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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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RDL 510 - Children’s & Young Adult Literature
This course will provide an overview to children’s and young adult literature . 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 instructional models that integrate reading, writing, speaking, listening, viewing, and presenting. The course will explore how 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. This course emphasizes the value of integrating writing across all disciplines and grade levels, as supported by research, as well as developing writing as a tool for learning, reading, and enhancing content understanding. Students will investigate both writing development and assessment, including rubrics to evaluate student writing. The course will prepare students to integrate opportunities for listening, speaking, reading, and critical thinking into the writing process.
Credits: 3
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RDL 520 - Assessment of Reading Skills
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. By the end of the course, reading specialists in training will be able to determine which assessments to use and in what context. Candidates will also discuss the limitations of their assessment data, particularly as it relates to various socioeconomic, cultural characteristics, and linguistic backgrounds.
Credits: 3
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RDL 525 - Reading Difficulties
This course will focus on reading disability, as it relates to language development and the causation and prevention of other related disabilities. Specific reading difficulties such as dyslexia, comprehension deficits, and their comorbidities 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 in relation to diagnosis of reading difficulties. Students will review instructional programs to determine their effectiveness, as well as usability in the classroom for students with reading difficulties.
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 how our approaches to reading improperly informed by myths associated with language continue to disadvantage linguistic minority groups, dialect speakers, and students with disabilities.
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 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, as practitioners learn how to respond 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. This course requires students to work with a school-based reading specialist or literacy coach for a minimum of 50 hours.
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 Reflective Seminar builds 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. In this course, Candidates will engage in the action research process to examine an aspect of their teaching practice in greater depth. The Reflective Seminar and Practicum Experience are taken concurrently. Candidates are required to spend 200 hours under the supervision of a professionally licensed reading specialist. This course is designed to bridge the responsibilities of the Candidate in the field with the elements of reflective practice.
Credits: 3
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RDL 570 - Learning and Cognition
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 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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REST 550 - Construction Project Management
This course demonstrates how property owners and tenants create the physical space and attributes to support their needs and investments. The
course will provide students insight into the planning, design and construction of the property. Students will learn how to develop property requirements, source developers, execute plans and oversee the financial considerations related to the project. Property development requires interaction with various stakeholders. This course will inform students how to engage with marketing, finance, facilities management and municipalities in executing real estate construction projects.
Credits: 3
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REST 560 - Real Estate and Investment Valuation Analysis
In this course, students will learn how to perform fundamental financial analysis for the acquisition, development and disposition of investment property. Students will learn a variety of analytical techniques to estimate financial metrics used in the real estate industry. This course will teach students how to evaluate properties to understand property attributes that affect price and use. Students will learn how to link these findings to the market and investor objectives to gain transparency of a property’s full potential and value. This course introduces students to direct capitalization and discounted cash flow models used to determine the financial feasibility of proposed projects and existing properties. Students will leverage software specific to the real estate industry to facilitate strategic planning, portfolio management, budgeting, valuation, cash flow analysis, and investment and risk management.
Credits: 3
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REST 570 - Real Estate Leasing and Transactions
This course covers fundamental commercial leases and transactions associated with investment properties, including the exchange of real estate interests between investors, tenants, buyers, lenders and sellers. Students will learn the fundamentals of brokerage including the representation of tenants and property owners, negotiating strategies, and the various stages of an office lease deal. Additionally, this course will cover some of the legal aspects of real estate contracts. Students will learn how to interpret leases language and understand the risks/rewards of each transaction to make informed decisions regarding the purchase and sale negotiations.
Credits: 3
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REST 580 - Real Estate Finance and Capital Markets
This course informs students of the various debt and equity financing structures used to raise capital to finance real estate investments. The course will study both the public and private commercial real estate capital markets. Students will gain an understanding of how the capital markets source and price funds at various stages of the development process. The course will focus on assessing lender risk, conducting market analysis, and preparing funding applications. Students will gain an understanding of how to finance the design, development and ongoing operations of a real estate acquisition.
