Mar 28, 2024  
2021-2022 Endicott College Academic Catalog 
    
2021-2022 Endicott College Academic Catalog [ARCHIVED CATALOG]

Course Descriptions


KEY  
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
 
  
  • DM 435 - Post-Production Techniques in Digital Film


    FA
    Students learn and understand how the nuances of storytelling continue throughout the editing stage. Color and sound correction, effects and key framing, titles and animation; all contribute to a more well-formed and professional project. Students practice these techniques through hands-on learning, including exporting to the correct format file for the final project.

    Prerequisites & Notes
    DM 110

    (Cr: 3)
  
  • DM 330 - Reporting on Public Health Issues


    AS NEEDED
    This course acquaints students with all aspects of the health beat and teaches them how to write compelling narratives about global health issues with an emphasis on the U.S. healthcare system. Students investigate wrongdoing in health and medicine and interpret health in political, socio-economic and medical contexts in ways that serve the public interest. Students learn how health care intersects politics, economics, medicine and disease, business finances, marketing and sales practices, consumer regulation and the law.

    Prerequisites & Notes
    DM 211 or permission of instructor

    (Cr: 3)
  
  • DM 371 - Research Methods for Digital Media Majors


    FA/SP
    Students learn the research, documentation, and analysis tools they need to be successful in the required courses for digital media majors: Senior Thesis I & II. This course reviews the qualitative research methods that are useful in journalism and documentary filmmaking.

    Prerequisites & Notes
    Junior class status

    (Cr: 3)
  
  • DM 489 - Senior Thesis I


    FA
    Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II.  Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects.  The final course outcomes consist of both a literature review and a Senior Thesis II project proposal. Note: Students completing Senior Thesis I at a distance must meet the requirements as outlined in the Catalog and seek the permission of their school dean.

    Prerequisites & Notes
    DM 371

    (Cr: 3)
  
  • DM 490F - Senior Thesis II: Digital Filmmaking


    SP
    Developing the concept explored in Senior Thesis I, students investigate a topic related to digital filmmaking, in which they have a particular interest.  The outcomes of the project are a scholarly paper and presentation.

    Prerequisites & Notes
    DM 489 or permission of instructor

    (Cr: 3)
  
  • DM 490J - Senior Thesis II: Digital Journalism


    SP
    Developing the concept explored in Senior Thesis I, students investigate a topic related to digital journalism, in which they have a particular interest. The outcomes of the project are a scholarly paper and presentation. Note: Students interest in completing Senior Thesis II at a distance must seek the permission of their school dean.

    Prerequisites & Notes
    DM 489 or permission of instructor

    (Cr: 3)
  
  • DM 225 - Sports Journalism


    AS NEEDED
    This class delves into the impact of sports journalism; it provides an overview of its history and examines the contemporary landscape in which the field operates. In addition to offering students an understanding of how the profession relies on investigative journalism, beat reporting, and podcasting, the course will discuss how sports journalists report on race, gender and the LGBT community. Students use traditional journalistic methods to tell sports stories through photography, video, audio, and written pieces.

    Prerequisites & Notes
    DM 111, DM 211 or permission of instructor

    (Cr: 3)
  
  • DM 320 - Storytelling Using Virtual and Augmented Reality


    AS NEEDED
    This hands-on course explores the new visualization and storytelling possibilities resulting from the combination of 360 degree cameras, navigational interfaces, and augmented reality (AR) toolsets. Students experiment with interactive POV storytelling, create shorts that induce strong physical sensations in a virtualized space, and create site-specific educational videos weaving virtual content into real spaces. Besides learning firsthand about the  opportunities and challenges offered by these Next Generation technologies, students contribute their own voice to the social and cultural debates engendered by them.

    Prerequisites & Notes
    DM110

    (Cr: 3)
  
  • DM 230 - The Contemporary Television Industry


    SP
    An overview of the business side of television. The course covers the history and development of television as a mass medium.  Students study economic, programming, and distribution models of the past and present and consider the future of the business in the digital world. 

    (Cr: 3)
  
  • DM 212 - The Global Ear: Introduction to Recording, Interviewing and Podcasting


    AS NEEDED
    This class explores the rapidly growing rich world of independently produced podcasts broadcast by scientists, storytellers, journalists, and amateur producers across the globe. Students learn techniques for recording clear, crisp audio as well as basic audio editing skills. The class also assists in producing and promoting podcast listening events. Approaches to interviewing (journalistic & ethnographic) are explored. Satisfies the World Cultures General Education and Writing Designated Core requirements.

