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 |
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For courses that run consistently each Fall semester |
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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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ED 101 - Introduction to Education
FA/SP
This course is designed to introduce students to the education profession. It focuses on teachers, students, schools, curriculum, pedagogy, and the past, present, and future of education. Students gain knowledge on current educational issues as they relate to the history, philosophy, financing and governance of schools and school systems.
(Cr: 3)
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ED 586 - Introduction to Neuroscience for Social Emotional Development
This course will focus on understanding social emotional development beginning with the youngest children and moving into adulthood. Social emotional development refers to how children develop relationships, practice social skills, and learn to express their feelings. This course offers a broad introduction to social emotional development and its significance on learning and growing. During the course students will describe and define social emotional development, discuss how common social skills promote development and learning, discuss the role adults play in supporting social emotional skills, and understand how the environment and positive relationships play a role in promoting social emotional development. This course supports the educator/leader in creating a safe space for students to be successful in school, at home, and in the community through an understanding of social emotional development through the ages.
(Cr: 3
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ED 223 - Introduction to the Profession of Child Life Specialist
This course introduces students to pediatric psychosocial care and explores ways that child life specialists developmentally serve children across the lifespan. The content of the course focuses on the diverse child and family responses to health care and the philosophy of patient and family-centered care. Students will visit Boston area pediatric hospital-based child life programs.
Prerequisites & Notes
PSY200 or PSY204
(Cr: 3
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ED 331 - Issues and Best Practices of English Language Learners
Students will focus on research, theory and practice from the field, while addressing current policy and laws currently in place and their effects on teachers and students. Students will research various instructional strategies and assessment trends for English language learners. Lesson plans will be designed to implement strategies. This course does not meet Massachusetts regulations for the SEI endorsement. As required for Massachusetts Licensure under 7.04(2)(b)) 5.
Prerequisites & Notes
ED 101 and ED 102
(Cr: 3)
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ED 321 - Junior Transitions
SP
A semester-long focus on the transition to the senior year through preparation for student teaching or semester internship in the field of education. Students develop a resume, search and/or apply for sites, and focus on professional preparation for the semester-long experience. Pass/Fail grading.
Prerequisites & Notes
INT 100, INT 200, junior class status.
(Cr: 1)
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ED 592 - Leadership in School-Wide Implementation of Social Emotional Learning
This course will focus on the leadership skills necessary for school-wide implementation of social emotional skills across the culture and the curriculum. The course addresses leadership qualities and leadership styles to lead as a district administrator, building administrator, or teacher that reinforce effective and important social emotional skills as an overarching premise of the holistic educational process. Further, the course also focuses on the most effective and important social emotional programs and initiatives that will have the most positive impact for students in whatever setting the “leader” is in.
(Cr: 3
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ED 240 - Literacy in the Content Areas
SP
This course is designed for pre-service teachers seeking licensure in middle or secondary schools. The course explores the reading process, writing process, and study skills strategies that students in the secondary school will need for accessing both print and non-print sources in the content areas. Emphasis is placed not only on skills development in the language arts but also on the transfer of those skills in the context of multiple academic disciplines. Students develop skills in planning for integrating literacy into all classrooms while accommodating all learners. Satisfies the Diversity, Equity, and Inclusion requirement.
Prerequisites & Notes
ED 125. Open to secondary education licensure majors only.
(Cr: 3)
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ED 229 - Literacy Methods
FA/SP
Students are encouraged to investigate the language arts strands of reading, writing, speaking, and listening as balanced literacy in the early childhood and elementary classroom. Students explore common and specialized literacy programs and practice techniques in planning for children’s skills development in all the language arts.
Prerequisites & Notes
ED 201 or permission of instructor.
