May 05, 2024  
2020-2021 Graduate Catalog 
    
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2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 
  

  • BIN 670 - Introduction to Machine Learning and Distributed Computing

    Machine learning is a crucial tool in creating predictive and descriptive models of data. This course covers a range of machine learning algorithms such as: clustering, regression, decision trees, support vector machines, and neural networks. We also consider distributed computing for data sets that are too large to process on a single machine. As examples, we will consider biological data sets.

    Credits: 3
  

  • BIN 680 - Bioinformatics Internship

    This course requires that students apply academic theories to the professional work environment. The course is planned with and supervised by faculty and site supervisors. A weekly on-
    line discussion enables students to reflect on their internship experiences, discuss reading and writing assignments that integrate theory and practice, and refine their job search skills. At the end of the course, students produce a final paper and deliver an oral presentation that clearly articulates their internship experiences, professional strengths, and future career directions.

    Prerequisites & Notes
    Students take either BIN 680 or BIN 690, not both.

    Credits: 6
  

  • BIN 690 - Bioinformatics Thesis

    In Bioinformatics Thesis, students complete an independent, original research project that is the culmination of the Endicott academic experience. Students choose a novel topic, review and synthesize literature related to their areas of focus, develop research proposals or project designs, and conduct the research or implement the project design. At the end of the course students produce a scholarly paper and deliver a formal presentation.

    Prerequisites & Notes
    Students take either BIN 680 or BIN 690, not both.

    Credits: 6
  

  • BUA 508 - Corporate Social Responsibility and Business Ethics

    This course examines ethical decision making in the organizational context. It explores the issues that relate to defining the ethical dimension of the business or management decision, considering various alternatives for action, weighing the rights of various stakeholders, as well as evaluating the consequences that arise from a particular decision. The course also examines the business organization as a social institution. The firm is viewed in the context of the larger society with corresponding roles and responsibilities that arise as a social institution.

    Credits: 3
  

  • BUA 510 - Accounting from a Manager’s Perspective

    The objective of this course is to introduce students to the accounting process and systems and key financial statements for appropriate managerial decision making. The accounting of balance sheet and income statement items are examined in depth in accordance with the Generally Accepted Accounting Principles (GAAP). The course also examines managerial accounting concepts for preparation and interpretation of internal financial information. In this course, students develop skills in analyzing and recording business transactions to prepare financial statements, using the accounting equation to understand various components of the financial statement, and the relationships among financial statements to evaluate the performance of a business.

    Credits: 3
  

  • BUA 512 - Leading & Managing Global Virtual Teams

    Virtual teams, in particular global international virtual teams, have become the norm. The world has been flattening, talent and expertise must be tapped within the markets, the operating environments, and the locations in which it resides. According to a 2015 Gallup survey, 84% of people work in virtual teams for at least part of their time. The success of any business depends on its ability to engage and synergize talent and activities regardless of logistical and geographic distance and challenges. This is a leadership course that integrates the critical theories, constructs and practices enabling global team leaders to build, manage, and deliver successful virtual team products and services. Business operations, team development, organizational behavior, social psychology, cultural adaptation and virtual complex problem solving and decision-making are amongst the constructs to be addressed. Analysis, design, leading and managing of teams will be understood through the use of industry and student personal case studies. Students will assess their personal leadership styles to gain insights as to personal challenges to leading and adapting in a global virtual environment.

    Credits: 3
  

  • BUA 515 - Managerial Finance and Decision Making

    A study that emphasizes the financial issues that managers of business units of all sizes face in risk management, valuation, financing, and investment decisions. Analysis is built around the objective of balancing the multiple demands and interests of a variety of stakeholders: shareholders, management, suppliers, distributors, employees, the local environment and others. Topics will include examination of areas affecting business investment decisions (with measure of risk and profitability), analysis of corporate financial information, forecasting and budgeting, management of assets and liabilities, cost allocation, variance analysis, cash flow management, and capital budgeting. The course employs a multi-functional approach to managerial decisions.

