2021-2022 Endicott College Academic Catalog [ARCHIVED CATALOG]
Course Descriptions
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| FA/SP |
For courses that run consistently through Fall and Spring semesters |
| FA |
For courses that run consistently each Fall semester |
| SP |
For courses that run consistently each Spring semester |
| FA E |
For courses that run each Fall semester on even years |
| FA O |
For courses that run each Fall semester on odd years |
| SP E |
For courses that run each Spring semester on even years |
| SP O |
For courses that run each Spring semester on odd years |
| AS NEEDED |
For courses that do not always run consistently |
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SP 331 - Cinema of Latin America
SP E
Students develop their communicative competencies in Spanish and deepen their knowledge of the Spanish-speaking world by discussing and analyzing films from Latin America. Films will be in Spanish with English subtitles, but group discussion and individual writing assignments about the films will be conducted entirely in Spanish. Satisfies the Literary Perspectives General Education requirement.
Prerequisites & Notes
SP 202 or permission of instructor
(Cr: 3)
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SP 211 - Contemporary Spain (Offered in Spain)
An analysis of the historical reality of Spain from the Civil War and the years of Franco’s regime to the period of economic and social transformation that took place after his death and continues today. The course also analyses the challenges facing Spain in terms of its position within an enlarging European Union, and its relationship with the United States and Latin America in an era of globalization and wide-reaching technological changes. Taught in English.
(Cr: 3)
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SP 101 - Elementary Spanish I
FA
For students who have studied little or no Spanish before. This course introduces the foundational elements of the Spanish language, with a focus on the acquisition of basic communicative skills (speaking, listening comprehension, reading, and writing) as well as knowledge of Hispanic cultures around the world. Satisfies the World Cultures General Education requirement.
Prerequisites & Notes
One year or less of high school coursework in Spanish
(Cr: 3)
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SP 102 - Elementary Spanish II
SP
This course is a continuation of SP101 and further develops conversational skills and grammar knowledge in the Spanish language. Focus on the acquisition of communicative skills (speaking, listening comprehension, reading and writing), in addition to examination of topics related to Hispanic cultures around the world. Satisfies the World Cultures General Education requirement.
Prerequisites & Notes
SP 101 or one to two years of high school Spanish coursework
(Cr: 3)
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SP 201 - Intermediate Spanish I
FA
This course is a continuation of SP102. Emphasis is on communicative and interactional competence in Spanish by increasing grammatical proficiency, vocabulary knowledge, and conversational skills. Students expand their knowledge of the Spanish language and Hispanic cultures by working with authentic texts and audio-visual materials, and through the production of compositions and oral presentations. Satisfies the World Cultures General Education requirement.
Prerequisites & Notes
SP 102 or two or more years of Spanish coursework
(Cr: 3)
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SP 202 - Intermediate Spanish II
SP
This course is a continuation of SP201 and builds on previously acquired linguistic and cultural knowledge. Advanced grammatical structures (subjunctive, perfect tenses, etc.) are addressed. Topics connected to the Spanish-speaking world are examined via a variety of authentic Spanish-language media and readings. Emphasis placed on good command of grammar and sentence structure, as well as on communicative and interactional competence (e.g., oral production and listening comprehension skills). Compositions, oral presentations. Satisfies the World Cultures General Education requirement.
Prerequisites & Notes
SP 201 or three or more years of Spanish coursework
(Cr: 3)
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SP 322 - Latin American Short Fiction
SP O
Adopting a comparative approach, the course examines how Latin American short stories reflect the region’s culture and history, and each author’s nationality, social class, and political perspective. Writers whose works are studied may include Julio Cortázar, Jorge Luis Borges, Gabriel García Marquez, Juan José Arreola, Juan Rulfo, and Isabel Allende. All texts, discussions, and assignments will be in Spanish.
Prerequisites & Notes
SP 202 or permission of instructor
(Cr: 3)
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SP 317 - Madrid Culture and Art (Offered in Spain)
Students improve their writing skills in Spanish while exploring the culture and art of Madrid. Topics chosen by students come from the local culture and art found in a variety of museums as well as in the Madrid surroundings. As part of the class, visits to museums and other typical places in Madrid are included. Class discussions, oral presentations, readings, and essay writing are the basis for the course. Taught in Spanish and English.
(Cr: 3)
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SP 420 - Modern Spanish Novel (Offered in Spain)
A study of the evolution of the Spanish novel from the generation of 1898 to contemporary times. Particular attention is given to the reaction against the realism of the 19th century. The themes examined cover the subject of female novelists and the birth of a more subjective and personal narrative within the context of the European literary movements of the time. Taught in Spanish.
(Cr: 3)
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SP 207 - Spain Past and Present (Offered in Spain)
This course addresses the diverse reality of Spain today by paying special attention to how current reality has been shaped by historical processes and is reflected in the art, architecture, and cultural practices of the country. Both the reality today and the history behind it is brought to life through field trips, in-class presentations and lectures. Satisfies the World Cultures General Education requirement.