Credits: 3
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REST 590 - Real Estate Property Management
Once the construction phase of a real estate transaction is complete, property owners must shift attention to managing relationships with tenants and various stakeholders. Property management plays a critical role in protecting the investment, and directly affects the profit & loss of a business. Students will learn about the financial, physical and social components of commercial property management. In this course, students will compare and contrast management techniques for various property types such as multi-family, hotels, industrial, office buildings and retail shopping centers. Students will study the interactions between property owners and stakeholders such as brokers, vendors, tenants and regulatory authorities.
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 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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SLD 501 - Contemporary Issues in Sport
Students will explore various types of research commonly used in sport. Sociological concepts, theories, and research will be analyzed and applied to the relationship of sport and society. Students will also be exposed to the major issues impacting contemporary sport and its participants including: performance-enhancing drugs; gender inequity; race and ethnicity; youth, adolescent, and adult programming; politics, governance, and globalization within the venues of amateur athletics, the Olympic Games, interscholastic, intercollegiate, and professional sports. Students will be encouraged to examine these issues from a sport leader’s lens.
Credits: 3
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SLD 505 - Strategic Management and Leadership in Athletic Administration
Students will examine contemporary theories related to management and leadership in the sports industry. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources. Students will also discuss various skills, roles, and functions of leaders within the sports industry.
Credits: 3
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SLD 506 - Sport Entrepreneurship
Students will explore issues related to business and sports, focusing on how to start and run a sports business, the management and techniques and strategies required for starting a successful sports entity, and evaluation of the business. Students will develop a conceptual framework through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship,
negotiations, and volunteer staff management.
Credits: 3
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SLD 507 - Preparing for a Career in Sport
Students will explore all aspects of the job search process and how to market themselves effectively to achieve their career goals in the sports industry. They will receive guidance on determining their target roles and learn how to identify and market their transferable skills. Students will focus on creating strong career materials (resume, LinkedIn profile and cover letter) and developing their elevator pitch. They’ll also learn how to network, as well as research and prepare for interviews so they optimize every opportunity. Students will also explore the hiring process from the hiring manager’s perspective.
Credits: 3
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SLD 511 - Sport Marketing and Media
Students will explore the importance of effectively marketing sports to target populations. Special emphasis is placed on the unique aspects of sport products, markets, and consumers. Students will study of the marketing mix as product, place, promotion, public relations, and price to understand the marketing of sport as a unique enterprise. Students will develop their own marketing plan in the sport leadership setting. In addition, students will current
cases/practices in order to simulate decision making in athletics.
Credits: 3
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SLD 512 - College Athletic Communications
Students will explore how modern day college sports information professionals effectively use marketing and communications tactics. Students will also examine how this industry has evolved from traditional forms of communication to its current state that heavily emphasizes a mobile-driven strategy that crosses multiple platforms including web and social media. College sports information tactics will be compared with their overarching main marketing and communications team and how the branding and messaging ultimately aligns.
Credits: 3
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SLD 521 - Sport Law and Risk Management
Students will explore how various issues-including contract, tort, intellectual property, constitutional and administrative laws-apply to the growing and complex field of sport management. Special attention will be given to negligence, defamation and libel, contract negotiation, risk management, criminal, and civil law. The rights of athletes and the legal liability and responsibility of coaches, athletic administrators and sport managers will be discussed. Students will learn how knowledge of the law helps build a more efficient and successful operation.
Credits: 3
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SLD 522 - Negotiating Pro Sport Contracts
Serious sports management student will review the Standard / Uniform Player Contract used by the National Basketball Association (NBA), National Football League (NFL), National Hockey League (NHL) and Major League Baseball (MLB). After examining each contract and the collective bargaining agreement sections regulating them, students will be required to have meaningful interaction with a certified player agent or team executive from the NBA, NFL, NHL or MLB.
Credits: 3
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SLD 525 - Athletic Event Threat Mitigation
This course is designed to examine current event security challenges facing secondary school athletic administrators and other sports leadership professionals. Students will be introduced to the event security responsibilities of athletic event managers/administrators, and how to effectively make decisions, develop policies, best practice theory, and interpret the relationship between the private and public sector. Focus will be on planning the security for sporting events, critical incident response, and post incident considerations/resiliency.