    (Cr: 3)
  
  • DM 281 - TV Studio Production I


    FA
    Basic and advanced techniques of live studio production through hands-on production experience. Topics include producing and directing in a multi-camera environment, pre-production for a variety of formats, camera operation, graphics, live video switching, and editing roll-ins from tape shot in the field.  Students produce, direct, and crew in group workshop productions.

    (Cr: 3)
  
  • DM 282 - TV Studio Production II


    SP
    This course provides advanced techniques of in-studio production through hands-on experience. Topics include pre-production for a variety of formats, producing, directing, and multiple-camera remote productions. Students work in teams to create their own programming and serve as crew for their classmates’ productions.

    Prerequisites & Notes
    DM 281

    (Cr: 3)
  
  • DM 322 - Voice and Articulation


    This course is designed to build technical and editorial knowledge and practice of vocal and presentation skills within broadcast media that includes – but is not limited to – radio, podcasting, and television. The course provides a key focus on media performance skills through rehearsed and sight reading work and a variety of vocal and presentation exercises.  

    (Cr: 3)
  
  • DM 255 - Writing for the Screen


    AS NEEDED
    Students learn dramatic and documentary forms of writing for the screen with the goal of producing materials that can be applied to actual productions in subsequent CMM courses.  Format, character, conflict, story structure, transition, revision, and preparation are explored through exercises, class readings, short screenplays and class critiques. Satisfies the Writing Designated core requirement.

    Prerequisites & Notes
    DM 110 or permission of instructor

    (Cr: 3)
  
  • DRA 200 - Acting Techniques I


    FA
    In this course, which is grounded in the Stanislavski acting method, students train through response, concentration, and imagination exercises. These techniques are applied in groups, individually, and in basic scene work. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.

    (Cr: 3)
  
  • DRA 205 - Acting Techniques II


    SP
    Fundamental acting principles, characterization, physicality and interpretation employed in Acting Techniques I are applied to monologues, scenes and plays. Expanding on Stanislavski’s theories, students are introduced to techniques developed by Strasberg, Adler, Meisner, Spolin and others. Material from classic and contemporary plays are rehearsed and studied in terms of styles and historical perspectives. The course includes the effective use of the speaking voice on stage, and movement for actors.

    Prerequisites & Notes
    DRA 200 or permission of instructor

    (Cr: 3)
  
  • DRA 310 - Directing


    FA E
    This course is designed for students who have already received an introduction to theater arts and performance. Students explore the function of a director from its establishment as an artistic voice in theater production to practical application of directorial concepts. Students begin with preparing a theoretical approach to staging a play to directing a cutting from a published play.

    Prerequisites & Notes
    Permission of instructor

    (Cr: 3)
  
  • DRA 102 - Improvisational Comedy


    FA/SP
    Designed for both performers and non-performers alike, students develop their skills as improvisational comedians, public speakers, active listeners and collaborators. This course covers the fundamentals of both short-form and long-form improvisational comedy, character work, object work, and sketch writing, while providing an historical context. Students learn to craft their own true artistic voice, be quick on their feet, support their scene partners, and to bring a positive and constructive attitude to a supportive classroom environment. The course culminates in a live public performance. Satisfies the Aesthetic Awareness and Creative Expression General Education requirement.

    (Cr: 3)
  
  • DRA 100 - Introduction to Theater


    FA/SP
    This course surveys all aspects of the art of theater from the Greeks to contemporary Theater. The class introduces students to significant plays, playwrights, theater genres, and the evolution of production practices up to and including contemporary for-profit and not-for-profit professional theater. The course exposes students to theater through lectures, performances, viewing, and reading. Satisfies Aesthetic Awareness and Creative Expression General Education requirement.

    (Cr: 3)
  
  • DRA 220 - Introduction to Theater Production


    FA/SP
    In this course, students begin the production process by analyzing dramatic texts. They produce creative design in the areas of lighting, props, sound, set, and costumes. The course also covers theory and knowledge of these design elements, and stage management. Finally, students participate in productions directed by professionals to complement class meetings. Students are required to participate in evening and weekend preparations and rehearsals. Satisfies the Aesthetic Awareness and Creative Expression General Education elective.