    Credits: 3
  

  • BUA 518 - Legal, Ethical, and International Environment of Business

    The phenomenon of globalization has affected virtually every aspect of business. In the interconnected and interdependent global economy, commercial transactions
    and international financial contracts have proliferated. Yet, the world is an assortment of more than 300 jurisdictions, each with its own rules and regulations. This has resulted in a complex international legal environment, often tangled with inconsistent legal rules and unpredictable judicial interpretative actions. Within this context, this course provides an overview of the legal aspects of international business transactions and will introduce students to the international legal framework. We will examine topics central to international business law, from the role of comparative law, to the laws governing multinational enterprises;foreign investment; money and banking; and sales of goods, services, labor, transportation, financing, and taxation. We will critically evaluate the substantive principles of law in relation to intellectual property rights, consumer protection, international sale of goods, and transnational dispute resolution by mediation, arbitration, and litigation. This will include consideration of the impact of law on international trade, globalization and regionalism, and the global monetary system. The course will also examine how globalization, deregulation, and technology create a highly competitive environment that affects the operational purpose and future of human resource management.

    Credits: 3
  

  • BUA 520 - Managing in the Evolving Workplace

    This is a foundational course for understanding and applying the practices of management in complex, rapidly changing global organizations. This course seeks to develop an understanding of the larger context in which business organizations operate. Political, social, legal, public policy, regulatory, and environmental contexts are covered accordingly. Also, this course will develop an understanding of traditional notions of the business organization, as compared with new management paradigms that create shared visions, employee empowerment and cross-functional, self-managed teams. Key topics surveyed include: The Role of Technology in the New Economy; The Wisdom of Teams; A Stakeholder Model of Corporate Responsibility; The Learning Organization; Knowledge Management; Strategic Management in the Global Economy.

    Credits: 3
  

  • BUA 521 - Financial Reporting and Analysis

    This course is designed to provide the analytical framework needed to understand and evaluate financial statements, employ and interpret financial ratios, and perform basic financial analysis. “Profit” is examined through a critical lens. Students learn how to use financial statements to evaluate a company for investment and/or merger and acquisition purposes. The material is presented in the context of the following business perspectives: the ethical dimensions; globalization implications; political, social, legal, and regulatory issues; and technological change.

    Credits: 3
  

  • BUA 525 - e-Commerce and Evolving Business Practices

    This course examines the new and changing technologies and issues in the business world as the use of the internet-based tools and services has become common place. This course investigates the rapidly evolving practices in business and examines the short and long-term impact on organizational culture, primary markets, policies, and procedures. It also looks at the management structure.

    Credits: 3
  

  • BUA 526 - International Accounting

    As more and more businesses participate in the global marketplace, the ability to read and understand financial statements of non-U.S. based companies will become even more important. Financial statements of U.S. companies are prepared using Generally Accepted Accounting Principles or GAAP as promulgated by the AICPA. However, the preparation of financial statements of foreign companies is governed by the International Accounting Standard Board, as influenced by political and cultural institutions of each nation. This course will examine the historical development of these accounting practices. Topics will include international accounting and reporting standards, issues associated foreign currency transactions, foreign taxation, emerging issues in international accounting and efforts to standardize accounting practices among varying geographical regions.

    Credits: 3
  

  • BUA 529 - Project Management

    This course focuses both on the analytical tools to manage projects as well as the people management tools necessary for project success. The entire process of implementing a project, from project definition to the evaluation of feasibility, scheduling, financial, and budgetary factors is examined in detail. Contemporary management techniques, based on Project Management Institute (PMI) current practices, are used in case analyses to deepen student understanding. Current software options are discussed. 