(Cr: 3)
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SP 205 - Spain: Art, History, and Culture
AS NEEDED
In this immersion experience students study art, as well as the cultural history of Spain, from its origins to the present. The course is taught in English, but there are Spanish language and grammar lessons within the class sessions that emphasize the building of communication skills. This course has forty-two instruction hours (in the classroom and at cultural and historical sites) and four days of excursions. The course is structured with twelve sessions of three and half hours each of which two hours are spent learning about Spanish art, history, and culture and one and half hours practicing survival Spanish.
(Cr: 3)
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SP 307 - Spanish Culture and Civilization (Offered in Spain)
Students are introduced to the general historical and social background upon which the complex reality of present day Spain is built. The course focuses especially on the plurality of cultures-Christian, Jewish, and Muslim-which constituted Medieval Spain and makes Spanish history so unique. This is an advanced Spanish course taught in Spanish, suitable for American study abroad students. Taught in Spanish.
(Cr: 3)
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SP 225 - Spanish for Health Care Professionals I
SP
This course focuses on the specific language needs of healthcare workers and is intended for students who have previously acquired the basic fundamentals of the Spanish language. The main objective of this class is to further develop Spanish language proficiency in order to better communicate with Spanish-speaking patients. Emphasis is placed on communicative and interactional competence, and vocabulary of Spanish medical terms. A variety of articles and videos (in English and Spanish) that deal with the intersection of language, culture, and health care in the United States are analyzed and discussed.
Prerequisites & Notes
SP 101 or one-two years of high school Spanish coursework
(Cr: 3)
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SP 230 - Spanish for Hospitality Professionals
SP
This course focuses on the language needs of hospitality professionals and is intended for students who already know the fundamentals of the Spanish language. The course further develops students’ Spanish language proficiency so that they will be able to better communicate with Spanish-speaking colleagues and customers. Emphasis is placed on communicative and interactional competence and increasing students’ knowledge of Spanish hospitality vocabulary.
Prerequisites & Notes
SP 101 or one-two years of high school Spanish coursework
(Cr: 3)
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SP 410 - Spanish Literature & Performing Arts (Offered in Spain)
The aim of this course is to read, analyze, and discuss contemporary works of Spanish literature that are also currently being performed in theaters or that have been adapted to screen versions. A major aspect of the course is to study and compare those plays that are representative of each century. The students are expected to attend many of the performances. Taught in Spanish.
(Cr: 3)
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SP 310 - The Cinema of Spain (Offered in Spain)
An introduction to contemporary Spanish cinema, this course acquaints students with the historical and cultural contexts of Spanish film. Students explore and analyze the works and artistry of prominent Spanish filmmakers. The class is taught in Spanish with the goal of increasing fluency in Spanish.
(Cr: 3)
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SPE 525 - Assistive and Augmentative Technologies
Technology holds great promise for helping students with disabilities learn, communicate, and function effectively in the modern world. Today, readily available technology is transforming the way we approach education. These devices are easy to use, portable and commonplace in society. The advances in the technology of typical devices create opportunities for new uses that decrease stigma and increase generalized use of technology across environments.
Portable technology, such as smartphones, tablets, and wearable devices have the potential of taking teachers out of the equation in the instructional interaction and providing widespread opportunity for community immersion and acceptance. Students will learn how to leverage the power of today’s technologies that support learners and help them fully participate in their classroom and community. They will also explore innovations, such as therapeutic robots and advanced virtual reality technologies that will help shape the future of interventions. Considerations for adopting the appropriate technology for student needs and deploying technology in a universal design for learning framework will be reviewed.
(Cr: 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 is placed upon the development and enhancement of teamwork, co-teaching and collaborative, consultative and group leadership skills.
(Cr: 3
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SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum)
In this course students will examine 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 Massachusetts Curriculum Frameworks. A 50 hour pre-practicum experience is required as part of this course.
(Cr: 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.
(Cr: 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.
(Cr: 3
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SPE 695 - Disability and Sheltered English Immersion
Disability can play a confounding role in determining appropriate services for English language 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 learning English and may also have a learning, emotional, cognitive or behavioral disability. The course will cover the basic information for determining the effects of disability on language acquisition while considering the effect of culture on diagnosis, remediation, academic self-concept and intervention.
(Cr: 3
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SPE 575 - Family Engagement in Special Education
In this course students will explore and analyze the special educator’s role in organizing, implementing, and evaluating family and community engagement. Participants will learn how families, schools, and society are interdependent and use this understanding in their relationships with children, colleagues, parents, and the community. Students will discover ways to improve engagement practices, communicate effectively with culturally and linguistically diverse families, and develop partnerships required for academic achievement and transition into adulthood.
(Cr: 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
(Cr: 3
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SPE 530 - Humanities Methods in Special Education
In this course students investigate 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 for students with disabilities.
(Cr: 3
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SPE 505 - Inclusive Education
During this course, students will explore the foundations of special education including the philosophy of inclusion, its relationship to social justice pedagogy and systemic racism and ableism, and the grounding of special education in the current global movements for disability rights. More specifically, teacher candidates will gain knowledge of federal, state, and local laws, their provisions, as well as governmental and nonprofit agencies and their services. Individualized education plans (IEPs), the need for engaging families and communities, and collaborating with co-teachers in inclusive settings will also be addressed. Throughout the course the focus will be on the voices of disabled people and providing critiques of traditional models of special education which often rely on exclusionary practices and are centered on containment rather than attainment.
