integration practices. Students will examine creative and critical thinking strategies to foster the development of habits of mind.
Credits: 3
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ED 221 - Emergent Literacy Instruction
Students examine oral language development and emerging communication abilities in young children focusing on early speaking, listening, reading, and writing. The characteristics of a literacy rich environment is explored, including developmentally appropriate materials and instructional strategies designed to foster the development of oral and written language skills in young children.
Prerequisites & Notes
ED 201 or permission of instructor.
Credits: 3
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ED 229 - Literacy Methods
Students are encouraged to investigate the language arts strands of reading, writing, speaking, and listening as balanced literacy in the early childhood and elementary classroom. Students explore common and specialized literacy programs and practice techniques in planning for children’s skills development in all the language arts.
Prerequisites & Notes
ED 201 or permission of instructor.
Credits: 3
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ED 290 - Topics in Education
Focuses on a range of issues significant to the field of education, including school reform, service learning in schools, school diversity, pedagogy and classroom assessment.
Prerequisites & Notes
Course may be taken for credit more than once as long as the course content is new.
Credits: 3
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ED 302 - Science Methods
This course supports the pre-service teacher in planning for the teaching of science in the K-6 classroom. Major concepts, curriculum theory, and instructional strategies appropriate to science education are explored. Major principles of science, development of science lesson plans, experiments, demonstrations, enrichment activities, and science projects using a hands-on approach are included. Current research, issues, and frameworks in science are examined. Focus is on assessment, cooperative learning, and hands-on science. A semester-long field component is included in this course. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED303.
Prerequisites & Notes
Junior class status and a passing score on at least two MTEL exams. Open to liberal studies/education teacher licensure majors only.
Credits: 3
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ED 308 - Early Childhood Methods
This course supports the pre-service teacher in planning for the teaching of science in the K-6 classroom. Major concepts, curriculum theory, and instructional strategies appropriate to science education are explored. Major principles of science, development of science lesson plans, experiments, demonstrations, enrichment activities, and science projects using a hands-on approach are included. Current research, issues, and frameworks in science are examined. Focus is on assessment, cooperative learning, and hands-on science. A semester-long field component is included in this course. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED303.
Prerequisites & Notes
Junior class status and a passing score on at least two MTEL exams. Open to liberal studies/education teacher licensure majors only.
Credits: 3
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ED 310 - The Power of Play in the Classroom
This course explores the cognitive, social, emotional, physical and creative benefits of play in the early childhood and elementary classroom. Through interactive learning experiences, readings and discussions, students examine the nature of play, its disappearance in our schools, its importance in the development of the whole child. Students develop a rationale for play as a fundamental component of the curriculum, design developmentally appropriate learning environments, and create play-based learning experiences. Students explore the teacher’s role in observing, facilitating, and assessing play. Inclusive play-based intervention strategies for children with developmental delays are addressed.
Credits: 3
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ED 320 - Classroom Management: Building Classroom Community
Students will examine the instructional strategies and structures that develop a positive learning environment. Students will explore strategies to move “classroom management” from a compliance model to a more democratic model characteristic of a caring community of learners. By evaluating current educational practices and analyzing their personal beliefs about teaching and learning, students will develop their own classroom managment values.
Credits: 3
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ED 331 - Issues and Best Practices of English Language Learners
Students will focus on research, theory and practice from the field, while addressing current policy and laws currently in place and their effects on teachers and students. Students will research various instructional strategies and assessment trends for English language learners. Lesson plans will be designed to implement strategies.This course does not meet Massachusetts regulations for the SEI endorsement. as required for Massachusetts Licensure under 7.04(2)(b)) 5.
Prerequisites & Notes
ED101 and ED102
Credits: 3
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ED 339 - Classroom Assessment
Students examine theories and strategies for effective design and assessment of instruction. This course explores a wide variety of assessment methods and strategies including, but not limited to, traditional pencil-and- paper assessments, performance assessments, portfolio-based assessments, and competency-based assessments. Through their field experiences, students also become familiar with how assessment is used in public schools in the Commonwealth of Massachusetts, including how data is being used as a tool to improve student learning.
Prerequisites & Notes
ED 102 or ED 125 or permission of instructor.
Credits: 3
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ED 340 - Global Consciousness through Children’s Literature
Students develop skills in teaching usin ga literature based approach to teaching in the content areas. Students read 50-75 pieces of historcal and/or multicultural children’s literature and develop highly motivating units based on the Wiggins and McTigue model of Understanding by Design. This course incorporates the standards of both the English and Social Studies Massachusetts Curriculum Frameworks in the interactive/transactive units.