    Credits: 3
  

  • BUA 530 - Small Business Management

    Every business begins as a small business. This course will seek to explore the roll-up-your-sleeves, “do more with less” mentality employed by successful businesses as they seek to reduce costs, streamline operations, and achieve more with smaller, smarter staffs. This course is geared towards entrepreneurs but will most certainly benefit anyone working in( (or desiring to work in) a small company environment. In the context of a start-up or operating small business subjects covered will include product development and positioning, process creation and implementation, staffing (and/or outsourcing), customer service, sales, and PR with limited resources. The franchise model will also be explored. The course will be taught mostly case style. Students will also gain a working, hands-on knowledge of the QuickBooks accounting software-a cornerstone of so many small businesses. There will be a mid-term, individual and/or team assignments and a final team project in which you will envision a small business venture of your own in the form of a business plan and final presentation.

    Credits: 3
  

  • BUA 532 - Quantitative Methods for Decision Makers

    This course provides the fundamental quantitative knowledge necessary for professionals to utilize the results of analyses to enhance the decision-making process. This course explores quantitative analysis including basic statistics principles such as descriptive statistics, probability distributions, inferential statistics (sampling), regression analysis, time-series analysis, non-parametric statistics, and quantitative analysis techniques such as optimization theory, decision analysis, and decision trees.

    Credits: 3
  

  • BUA 535 - Managerial Economics

    This course examines the principles or microeconomics by focusing on how to manage effectively in the context of customers, suppliers, competitors, and the regulatory environment. This course examines the microeconomic theories of marginal analysis and competitive analysis. Further, the course develops the principles of cost, strategy, and organizational analysis. Microeconomics will be used to demonstrate how managers evaluate both the internal structure and incentives within a firm, as well as the competitive forces external of the firm. Emphasis will be placed on the 2008-2009 financial crisis that has resulted in a deep world wide economic recession.

    Credits: 3
  

  • BUA 542 - Operations Management

    This course considers the evolution of the modern operations function, the design of systems, and scheduling the management of materials and the provision of services. The course examines operations management as linking all aspects of the organization, including its employees, processes, customers, and suppliers. The student examines operations in the context of the organization as a whole. The course examines the various elements of operations management, from technical to organizational. Concepts explored include: quality, human resource management, supply chain management, and project management.

    Credits: 3
  

  • BUA 543 - Leadership in Information Technology

    This course focuses on the role of information technology and the challenges confronting the management of those resources. Handled in phases, it first compares and contrasts the traits of both manager and leader before moving to an overview of key IT functions (and their evolution over the past 25 years), culminating in an appreciation for what it takes to be an effective IT executive in today’s business world. Unlike a traditional information systems management course focusing on the detailed mechanisms of computer systems, software, networking, etc., this course assumes exposure and knowledge to those principles and builds on that knowledge to address the strategic and tactical issues facing IT management. Therefore, it is geared as a management course relevant to information technology versus a core computer science course.

    Credits: 3
  

  • BUA 545 - Business Legal Issues

    This course examines the legal and regulatory environment of the American legal system and its relationship to business, including contracts, tort and criminal law, sales and consumer protection, agency and employment law, business organization, international law, and cyber law.

    Credits: 3
  

  • BUA 560 - Marketing and Customer Value Management

    Marketing management fundamentals are discussed as a process that explains the dynamic relationships between corporations and their target markets and audiences. Analysis, planning, implementation, and program management are emphasized throughout the course as support functions for corporate strategy focusing on customer value. The major objective of this course is to understand the relationship between incorporate (umbrella) strategies and brand strategies that offer their customers emotional and physical value.

    Credits: 3
  

  • BUA 561 - Managing in the Global Business Environment

    An examination of the multitude of forces and factors that influence organizations doing business on a global scale. Close examination will be given to methods of managing global organizations as they adapt to cultural, regulatory, market, and economic differences as they seek to accomplish organizational objectives. Important management issues specific to international business will be discussed to prepare students to improve their management capabilities. Key issues examined in the course will be an overview of the legal aspects of international business transactions; laws governing multi-national enterprise; foreign investment; money and banking; impact of law on international trade, and the global monetary system.

    Credits: 3
  

  • BUA 574 - Field Study I: Consulting Project Seminar

    This seminar is designed to facilitate student teams as they embark upon an actual management consulting engagement with a local client. Students meet once a week with the instructor who works as an advisor throughout this project. This is a hands-on learning environment whereby students apply concepts acquired throughout the MBA program.