(Cr: 3)
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ED 595 - Masters Thesis: Social Emotional Development
At the conclusion of the program each student submits a substantial, critical, analytical, graduate level proposed embedded initiative related to Social Emotional Development, called the Masters Thesis. The Masters Thesis may take different foci depending on the role of the practitioner; district administrator, school administrator, or teacher. The Masters Thesis is a research-based initiative for Social Emotional Development and should be an integrated compilation of all the work completed in the program. The initiative should also include a substantive reflection on the student’s practicum as well as the research and writing completed during the program. The Social Emotional Development initiative prepared for the Masters Thesis should be one that could be implemented in the student’s current or potential professional role.
(Cr: 3
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ED 301 - Math Methods and Field Experience
FA/SP
Examines the purpose and content of the K-6 mathematics curriculum, highlighting a wide variety of teaching procedures and instructional materials. Evaluation techniques for use in the classroom and pedagogical methodology are addressed. Current research, issues, and frameworks are examined. A semester-long field component is included in this course. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED303.
Prerequisites & Notes
Junior class status and a passing score on at least two MTEL exams. Open to liberal studies/education teacher licensure majors only.
(Cr: 3)
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ED 031 - Math Subtest Test Prep Workshop
SP
This test preparation program provides specific content and test-taking strategies for the MTEL general curriculum math subtest. Required of all elementary licensure program students.
(Cr: 0)
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ED 380 - Methods in the Secondary Content Areas and Field Experience
SP
This course supports the pre-service teacher in planning for teaching in the secondary school (Grades 5-8; 8-12). The course is interdisciplinary and addresses the skills necessary to become a “best practice” teacher, particularly through addressing principles and standards articulated by the Massachusetts Professional Standards for Teachers and the Common Core State Standards. Professional responsibilities, classroom learning environments, planning instruction, assessing achievement, and teaching for meaningful learning for all students are among the areas addressed. Research and theory are connected to applied practice through a field experience throughout the semester. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED 303. Open to secondary education licensure majors only.
Prerequisites & Notes
ED 240/ 240L, junior class status and a passing score on the Communication & Literacy MTEL.
(Cr: 3)
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ED 576 - Mindfulness
This course focuses on identifying and reflecting on the characteristics are uniquely associated with oneself, gaining the skills to appreciate who you have become over a lifetime to date, and who you would like to be. Students will reflect on past successes and challenges, learn skills to promote self-compassion and self-actualization, and engage in a process to apply skills necessary for the best future. This course uses skills related to research on mindfulness and evidence-based practices from positive psychology, builds awareness of how to move beyond self-limiting beliefs, and exposes hidden realities about one’s capacities that can become realities in life.
(Cr: 3
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ED 80 - MTEL Test Preparation: Early Childhood
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in child development, children’s literature and the writing process, and early childhood curriculum content.
(Cr: 0
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ED 40 - MTEL Test Preparation: General Curriculum Math
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in number sense, operations, data analysis, functions and algebra, geometry, measurement, statistics, and probability.
(Cr: 0
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ED 50 - MTEL Test Preparation: General Curriculum Multi-Subject
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in world history/geography; U.S. and Massachusetts History; physical, life, earth, and space science; English language arts, literature, and structure and writing process.
(Cr: 0
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ED 70 - MTEL Test Preparation: Reading Specialist
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in reading processes and development, reading assessment and instruction, and professional knowledge and roles of the reading specialist.
(Cr: 0
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ED 90 - MTEL Test Preparation: Secondary
These courses are non-credit offerings offered to assist students in passing the MTEL tests. They consist of four two hour sessions. The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives for each specific test.
(Cr: 0
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ED 60 - MTEL Test Preparation: Foundations of Reading
The first workshop focuses on research based test taking strategies. Each of the succeeding sessions covers MTEL subject matter test objectives in phonics, phonemic awareness in reading development, reading comprehension, vocabulary acquisition, assessment of reading skills, and multiple approaches to reading instruction.