Credits: 3
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ED 559 - Understanding & Engaging in Helping Relationships
This course is designed to create an understanding and engaging in helping relationships with students and adults. Basic communication skills such as active listening, responding, reflection, nonverbal language, importance of eye contact, and interviewing skills for building helping relationships will be researched, discussed, and applied. The theoretical and empirical research for understanding and engaging in helping relationships will also be addressed.
Credits: 3
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ED 560 - Professional Ethics
This course focuses on historical and current ethical issues. The focus includes the skills necessary for ethical decision-making, addressing legal and professional issues in an ethical way, and applying the theories of ethics when associating in relationships. The course provides a values-based approach to ethical professionalism and provides a method of thinking about and dealing with ethical issues in the work place. The course will provide theories about what it means to act professionally. It focusses on features of moral reasoning and provide a case resolution method for dealing with ethical issues of the work place. The course will focus on those values central to moral life of any professional: integrity, respect for persons, justice, compassion, and responsibility. Also included will be the study of codes of professional conduct and ethics.
Credits: 3
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ED 568 - Social-Emotional Competence
This course focuses on social/emotional competencies necessary to work with students and adults. Concepts consisting of social, emotional skills such as affect regulation, cognitive; such as skills for processing/acquisition, perspective taking, and behavioral; such as conversation skills, behavioral skills, as well as motivational and expectancy skills such as moral development, self-efficacy that are needed for successful social adaptation. Focus will also be on social emotional competence which reflects having an ability to take another’s perspective concerning a situation, learn from past experiences, and apply that learning to the changes in social interactions. Social emotional competence is the foundation upon which interactions with others is built. Social emotional competence encompasses additional constructs such as social skills, social communication, and interpersonal communication.
Credits: 3
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ED 573 - Construction of Self-Learning
This course focuses on knowledge, skills, and dispositions about one’s own learning and thinking how to apply these competencies in personal and professional settings in a global society. This course focuses on developing one’s understanding of child, adolescent, and adult emotional development, especially within the context of established psychological and related developmental theories and models. Further, the importance of understanding and applying emotional development and processes by integrating of the biological, cognitive, emotional/psychological, moral, and psycho-social development perspectives.
Credits: 3
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ED 576 - Mindfulness
This course focuses on identifying and reflecting on the characteristics are uniquely associated with oneself, gaining the skills to appreciate who you have become over a lifetime to date, and who you would like to be. Students will reflect on past successes and challenges, learn skills to promote self-compassion and self-actualization, and engage in a process to apply skills necessary for the best future. This course uses skills related to research on mindfulness and evidence-based practices from positive psychology, builds awareness of how to move beyond self-limiting beliefs, and exposes hidden realities about one’s capacities that can become realities in life.
Credits: 3
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ED 583 - Embedded Social Emotional Curriculum across Districts, Schools and Classrooms
Social and emotional learning (SEL) includes knowledge, practice, and the development of social emotional opportunities, programs and curricula. Coordinating and embedding the skills and opportunities that children to support self-efficacy, growth, well-being, resilience, and engaged participation in learning and after-school settings. This course is aimed at enhancing teachers’ knowledge, practice, and reflection around some of the philosophies and approaches that support embedding social emotional practices in K-12 curriculum and across schools and school districts. Topics include lesson development, identification of dedicated time to social-emotional pursuits, and the development of course- and content-specific strategies, methods and outcomes supportive of a robust social emotional program spanning before, during, and after-school as well as out-of-school programs.
Credits: 3
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ED 586 - Introduction to Neuroscience for Social Emotional Development
This course will focus on understanding social emotional development beginning with the youngest children and moving into adulthood. Social emotional development refers to how children develop relationships, practice social skills, and learn to express their feelings. This course offers a broad introduction to social emotional development and its significance on learning and growing. During the course students will describe and define social emotional development, discuss how common social skills promote development and learning, discuss the role adults play in supporting social emotional skills, and understand how the environment and positive relationships play a role in promoting social emotional development. This course supports the educator/leader in creating a safe space for students to be successful in school, at home, and in the community through an understanding of social emotional development through the ages.
Credits: 3
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ED 591 - Building Effective School Culture for Social Emotional Development
This course introduces students to research and structures supportive of building cultures to support social and emotional learning (SEL) and development in K-12 school settings. This course supports the development of research-based theories and practice to engage educators in developing deep knowledge about creating a shared and central vision to support all aspects of social and academic development to best educate the whole child.