    (Cr: 3)
  
  • DRA 305 - Musical Theater Techniques


    SP E
    Students practice characterization, voice, movement, and interpretation techniques employed in Acting Techniques I in Musical Theater scenes and songs. Material from classic and modern musicals are studied and rehearsed in terms of styles and perspective. The course includes the effective use of the singing voice on stage, basic musicianship, theory, and sight-reading. It also features a portion on dance/movement for actors. All coursework culminates in a final performance at the end of the semester.

    Prerequisites & Notes
    DRA 200 or permission of instructor

    (Cr: 3)
  
  • DRA 305 - Musical Theater Techniques


    Students practice characterization, voice, movement, and interpretation techniques employed in Acting Techniques I in Musical Theater scenes and songs. Material from classic and modern musicals are studied and rehearsed in terms of styles and perspective. The course includes the effective use of the singing voice on stage, basic musicianship, theory, and sight-reading. It also features a portion on dance/movement for actors. All coursework culminates in a final performance at the end of the semester.

    Prerequisites & Notes
    DRA 200 or permission of instructor.

    (Cr: 3)
  
  • DRA 106 - Private Theater Instruction


    FA/SP
    Weekly instruction in acting is provided by special arrangement, and at an additional fee. One private lesson per week. Hours arranged with instructor. May be repeated up to eight semesters for credit. Only three credits of this course can be applied toward the General Education elective requirement.

    (Cr: 1)
  
  • DRA 105 - Theater Performance


    FA/SP
    In this course students are involved with the semester’s theater production in any of the following ways: acting, directing, producing, stage managing, set designing, lighting, sound, construction, technical work, pit orchestra, costumes, props. Students learn aspects of all of these skills. May be repeated up to eight semesters for credit. Only three credits of this course can be applied toward the General Education elective requirement. Satisfies the Aesthetic Awareness and Creative Expression General Education elective requirement.

    (Cr: 1)
  
  • 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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

    (Cr: 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.

    (Cr: 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.

    (Cr: 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. 

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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. 

    (Cr: 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.

    (Cr: 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.

    (Cr: 2
  
  • 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 3
  
  • 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 2
  
  • 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 3
  
  • 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.

    (Cr: 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.

    (Cr: 3
  
  • EC 150 - Career Foundations


    This course is designed to help students explore career opportunities and identify the skills and opportunities that will help them achieve career goals. The topics covered include planning strategically for a job/internship/volunteer search, assessing the resume and cover letter, effectively applying for jobs and internships, interviewing techniques, participating in mock interviews, professionalism, and making the most of your career-track position.

    (Cr: 3)
  
  • EC 350 - Career Transitions


    TBD

    (Cr: 3
  
  • EC 355 - Career Transitions


    Prepare for the next step in your career by developing a personal brand, leveraging your professional network and communicating your key strengths. Learn how your professional identity can be applied to search for new opportunities or advance within your current organization. Topics covered include planning strategically to enhance your professional reputation, assessing the resume and cover letter, advanced interviewing techniques, leadership in the workplace, networking strategies, and negotiation.

    Prerequisites & Notes
    EC201

    (Cr: 4)
  
  • EC 100 - CIS Transitions (Offered in Spain)


    This course addresses all first year students and offers support and efficient strategies to meet a variety of challenges that an academic setting poses. Students learn how to act efficiently and meaningfully in order to adjust and succeed in this new context. A large part of the course is dedicated to the teaching of study skills promoting students’ persistence and achievement. Students also develop the necessary social skills to set and realize their academic goals. In order to act appropriately and effectively in multicultural environments, students also practice intercultural skills.

    (Cr: 1)
  
  • EC 201 - Experience, Competency and Belonging


    This course offers adult students an active learning experience that provides the skills necessary for personal and professional development as lifelong learners. Mastery of communication, goal-setting, self-awareness, and problem-solving skills through both classroom and real-world application prepares students for a variety of courses and the world of work. Through reflective assignments, case study activities, fieldwork, and community engagement, students will build an ePortfolio of work highlighting self-knowledge, and demonstrates professional sector skills and leadership potential.

    (Cr: 3
  
  • EC 200 - Keys Transitions


    This course addresses three main areas related to single parents in college: parenting, mentoring, & personal finances. Students are provided an opportunity to engage in a mentorship experience, where students act as mentors, and work with professional mentors related to their field of study. Maybe repeated for up to seven semesters for credit. Only three credits of this course can be applied towards free elective credits. Pass/Fail grading.

    Prerequisites & Notes
    Member of Keys to Degrees program only. 