(Cr: 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.
(Cr: 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).
(Cr: 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).
(Cr: 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).
(Cr: 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).
(Cr: 1
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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).
(Cr: 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.
(Cr: 3
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SPE 515 - Reading Instruction in Special Education
In this course students examine 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.
(Cr: 3
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SPE 565 - Reflective Seminar in Moderate Disabilities
This seminar is taken concurrently with its respective Practicum experience (SPE 560). The seminar provides a forum for introspection through critical reflection, professional dialogue, and collaborative problem solving. The Professional Standards for Teaching, addressed in this course, emphasize regular, reflective practices to ensure that all teachers are using best practices and meeting the diverse needs of their students.
Students will create and implement an action research project to specifically improve an aspect of their teaching practice, as guided by the Seven Essential Elements for Teaching (State of MA). The course will engage students as practitioner-scholars. The action research project will demonstrate candidates knowledge of instruction specific to moderate disabilities, current research, evidence based practices, and one’s ability to make purposeful changes to instruction based on data.
(Cr: 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.
(Cr: 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.
(Cr: 1
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SPE 566 - Reflective Seminar in Severe Disabilities
This seminar is taken concurrently with its respective Practicum experience (SPE 561). The seminar provides a forum for introspection through critical reflection, professional dialogue, and collaborative problem solving. The Professional Standards for Teaching, addressed in this course, emphasize regular, reflective practices to ensure that all teachers are using best practices and meeting the diverse needs of their students.
Students will create and implement an action research project to specifically improve an aspect of their teaching practice, as guided by the Seven Essential Elements for Teaching (State of MA). The course will engage students as practitioner-scholars. The action research project will demonstrate candidates knowledge of instruction specific to severe disabilities, current research, evidence based practices, and one’s ability to make purposeful changes to instruction based on data.
(Cr: 3
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SPE 540 - STEM Methods in Special Education
In this course students investigate the content and processes related to teaching mathematics, science, and technology to a diversity of learners. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction for students with disabilities.
(Cr: 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
(Cr: 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
(Cr: 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 of 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.
(Cr: 3
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SST 201 - Global Risk: Assessing and Managing Transnational Threats
SP
This course addresses contemporary global security risks to states, societies, and individuals and associated risk management strategies. Students are introduced to key concepts and theory and method of risk management. The various threats are analyzed for their causes, nature, and implications for the international community and US Homeland Security. Students learn about the various domestic and international bodies responsible for responding to security threats. The risk management strategies associated with each type of security threat will be critically assessed for their comprehensiveness, feasibility, and practical application. Satisfies the Global Issues General Education Requirement.
(Cr: 3)
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SST 100 - Introduction to Contemporary U.S. Security Studies
FA
A study of the historical forces that changed national security strategy, policy, and organizational response since September 11, 2001. This course examines national security policy and its interrelationship to homeland security strategy.
(Cr: 3)
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SST 301 - Terrorism Studies
SP
This course investigates the context, causes, correlates, and consequences of the crime of terrorism from a broad range of academic perspectives. The individual, group, and organizational factors that motivate international and domestic terrorist groups to action are covered, in addition to common strategies designed to reduce the threat of terrorism and mitigate its effects on society. An interdisciplinary course, CJ350 references the distinct fields of history, political science, international studies, sociology, criminology, criminal justice, human services, and victimology.
(Cr: 3)
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XXX X99 - Independent Study
An independent study is a student-initiated project developed with a faculty/chairperson/dean who agrees to supervise and grade the work.
(Cr: variable)
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XXX 333 - Innovation Seminar
The goal of this seminar is to stimulate the generation and implementation of innovative ideas in students with diverse backgrounds, such as science, technology, creative design, and business. The seminar serves as a forum in which students can discuss their ideas, the challenges they face in developing and implementing those ideas, and the resources they have available at Endicott and beyond. May be repeated up to six times, but only three credits may count toward degree requirements.
Prerequisites & Notes
Permission of instructor.
(Cr: 1)
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XXX X77 - Special Topics
Special Topics experimental courses and current issues courses can be offered on a one-time basis. The course prefix (for example, AT for athletic training and PSY for psychology) will vary depending on the department offering the course, and the course number (177, 277, 377, 477) will vary depending on the level of difficulty.
(Cr: 3)
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XXX X88 - Study Tour
A semester-long course that culminates in a faculty led field experience.
(Cr: 3)
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XXX 386L - Undergraduate Research Laboratory
This course requires students to work with a faculty mentor on a novel research project. Students become experienced in all steps of the research process: project conceptualization, project design, data acquisition, analysis, and formal presentation of their work. Students, additionally, gain technical expertise in discipline-specific instrumentation.
Prerequisites & Notes
Permission of instructor and dean.
(Cr: 0)
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