This course provides a process and structure for educators and faculty to demonstrate knowledge of the research concepts and competencies as well as the strategies needed to apply competency knowledge in school-and district-based planning. The products of this seminar will be tangible evidence of an articulated vision, process for defining cultural and research-based expectations, and development of plans to support a clear and articulated
vision of social emotional development and embedded structures. Students will demonstrate their knowledge of theory, research, and practice in social emotional education to build sustainable and supportive educational cultures.
Credits: 3
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ED 592 - Leadership in School-Wide Implementation of Social Emotional Learning
This course will focus on the leadership skills necessary for school-wide implementation of social emotional skills across the culture and the curriculum. The course addresses leadership qualities and leadership styles to lead as a district administrator, building administrator, or teacher that reinforce effective and important social emotional skills as an overarching premise of the holistic educational process. Further, the course also focuses on the most effective and important social emotional programs and initiatives that will have the most positive impact for students in whatever setting the “leader” is in.
Credits: 3
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ED 593 - Internship Part I: Social Emotional Development
This two-semester, 6 credit, 300 hour (total) practicum provides opportunities for students to evaluate and utilize theoretical and research-based data and knowledge related to administration and leadership to implement aspects of a district, school, or classroom experiences in Social Emotional Development. This practicum experience will assist students in developing a comprehensive view of leadership in PreK-12 in order to implement change and reform; specifically, implementation aspects of a district, school, or classroom Social Emotional Development initiative in one’s own specific professional or potential setting. Focus will also be on the decision-making processes from a district, school, or classroom perspective necessary to master change and reforms practices, and get support of all necessary stakeholders so the implementation of the Social Emotional Development initiative will be successful.
Credits: 3
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ED 594 - Internship Part II: Social Emotional Development
This two-semester, 6 credit, 300 hour (total) practicum provides opportunities for students to evaluate and utilize theoretical and research-based data and knowledge related to administration and leadership to implement aspects of a district, school, or classroom experiences in Social Emotional Development. This practicum experience will assist students in developing a comprehensive view of leadership in PreK-12 in order to implement change and reform; specifically, implementation aspects of a district, school, or classroom Social Emotional Development initiative in one’s own specific professional or potential setting. Focus will also be on the decision-making processes from a district, school, or classroom perspective necessary to master change and reforms practices, and get support of all necessary stakeholders so the implementation of the Social Emotional Development initiative will be successful.
Credits: 3
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ED 595 - Masters Thesis: Social Emotional Development
At the conclusion of the program each student submits a substantial, critical, analytical, graduate level proposed embedded initiative related to Social Emotional Development, called the Masters Thesis. The Masters Thesis may take different foci depending on the role of the practitioner; district administrator, school administrator, or teacher. The Masters Thesis is a research-based initiative for Social Emotional Development and should be an integrated compilation of all the work completed in the program. The initiative should also include a substantive reflection on the student’s practicum as well as the research and writing completed during the program. The Social Emotional Development initiative prepared for the Masters Thesis should be one that could be implemented in the student’s current or potential professional role.
Credits: 3
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EDL 700 - History of Public Schooling in the US and Internationally
This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.
Credits: 3
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EDL 701 - History and Administration of Small Colleges
This overview course will cover the history and administration of higher and postsecondary education in the United States. The focus will be on the last half of the twentieth century and the current status in early twenty- first century. Topics include the background of higher and postsecondary education, the changes that have taken place over the last century, the relationship to the United States government and regulatory bodies, and the influence of societal factors. Students will also explore the economic, political, and social changes that are transforming the nature and structure of higher education. Students will examine leadership in their own and contemporary sites of education, through the lens of adult learning history, including marginalized communities and diverse cultures. Using case studies, students will be encouraged to place their current institutions in an historical and societal context.
Credits: 3
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EDL 702 - History of Public Schooling In the United States
This course is designed to provide both aspiring and practicing PreK-12 school leaders with a social historical examination of the development of public schooling in America. From this review, students will discern the dynamic connection between the ever-changing needs of the society and the consequent demands on its schools. The course draws attention to the power dynamic that has and continues to exist between those who shape decisions about the purposes and content of public school curriculum and those who are the intended recipients of those decisions. History reveals an ongoing power struggle between these two constituencies that can provide valuable insight for school leaders as they design and implement continuing school reforms. Class sessions will provide opportunities for discussion and reflection on the lessons of history and their implications for effective leadership in the contemporary U.S. public school setting.