    (Cr: 1)
  
  • EC 400 - Senior Transition


    This course addresses three main areas related to seniors graduating from college and making a successful transition into the professional world. Topics covered include preparation for first full-time employment (such as benefits, workplace culture, and performance reviews), personal finances (including budgeting, credit, loans, taxes, etc.), and transitional concerns (such as renting apartments, leases and contracts, and graduate school options).  Pass/Fail grading.

    (Cr: 1)
  
  • 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.

    (Cr: 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.

    (Cr: 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.

    (Cr: 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).

    (Cr: 3
  
  • ECH 565 - Reflective Seminar in Early Childhood Education


    This seminar is taken concurrently with its respective Practicum experience (ECH 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 early childhood education, current research, evidence based practices, and one’s ability to make purposeful changes to instruction based on data. 

    (Cr: 3

  
  • ECN 304 - Economics of the European Union (Offered in Spain)


    An overview of the events that took place from 2002, the year that the Euro was introduced as the  official European currency until 2004, when another ten European nations became member states of the Union. Students analyze how this new currency is affecting the economic realities of Europe as well as the rest of the world.

    Prerequisites & Notes
    ECN 201 and ECN 202.

    (Cr: 3)
  
  • ECN 302 - Intermediate Microeconomics


    FA/SP
    This course continues the study of microeconomics as the analytical study of individual behavior and markets. The topics of utility, profit maximization, supply and demand, elasticity, and forms of business enterprise are explored in mathematical and theoretical detail. The neoclassical microeconomic theory, used by economists today, is investigated including the many points of contention in microeconomic theory and alternative ideas.

    Prerequisites & Notes
    ECN 202

    (Cr: 3)
  
  • ECN 201 - Macroeconomics


    FA/SP
    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.

    (Cr: 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.

    (Cr: 3
  
  • ECN 202 - Microeconomics


    FA/SP
    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.

    (Cr: 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.

    (Cr: 3
  
  • ED 125 - Approaches to Secondary Education


    FA
    This course provides students with an overview of middle and secondary school education, including social and government forces that influence today’s schools, the legal and ethical issues educators must consider, the impact of diverse student learners on teaching and learning, and other key topics in the field. The course also introduces students to the Massachusetts Department of Elementary and Secondary Education’s Common Core of Learning and Curriculum Frameworks, with an emphasis on curriculum development, design, and implementation at the middle and secondary levels. Satisfies the Diversity, Equity, and Inclusion requirement.

    (Cr: 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.

    (Cr: 3
  
  • ED 339 - Classroom Assessment


    SP
    Students examine theories and strategies for effective design and assessment of instruction. This course explores a wide variety of assessment methods and strategies including, but not limited to, traditional pencil-and- paper assessments, performance assessments, portfolio-based assessments, and competency-based assessments. Through their field experiences, students also become familiar with how assessment is used in public schools in the Commonwealth of Massachusetts, including how data is being used as a tool to improve student learning.

    Prerequisites & Notes
    ED 102 or ED 125 or permission of instructor.

    (Cr: 3)
  
  • ED 320 - Classroom Management: Building Classroom Community & Maximizing Student Engagement


    AS NEEDED

    Students will examine instructional strategies and structures that support adaptive learning in varying social contexts. Students will explore strategies to move “classroom management” from a compliance model to a more democratic model characteristic of a caring community of engaged learners.  By evaluating current educational practices in relation to the social context(s) they are/have been employed and by analyzing their personal beliefs about teaching and learning, students will develop their own “classroom management” values. Satisfies the Diversity, Equity, and Inclusion requirement.

    (Cr: 3)

  
  • ED 325 - Clinical Approaches to Children with Disabilities


    SP
    This course explores the historical, legal, developmental and educational issues related to children and adolescents with disabilities.  Disability topics from birth through adolescence with an emphasis on current diagnostic trends and treatment approaches are explored.  Students gain an understanding of the most common childhood disabilities, their causes and interventions.

    Prerequisites & Notes
    ED 203 or permission of instructor.

    (Cr: 3)
  
  • ED 111 - Clinical Field Based Experience I


    A freshman clinical field based experience for all education students including elementary, early childhood, secondary, educational studies and ABA candidates under the direction of a certified professional in an approved setting. Emphasis is placed on reflection and identity as it pertains to developing professional and personal self, understanding students and school culture.  Students will gain experience in educational settings. All clinical placements are at the discretion of the Field Based Experience office. Includes a minimum 3 week internship supported by online seminars.