Credits: 3
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SLD 530C - Advanced Topics in College Level Athletic Administration
Students will examine the current issues facing college level athletic administrators, including the operation for the effective organization and administration of intercollegiate athletic programs. Students will also examine the roles and responsibilities of human resources; finance; operations and the management, planning, organization and administration of college athletic programs. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.
Credits: 3
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SLD 530G - Advanced Topics In Global Sport Management
Learn how the business of sport is growing internationally and opening up new opportunities for athletic administrators. Students will be given a rigorous introduction to the historical development of and contemporary issues in sport beyond North America. Several key areas will be explored including the scale, scope and organization of global sport, globalization, internationalization, cultural aspects, international marketing, financial/political economic risk, human rights, ethical dimensions, role of media, technology/products, professional sport leagues and governance. As the commercialization and globalization of sport has grown, so has the power and political influence of its governing bodies. Emphasis will be given to the mode of governance of the major international governing bodies such as the IOC, UN, FIFA.
Credits: 3
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SLD 530S - Advanced Topics In Secondary School Athlete Administration
This course is designed to examine the current issues facing secondary school athletic administrators and coaches. With a concentration at the secondary School level (high school), this course will highlight the daily operations of the Athletic Director’s office, detailing job responsibilities, complexities and challenges that impact school systems’ interscholastic sports and ex-curricular programming. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.
Credits: 3
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SLD 535 - Sales Techniques in The Sport Industry
Understanding and developing sales concepts, principals and strategies to generate revenue is critical in the sports industry. Selling a new idea to your manager or colleague can also be valuable. This course will provide a comprehensive overview of the sales process, buying process, effective selling techniques, best practicesin the sports industry, and an understanding if the various sales roles in sports organizations, such as in tickets, sponsorship, retail and licensing. Through an analysis of challenges and future trends, students will gain practical sales applications useful for many jobs within sports.
Credits: 3
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SLD 540 - NCAA Compliance
Student will develop a working knowledge of National Collegiate Athletic Association (NCAA) compliance issues including rules, eligibility, bylaws, and practices and procedures of the NCAA. Special topics will include testing, self-reporting, and student-athlete eligibility.
Credits: 3
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SLD 542 - Structure and Function of the Olympic Games
Students will examine the structure and function of the Olympic movement, starting with the International Olympic Committee and moving through the national governing bodies to international sports associations. They will also explore the unique characteristics of the Olympic Movement and various political, social, and economic impacts on the Games.
Credits: 3
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SLD 543 - History and Philosophy of Recreation and Leisure
Students will examine philosophies and contemporary social issues concerning recreation and leisure. The history of recreation and leisure will be discussed as well. Students will also explore concepts and applications of effective recreational sport programming and administration. Information concerning careers in recreational sport management will be presented too.
Credits: 3
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SLD 545 - Psychological Factors Affecting Student-Athlete Performances
Students will examine the psychological factors that are most critical to student-athlete performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Theory and practice for athletes and coaches will also be discussed.
Credits: 3
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SLD 547 - Psychological Factors Affecting Group Behavior
Students will examine the psychological factors that are most critical to group/team cohesiveness. Students will also examine the physical, mental, and emotional variables related to optimal settings. An in depth study of the influence of teams on the individual performance and the influence of individuals on team performance in sport and exercise settings. Further focus will be on interpersonal aspects such as cohesion and leadership.
Credits: 3
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SLD 548 - Psychological Factors Affecting Elite Training and Performance
Students will examine the psychological factors that are most critical to elite sport performances. Special emphasis will be focused on the physical, mental, and emotional variables related to optimal performance conditions. Students will also examine the characteristics of elite athletes and their inherited and acquired capacities. Global theory and practice for athletes, coaches, and trainers will be discussed as well.