Credits: 3
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EDL 705 - Principles of School Finance
The Principles of School Finance course is essential for the school or district administrator. The leader of a school of school district is responsible for the strategic use of resources. This course will cover a broad range of topics focused on the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will also be a major focus.
Credits: 3
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EDL 706 - Family-School Engagement
The course focuses on the creation and maintenance of collaborative models of parent-school interaction that supports student achievement. Particular attention is paid to such issues as building effective partnerships with hard to reach parents, those who traditionally have been marginalized from schools, and non traditional families. It also explores issues such as parent-teacher conferences, parents as volunteers in schools, and maintaining parental involvement as students move into secondary schools.
Credits: 3
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EDL 715 - Research Methods I: Qualitative
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
Credits: 3
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EDL 720 - Transformational Leadership in Contemporary Education
This course focuses of the development of transformational leadership, examines elements of transformational leadership, and explores how transformational leaders facilitate the work necessary to successfully manage change in a positive way. Student will focus on understanding transformational leadership as the process of facilitating change through reflective, systems-based, and relational leadership. Students will engage in self-analysis, analyze and discuss case studies and assess leadership on various levels.
Credits: 3
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EDL 725 - Diversity, Access, and Equity in Education
This course focuses on developing one’s understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate pedagogical, curricular, and behavioral strategies. Additionally, the goal is to assist students in exploring the various topics related to diversity such as of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity in contemporary education.
Credits: 3
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EDL 726 - Organizational Management in Higher Education
This course is a comprehensive survey of the dynamics of behavior and management in higher education organizations. It examines individual and group behavior, motivation, leadership styles, ethics, innovation, conflict, organizational culture, and the process of managing change in higher education organizations. Historical perspectives will be compared with current issues in the fields of education. Through classroom discussion, research papers, case studies, and personal experience and reflection, the course emphasizes an analytical and practical approach to the subject.
Credits: 3
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EDL 730 - Current Issues in Educational Policy
This course examines the ways in which educational policies influence the organization of school districts and schools and content of teaching and learning in all elementary and secondary schools. The course focuses on the social and educational thought about the goals, purposes, and methods of schooling as related to federal, state, and local policy initiatives, and it explores how politics, social conditions, educational philosophies, and contemporary research frame these initiatives. Students will analyze policies and their implementation, as well as the theories about education, teaching, learning, and human behavior that underlie different policy paradigms.
Credits: 3
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EDL 732 - Creativity and Leadership in Challenging Times
This course outlines the challenges leaders in higher education must face: accountability, autonomy, governance, resources, multiple stakeholders and interest groups, enrollments, capacity, the tension between centralization and decentralization, ambiguity and multiple interpretations of mission and purpose. One role of a leader in challenging times is to make sense of the challenges through providing a frame - or multiple frames - of reference providing a more comprehensive understanding of the challenge and what is possible. Students will learn how to take a multi-paradigmatic approach to understanding how, as a creative leader, one can lead an organization in challenging times. Students will develop a comprehensive understanding of the theories, based on empirical research, can be used in leading a college. More importantly, students will learn how to build upon these theories to effectively and creatively address institutional challenges.
Credits: 3
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EDL 733 - Thought Leaders & Critical Issues in Higher Education
This course offers in-depth analysis of prevalent issues affecting higher education as illustrated in higher education literature. It is a doctoral level seminar with an emphasis on reading topical issues by current thought leaders in the field. Students will be expected to stay current with issues, understand the background and historical foundation of the issues as well as develop the ability for concise oral and written articulation of the issues. This course will include discussions, reports, and integration of knowledge from experience and other coursework in leadership and higher education.
Credits: 3
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EDL 735 - Research Methods II: Quantitative
This doctoral level course is designed to help students develop an understanding of the basic goals, concepts, and methodology of quantitative research, and an understanding of the computation and application of descriptive and Inferential techniques. Students will also Improve their ability to critically evaluate published research.
Credits: 3
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EDL 738 - Ethical Leadership in Education
This course is designed to challenge educators to become ethical leaders who recognize leadership in an educational setting as a fundamentally moral activity. Buffeted by competing and often conflicting values, interests and political agendas, educational leaders are routinely presented ethical and moral dilemmas as the context for their decision making. For depth of understanding, this course will engage students in an examination and discussion of major theoretical models of ethical decision-making that are negative as well as those traditionally valued as positive. Through examination and discussion of multiple theoretical frameworks juxtaposed to situational moral dilemmas commonly faced by school leaders, students will be coached through the process of identifying and adopting their own core values to guide their own principled decision making as aspiring school leaders.
Credits: 3
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