     

    Prerequisites & Notes
    INT 010, and ED101 or ED125 or permission of instructor

    (Cr: 2)

  
  • ED 211 - Clinical Field Based Experience II


    A sophomore clinical field based experience for all education students including elementary, early childhood, secondary, educational studies and ABA candidates under the direction of a certified professional in an approved setting. Emphasis is placed on literacy as a subject matter focus within the DESE SMK guideline, reflection and identity as it pertains to continued development of professional and personal self. Students will gain experience in an appropriate educational setting. All clinical placements are at the discretion of the FBE office. Includes a minimum of a 60 hour field requirement and weekly seminar.

    Prerequisites & Notes
    ED111. Corequisite: ED201 or ED240 

    (Cr: 2)
  
  • ED 010 - Communication and Literacy Test Prep Workshop


    FA/SP
    A test preparation program for the Communication and Literacy Skills test of the Massachusetts Tests for Educator Licensure (MTEL), this lab focuses on and provides hands-on practice with the critical reading, writing, and test-taking skills necessary to pass this portion of the MTEL. Required of all students in teacher licensure programs. Students who pass the Communication and Literacy Skills Test will be waived from this lab.

    (Cr: 0)
  
  • 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.

    (Cr: 3
  
  • ED 215 - Creative Arts in the Early Childhood and Elementary Classrooms


    SP
    Children constantly wonder and question as they try to make sense of their worlds. In this course, students explore teaching and learning strategies to ignite this sense of wonder and curiosity in both children and in themselves. Through engagement with the arts, students explore components of arts integration practices. Students will examine creative and critical thinking strategies to foster the development of habits of mind.

    (Cr: 3)
  
  • ED 222 - Culturally Responsive Pedagogy


    Culturally responsive instruction supports learning, affirms identities, and facilitates the development of skills needed to analyze and challenge social inequities. Education students explore theory, research, and practice related to enacting curriculum and instruction responsive to the social context(s) in which they will work. Principles and approaches to culturally responsive, anti-bias, and anti-racist pedagogy are studied. A central question of the course is: How might we co-design culturally responsive instruction to maximize student learning opportunities? Satisfies the Diversity, Equity, and Inclusion requirement.

    (Cr: 3
  
  • ED 102 - Curriculum Theory and Instruction


    SP
    A study of curriculum dimensions, concepts, and designs for varied student populations and school settings.  Through examination of the Massachusetts Department of Education’s Common Core of Learning and Curriculum Frameworks documents, students come to understand how the state standards can be used as guidelines in structuring curriculum, curriculum development, and how the issues, trends, and innovations of curriculum design can be applied in an effective integrated classroom using Understanding by Design and an Endicott Lesson Plan.
     

    (Cr: 3)
  
  • ED 430 - Differentiated Instruction


    AS NEEDED
    This course explores the principles of differentiating instruction in the general classroom as a means of providing access to the general curriculum for a diverse population of students.  Topics to be addressed include theoretical studies as well as application strategies in the following areas: content of learning, process of learning and products of learning.  Emphasis is placed on the role of collaboration among teachers to achieve effective differentiation based on learners’ needs, whether using a retrofit (reactive) or a universal design (proactive) approach to differentiation.

    Prerequisites & Notes
    ED 400 or ED 401 or approval of instructor.

    (Cr: 3)
  
  • ED 308 - Early Childhood Methods


    FA
    Expanding on concepts explored in ED 207, this course develops students’ knowledge in planning interdisciplinary learning experiences that support the needs of the whole child. Pre-service teachers explore early childhood instructional strategies and materials designed to develop positive dispositions for learning, to foster an appreciation of individual and cultural differences, and to meet state and federal standards. Examination of the crucial link between observation and effective teaching is addressed. A field component is included in this course.

    Prerequisites & Notes
    ED 240 / 240L.  Open to teacher licensure majors only.

    (Cr: 3)
  
  • ED 208 - Early Childhood Numeracy


    AS NEEDED
    Expanding on concepts explored in ED 207, this course develops students’ knowledge in planning learning experiences that foster the development of mathematical thinking in young children.  Pre-service teachers explore instructional strategies and materials designed to foster conceptual mathematical development in three to five-year-olds.  Following recommendations of the National Council of Teachers of Mathematics and the National Association for the Education of Young Children, this course examines how to incorporate mathematical experiences throughout the day.  Students explore strategies to integrate mathematical instruction with other content areas as well as how to create environments that extends mathematical thinking.

    Prerequisites & Notes
    ED 101, ED 102, and ED 207, or permission of instructor.