Credits: 3
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SLD 550 - Successful Sport Officiating
Students will explore how to facilitate a deeper understanding of the skills required for effective officiating. These include but are not limited to sound communication skills and proper decision-making protocols. Students will be introduced to topics related to officiating and dealing with coaches, players, fans, and parents as well as conflict resolution. Our journey will also ask each of us to develop an officiating philosophy with the goal of understanding the psychology of officiating in an effort to become an effective official.
Credits: 3
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SLD 551 - Sport Sponsorship
An integral source of revenue for any sports property is sponsorship dollars. Student will be given an overview of techniques to prospect, define inventory, create and present proposals, close the sale, activate and report sports sponsorships. Students will learn how to apply these skills to any level from high school sports to major league sports. After learning the process through meaningful interactions with the instructor and other professionals as well as readings on the topics, the student will have the tools to apply their knowledge.
Credits: 3
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SLD 552 - Sport First Aid
Students will examine injuries in sports that occur during practice when no athletic trainer or emergency medical personnel are present. In these instances, coaches are the first responders. A conceptual framework will provides youth, high school and club sport coaches with detailed action steps for the care and prevention of more than 110 sport-related injuries and illnesses. Specific topics will cover procedures for conducting emergency action steps; performing the physical assessment; administering first aid for bleeding, tissue damage, and unstable injuries; moving an injured athlete; and returning athletes to play.
Students will learn the latest CPR guidelines from the American Heart Association; guidelines for the prevention, recognition, and treatment of concussion from the Centers for Disease Control and Prevention; and guidelines for the prevention of dehydration and heat illness from the National Athletic Trainers’ Association. At the end of the Sport First Aid course, students complete the certification test and if they pass with an 80% or higher, they are listed in the National Coaches Registry and will have earned a certificate of completion for Sport First Aid; which can offer students a distinct advantage when applying for coaching jobs.
Credits: 3
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SLD 553 - Successful Coaching
Students will learn about the specialized field of coaching and athletic administration, including how to maintain a championship caliber culture in athletics. Students will explore how to build sportsmanship, schedule contests, obtain sponsorships, prepare a competitive team, and address how the experience of an athlete is used in the game of life. They will also be exposed to techniques and strategies required to build and evaluate athletes as well as coaches. Students will examine the importance of game planning and preparing a team to be ready for its opposition; scouting, analyzing film and making adjustments based on the competition’s strengths and weaknesses. They will also learn the importance of fundraising. The specific topics aforementioned will cover youth, high school, college and professional coaching. All subject matter will cover the fundamentals of being a successful coach.
Credits: 3
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SLD 554 - Fundraising in Sport
Understanding and developing concepts, principles and strategies for successful fundraising is essential for any athletic director or sports professional. Students will explore fundraising components and operations, as well as guidelines to implement and manage effective sports fundraising projects. Through analysis of challenges, current best practices, and future trends, students will gain practical fundraising applications.
Credits: 3
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SLD 555 - Sport Business Personnel
Students will explore the basics of personnel management, including staffing, training, labor relations, compensation, position descriptions, and the business challenges that are unique to professional sports both on the field and off the field.
Credits: 3
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SLD 556 - Concussion in Sport
Students will explore the impact concussions have in sport. They will examine concussions from a variety of different angles, including the perspective of athletes, former athletes, coaches, teachers, management and others involved in the sporting world. Students will also study concussions from the early days of their recognition to the complex current state of the condition.
Credits: 3
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SLD 560 - Financial Resources Management
This course integrates the theories of finance, economics and accounting for the successful Implementation of athletic programs. Students will examine current financial issues in athletic Administration while learning the tools needed to manage and operate fiscally sound athletic programs. Advanced topics include organizational budgeting, financial strategies, financial Forecasting/problem solving, fundraising and grant seeking.
Credits: 3
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SLD 571 - The Impact of Technology in Sport
Students will explore the many facets of technology in all areas of sport in an effort to deepen the students’ understanding of the role technology plays in security, marketing, athletic performance, communications, and general operations.