    Credits: 3
  

  • BUA 575 - Field Study II: Consulting Project Seminar

    This seminar is designed to facilitate student teams as they embark upon an actual management consulting engagement with a local client. Students meet once a week with the instructor who works as an advisor throughout this project. This is a hands-on learning environment whereby students apply concepts acquired throughout the MBA program.

    Credits: 3
  

  • BUA 581 - Managing Information Systems

    This course will investigate the role of information and systems in organizations by focusing on the following: (1) Work Place Technology Overview-databases, networks, software, client server, hardware; (2) Managing Technology (Production and Development)-system development life cycle, project management, managing production systems, software evaluation; (3) Process Automation-business process, re-engineering, total quality management; (5) Management Perspective-staffing, managing workflow, leveraging systems to support decisions, outsourcing, “meet the CIO.”

    Credits: 3
  

  • BUA 582 - Business Research Methods

    A basic course for general managers and executives in understanding and applying research and data analysis for problem solving in organizations. Students will study research design strategies, sources and collection of data, and the analysis and presentation of data as applied to problem solving, decision making, and strategic planning in organizations. The course will explore traditional research techniques and use the internet to conduct data collection and research projects. As an end product, each student group will develop and present a research proposal that they will then work on throughout their MBA curriculum.

    Credits: 3
  

  • BUA 585 - Human Resources in Transition

    During the past decade, in a major paradigm shift, the human resource function has been moving away from its traditional role as a paper-pushing, hiring/firing support mechanism and toward bottom-line decision making. In growing numbers of corporations, employees are viewed as an integral resource, vital to the success of the firm. This, in turn, has often resulted in an expansion of the Human Resource Management (HRM) role. On the other hand, some multinational corporations have moved in the opposite direction, flattening their organizational structures and marginalizing HRM, devolving its responsibilities to staff positions. Meanwhile, international developments are becoming ever more significant as a result of the globalization of trade, finance, and the world economy. As globalization and deregulation create a world of hyper-competition, what is the operational purpose and future of HRM? This course will enable students to examine these and other current HRM issues and strategic models.

    Credits: 3
  

  • BUA 587 - Business Policy and Strategy

    Business policy and strategic management are two overlapping concepts that are studied from the perspective of CEOs, Board of Directors, and often times Vice Presidents. While policy focuses more on the purpose, direction, mission, and organizational values, strategic management deals more with creating a long-term management plan for enabling the organization to effectively implement new ideas and changes as required for continuous growth. Many issues, and decisions facing senior level management are very complex, dynamic, and sometimes unstructured. The overall purpose of this course is to provide conceptual an analytical tools to enable students to think strategically about how to effect positive change within the organization and in the society at large.

    Credits: 3
  

  • BUA 588 - International Business; Cork

    This course provides unique opportunities for students to understand and ‘experience’ similarities and differences among Irish, European and US markets and businesses and to identify key success factors and challenges by visiting Irish corporations and multinational companies in a variety of industries employing unique business models who are operating in Ireland. The trip will include two days of cultural immersion by visiting historical attractions, museums and participating in cultural events.

    Credits: 3
  

  • BUA 591 - Business Research Seminar I

    Three Business Research Seminars (I, II, III), each worth one credit (four hours each), are interspersed across the curriculum. The Thesis Advisor, who serves as the main resource to the students during the research process, will facilitate these seminars, which represent critical milestones in the development of the Master’s thesis.

    Credits: 1
  

  • BUS 210 - Finance

    An introduction to finance including organization, taxes, capital markets, the commercial banking system, interest rates, financial analysis, financial forecasting, working capital management, marketable securities, accounts receivables, inventories, and short term credit markets. Students will use financial computers and/or software applications to apply concepts.