    (Cr: 3)
  
  • ED 209 - Education Seminar: Template


    FA/SP
    Through a seminar approach, students explore and discuss readings, converse with guest speakers, and make onsite visits, as appropriately defined, in order to further their knowledge of current topics that impact 21st century education and educators. Course may be taken for credit more than once as long as the course content is new.

     

    (Cr: 1)

  
  • 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.

    (Cr: 3
  
  • ED 221 - Emergent Literacy Instruction


    SP
    Students examine oral language development and emerging communication abilities in young children focusing on early speaking, listening, reading, and writing. The characteristics of a literacy rich environment is explored, including developmentally appropriate materials and instructional strategies designed to foster the development of oral and written language skills in young children.

    Prerequisites & Notes
    ED 201 or permission of instructor.

    (Cr: 3)
  
  • ED 201 - Foundations of Reading


    FA
    This course gives an in-depth understanding of the reading process and of the teaching of reading. Theoretical and research information on reading and emergent literacy is included.  Topics also covered in the course include: phonics, word recognition, vocabulary development, comprehension, fluency, and study skills. Students learn the major approaches and materials for teaching skills in phonemic awareness, decoding, encoding, reading for meaning, comprehension strategies, content reading, and study skills as recommended in the Massachusetts Curriculum Frameworks/ English Language Arts, the Standards of the International Reading Association and National Standards for Literacy.

    Prerequisites & Notes
    ED 101 and ED 102 or permission of instructor.

    (Cr: 3)
  
  • ED 020 - Foundations of Reading Test Prep Workshop


    FA/SP
    A test preparation program for the Foundations of Reading test of the MTEL, this lab focuses on the reading instruction content and test-taking strategies necessary to pass this portion of the MTEL. Required of all elementary and early childhood program students.

    (Cr: 0)
  
  • ED 340 - Global Consciousness through Children’s Literature


    AS NEEDED
    Students develop skills in teaching using a literature based approach to teaching in the content areas. Students read 50-75 pieces of historical and/or multicultural children’s literature and develop highly motivating units based on the Wiggins and McTigue model of understanding by design. This course incorporates the standards of both the English and Social Studies Massachusetts Curriculum Frameworks in the interactive units.

    (Cr: 3)
  
  • ED 219 - How the Brain Learns


    AS NEEDED
    This foundational course in learning introduces students to current learning theory. The course focuses on basic brain anatomy, how the brain processes information, how the brain learns in multiple discipline areas, memory and retention, the impact of technology on learning and several models for learning and processing. Application of theory through review of teaching models, professional resources and best practice will be foundations for future study in education.

    (Cr: 3)
  
  • ED 203 - Inclusionary Practices in Educational Settings


    FA/SP​
    This course introduces students to a variety of academic, social, and emotional teaching practices implemented in public school settings to support inclusion. The legal guidelines and practices of special education will be investigated along with the structural components of tiered systems of support including Response to Intervention and Positive Behavioral Intervention. Emphasis will be placed on the positive, proactive role of the educator. Students will explore personal dispositions, social emotional competencies, and instructional differentiation through introductory elements of Universal Design and Culturally Responsive Teaching.

    Prerequisites & Notes

    ED 101 or ED 125 or permission of instructor.

    (Cr: 3)

  
  • ED 210 - Integrating Technology into the Classroom


    FA/SP
    Students in this course explore and examine how to use technology to support teaching and learning by integrating a variety of computer-based technologies into the curriculum while also adapting these technologies for diverse populations. Students design lessons incorporating technology and also strategize how to integrate the Internet, digital resources, educational apps, and Web 2.0 resources into daily classroom activities.

    Prerequisites & Notes
    ED 101 and ED 102 or permission of instructor.

    (Cr: 3)
  
  • ED 403 - Internship and Seminar in Moderate Disabilities (PreK-8)


    SP
    Students complete a minimum of 150 internship hours in the role of the moderate special needs teacher in a prek-8 classroom.  Students are jointly supervised by a cooperating practitioner and a college supervisor.  A weekly college seminar is also required.  Completion of this course, in addition to ED 203 and ED 325, allows the student to apply to the Massachusetts Department of Elementary & Secondary Education for an initial license in moderate disabilities (preK-8) upon graduation from Endicott, receipt of their initial license in elementary or early childhood education, and passing score on the General Curriculum MTEL.  

    Prerequisites & Notes
    ED 400 or ED401.

    (Cr: 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.

    (Cr: 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.

    (Cr: 3
 

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