Credits: 3
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SLD 580 - Facilities Planning in Sport
Students will explore the business of sport facilities and operations. Sport facility life-cycle concepts of strategic planning, design-development, construction delivery systems, financing, and operations will be introduced as well. Students will focus on facility management and administration considerations, systematically moving through planning and design, organizational and operational concerns, personnel planning, financial management, program
development and scheduling, risk management, and marketing. They will also examine the operations of specific facility areas including maintenance, crowd control and security, box office management and concessions.
Credits: 3
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SLD 586 - Event Planning and Programming
Students will explore the specialized field of event management as well as techniques and strategies required for planning, promotion, implementation, and evaluation of recreational programs, sport-related contests, and special events. A conceptual framework will be developed through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship, negotiations, and volunteer staff management.
Credits: 3
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SLD 588A - Sport Management Practicum
The practicum is an intensive 100-hour* field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 5-week* period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six sessions* that require participation in group discussions and the completion of a minimum of four written assignments.
Credits: 3
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SLD 588B - Sport Management Practicum
The practicum is an intensive 100-hour* field experience in which students apply management theory to the work environment and explore viable career paths in sport management. A 5-week* period of full-time engagement is required of each student who is supervised by faculty and professionals in the field. Students also attend six sessions* that require participation in group discussions and the completion of a minimum of four written assignments.
Credits: 3
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SLD 599 - Comprehensive Seminar in Athletic Administration
This course serves as the capstone course for the program. A seminar format is used to integrate material from previous courses and allow students to focus on their areas of interest. Students will apply the knowledge and skills obtained from courses in order to analyze specific issues and solve problems that an athletic administrator is likely to encounter. This course requires students to complete a comprehensive case study analysis.
Credits: 3
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SPE 500 - Teaching 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 600 - Foundations and Characteristics of Autism for Teachers
Research has produced a wealth of knowledge about the complex developmental processes involved in autism. The triad of impairments in social relationships, communication, and behavior and their relationship with the idiosyncratic profile of cognitive strengths and weaknesses will be discussed in this course. This course will provide a framework for understanding these developmental differences in children with Autistic Spectrum Disorders (ASD). The definitions and critical features of autism spectrum disorders will be delineated. The learning, behavioral, and social characteristics of autism will be highlighted. In addition, we will encourage deep understanding of the range of autistic experiences including students who describe themselves in social, cultural and political means. This course is part of a four course sequence that leads to the Autism Teacher Endorsement through the Massachusetts Department of Elementary and Secondary Education for teachers who already have a relevant license.This course requires a pre-approved 50 hour field placement.
Prerequisites & Notes
Massachusetts teaching license
Credits: 3
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SPE 610 - Teaching Methods, Services and Supports for Students with Autism
Promoting access to the general curriculum remains a critical goal for students with autism. This course will focus on behavioral methodologies, and on the individualization of these methods to meet the unique needs of learners with ASD. It will also connect common teaching and planning techniques to behavioral methodologies so that teachers enrolled in the course can translate practices to other team members. Teachers enrolled in the course will also be able to evaluate educational research and understand the role that qualitative, quantitative and single-subject designs play in informing educational practice. This course is part of a four course sequence that leads to the Autism Teacher Endorsement through the Massachusetts Department of Elementary and Secondary Education for teachers who already have a relevant license. This course requires a pre-approved 50 hour field placement.
Prerequisites & Notes
Massachusetts teaching license
Credits: 3
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SPE 615 - Successful Teams for Children with Autism
Intervention in autism in public schools requires collaboration and coordination of all relevant IEP team members including parents, caregivers, related service providers, and medical professionals. Nearly all individuals with autism receive a combination of services, including ABA, speech therapy, occupational therapy, social work, and others. It is imperative that services be delivered in a collaborative manner to maximize outcomes. This requires all team members to engage in data-based decision making. Students will continue to learn to evaluate the quality of evidence for any approach. Students will learn effective methods for training skills in staff members and for developing a collaborative practice. This course is part of a four course sequence that leads to the Autism Teacher Endorsement through the Massachusetts Department of Elementary and Secondary Education for teachers who already have a relevant license. This course requires a pre-approved 50 hour field placement.
Prerequisites & Notes
Massachusetts teaching license
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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