    Prerequisites & Notes
    ACC 175

    Credits: 3
  

  • BUS 270 - Communicating in Business

    Develop critical oral and written managerial communication skills required of professionals.  Students learn the characteristics of effective business communication, including the need to identify audiences and their preferred communication styles.  Written, oral and interpersonal communication skills are built through a variety of exercises that include crafting email, letters, memos, executive summaries, and visual aids. Students learn how to incorporate evidence and effectively structure communications to deliver negative and positive business news, how to contend with ethical considerations, and how to communicate persuasively. Additionally, focuses on the use tables, figures, and graphs to enhance all forms of communication.  

    Prerequisites & Notes
    BUS 121 and ENG 111 or permission of instructor.

    Credits: 3
  

  • DHH 500 - Communication & Language for DHH Students

    Teachers of Deaf and hard of hearing children (DHH) require extensive knowledge about the “many ways to be deaf” and the diversity of approaches to communication and language that exist for students with reduced hearing. DHH learners are a heterogenous group; naturally, the ways in which they communicate and the supports that they require vary. Course participants will gain knowledge about the role of related service providers in supporting DHH learners and the many roles that they themselves might play as educators for DHH children. This course will address contemporary issues and challenges related to communication and language development, including divergent perspectives within the field.   

    Credits: 3
  

  • DHH 505 - Deaf History & Culture

    Teachers of Deaf and hard-of-hearing (DHH) learners require understanding of historical views on the experience of being Deaf as well as modern perspectives on Deaf Culture. This course highlights important figures in Deaf history and details significant historical events that shaped the treatment of Deaf individuals and influenced the extent to which they were included in society. Deaf norms will introduced and positive influences of Deaf culture on hearing societies will be highlighted. 

    Credits: 3
  

  • DHH 510 - Curriculum Development for DHH Students

    Deaf and hard-of-hearing (DHH) learners of all ages require mindful and purposeful curriculum planning that addresses their unique language and learning needs. This course explores foundational knowledge related to curriculum design for DHH learners including the relationship among curriculum, instruction, and assessment. Students will apply theories of curriculum design to develop learning objectives, activities, and assessments for a range of DHH learners. Students will integrate appropriate accommodations and modifications and select assistive and learning technologies that maximize student learning. Students in this course will develop, evaluate, and modify cross-curricular materials for DHH learners that reflect an integrated approach to design.

    Credits: 3
  

  • DHH 515 - Speech, Hearing Science, & Technology for DHH Students

    Teachers of Deaf and hard-of-hearing (DHH) learners require understanding of the mechanisms of speech and hearing. This course explores foundational knowledge related to audiology and the processing of audiologic information in the brain. Course participants will learn about hearing assistive technologies, including how they function and the role they can play in a classroom setting will be addressed. Participants in the course will integrate knowledge about audiology and hearing assistive technologies to support listening in educational settings. This course will also cover the basics of speech that pertain to DHH learners, including speech production, fluency, and voice. Course participants will incorporate knowledge of speech and language fundamentals in their design of educational plans for DHH learners.

    Credits: 3
  

  • DHH 520 - Child Development - Hearing and Deaf Children

    This course will be grounded in developing understanding of child development including physical, social, emotional, and cognitive domains. Additionally, development is influenced by contextual elements in a child’s world. This course will emphasize the need to be cognizant of social issues, cultural influences, and the interplay of biology/environment to better understand how children grow. This course will emphasize how comprehension of developmental levels should influence the expectations of children that are established, inform how teachers teach, and guide the strategies that are used to foster childrens’ development. 

    Teachers of Deaf and hard-of-hearing (DHH) learners require understanding of child development in addition to understanding the potential influences that hearing status, as well as the presence of additional disabilities, can have on child development. Through this course, participants will establish that knowledge.  

    Credits: 3
  

  • DHH 525 - Early Language Acquisition & Intervention

    Teachers of Deaf and hard-of-hearing (DHH) learners require understanding of the early childhood period, given the enormous implications of early development on later development and learning. This course describes the development of DHH infants, toddlers, and young children (focusing on the zero to three period) with particular attention to the development of language and cognition. Further, this course will explore the necessary components of early intervention services and supports for children who are DHH and their families. Course participants will learn about the roles of professionals and family members in supporting the development of DHH children. Participants in the course will integrate knowledge about child development in the early years with knowledge about early intervention practices to design plans for supporting DHH infants, toddlers and young children.  

    Credits: 3
  

  • DHH 530 - Literacy Instruction and Assessment for DHH Students

    Literacy instruction and assessment remains one of the most extensively researched and debated topics in the education of d/Deaf and hard-of-hearing (DHH) learners. This course explores this research and draws explicit connections between scholarship and practice. Students will analyze the relationship between language modalities of DHH students and literacy processes, and integrate this knowledge to the use of appropriate literacy models and instructional approaches. The efficacy of instructional methods for phonemic awareness/phonics, vocabulary, grammar, reading comprehension, and fluency will be examined as they apply to DHH learners. The course will explore important issues in the literacy lives of DHH learners such as the use of technology and multimedia, community-based instruction, and cross-curricular literacy instruction. Students will perform a comprehensive assessment of literacy skills and develop literacy objectives and an instructional unit to address the needs of a DHH student.

    Credits: 3
  

  • DHH 540 - Content-Area Instruction and Assessment for DHH Students

    This course moves beyond traditional literacy instruction for DHH learners and explores content-area instruction. Students will analyze the relationship among language, language modality, literacy, and content area vocabulary and concept learning for DHH learners. A variety of tools and resources will be developed, evaluated, and modified.  Students will explore how state standards in the traditional contenta areas (e.g. mathematics, science, history) can be selected and modified for DHH learners and identify appropriate accommodations for statewide standardized testing. The inclusion of instruction beyond the traditional content areas (e.g. social skills, life skills, community based instruction, physical education, the arts, technology/digital literacy) will be explored and justified. Students will develop a comprehensive content-area instructional unit that appropriately addresses state standards/curriculum frameworks, communication and literacy objectives, content-area activities, and incorporates authentic assessment. 

    Credits: 3
  

  • DHH 550 - Curriculum and Assessment in Practice

    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
  

  • DHH 560 - Practicum in Teaching Deaf and Hard of Hearing Students

    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
  

  • DHH 565 - Reflective Seminar

    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
  

  • DHH 570 - ASL Practicum I

    Teachers of Deaf and hard of hearing children (DHH) require extensive knowledge about the “many ways to be deaf” and the diversity of approaches to communication and language that exist for students with reduced hearing. Teachers of DHH must demonstrate advanced proficiency in American Sign Language and understand the nuances of teaching through ASL. This course will assess proficiency in ASL and will determine which fix up strategies may be needed. Students will have the opportunity to demonstrate their proficiency, and apply strategies for using ASL in the classroom. 

    Credits: 3
  

  • DHH 571 - ASL Practicum II

    Teachers of Deaf and hard of hearing children (DHH) require extensive knowledge about the “many ways to be deaf” and the diversity of approaches to communication and language that exist for students with reduced hearing. Teachers of DHH must demonstrate advanced proficiency in American Sign Language and understand the nuances of teaching through ASL. This course will refine proficiency in ASL by providing extensive practice with ASL beyond ASL practicum I. Students will have the opportunity to demonstrate their proficiency, and apply strategies for using ASL in the classroom extensively and receive 1:1 feedback on their work and progress. 

    Credits: 3
  

  • DHH 575 - Deaf and Hard of Hearing Learners with Additional Disabilities (Deaf Plus)

    Teachers of Deaf and hard of hearing children (DHH) require knowledge about children who are DHH with disabilities. It is estimated that 40-50% of children who are DHH have an additional developmental, psychological, or physical disability. This course will provide course participants with important and relevant information necessary for working with this population of learners. Course participants will gain knowledge about various conditions that can be classified under the umbrella term, Deaf Plus, and about supports, services and technologies that can be used to support Deaf Plus students. 

    Credits: 3
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 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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