(Cr: 0
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ED 401 - Practicum and Seminar in Early Childhood Education
FA
A 14-week, full-time student teaching experience that allows for application of acquired concepts and methodologies in the classroom. Students complete a minimum of 300 practicum hours, including 100 hours in a PreK-K classroom and 200 hours in a grade 1-2 classroom. At least one setting must include children with disabilities. Students are jointly supervised by a cooperating practitioner and a college supervisor. A weekly college seminar is also required.
Prerequisites & Notes
Passing scores on all required MTEL exams and completion of all prior coursework per program policies.
(Cr: 12)
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ED 400 - Practicum and Seminar in Education
FA
A 14-week, full-time student teaching experience that allows for application of acquired concepts and methodologies in the classroom. A 300-hour practicum in a public school classroom is jointly supervised by a cooperating practitioner and a college supervisor. A weekly college seminar is also required.
Prerequisites & Notes
Passing scores on all required MTEL exams and completion of all prior coursework per program policies.
(Cr: 12)
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ED 303 - Pre-Practicum Field Experience
FA/SP
A junior year field experience required in early childhood, elementary, secondary, art, and physical education licensure programs. Taken with the license appropriate methods course(s), students spend four hours per methods class, for at least 12 weeks, in a partnering classroom assisting, co-teaching, developing and delivering lessons in collaboration/consultation with their supervising practitioner and method professor(s). Students are formally observed four times. Successful completion of ED 330 is a prerequisite for student teaching. Corequisite: Licensure specific methods course(s).
(Cr: 1)
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ED 560 - Professional Ethics
This course focuses on historical and current ethical issues. The focus includes the skills necessary for ethical decision-making, addressing legal and professional issues in an ethical way, and applying the theories of ethics when associating in relationships. The course provides a values-based approach to ethical professionalism and provides a method of thinking about and dealing with ethical issues in the work place. The course will provide theories about what it means to act professionally. It focusses on features of moral reasoning and provide a case resolution method for dealing with ethical issues of the work place. The course will focus on those values central to moral life of any professional: integrity, respect for persons, justice, compassion, and responsibility. Also included will be the study of codes of professional conduct and ethics.
(Cr: 3
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ED 302 - Science Methods
FA/SP
This course supports the pre-service teacher in planning for the teaching of science in the K-6 classroom. Major concepts, curriculum theory, and instructional strategies appropriate to science education are explored. Major principles of science, development of science lesson plans, experiments, demonstrations, enrichment activities, and science projects using a hands-on approach are included. Current research, issues, and frameworks in science are examined. Focus is on assessment, cooperative learning, and hands-on science. A semester-long field component is included in this course. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED303.
Prerequisites & Notes
Junior class status and a passing score on at least two MTEL exams. Open to liberal studies/education teacher licensure majors only.
(Cr: 3)
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ED 405 - Senior Field Experience
SP
In keeping with the Endicott philosophy of internship as learning experiences, students in this course pursue individual professional placements that advance their knowledge and skills as educators in a variety of settings including public schools, private, specialized schools, and/or community based programs for families and children. Students complete 100-150 hours in an approved setting, establish and work toward professional goals, complete readings and other assignments, and attend a weekly seminar.
Prerequisites & Notes
LSE 480, ED 400 or ED 401, senior class status, or permission of instructor.
(Cr: 3)
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ED 330/330L - Sheltered English Immersion
FA/SP
This course prepares the Commonwealth’s teachers with the knowledge and skills to effectively shelter their content instruction so that our growing population of English language learners Ells) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy. A field experience component is required as part of this course.
Prerequisites & Notes
ED101, ED 102, ED 201. ED201L, ED 203 or permission of instructor. Open to students enrolled in teacher licensure programs only.
(Cr: 3)
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ED 224 - Social Emotional Learning and Mindfulness
This course will introduce students to current theory and practice in social emotional learning. Specific emphasis will be on the principles and application of mindfulness strategies as a method to manage stress and promote wellbeing for students of all ages and adults. Students will gain an understanding of specific methodology through classroom exercises, independent practice and reflection and cross-disciplinary applications will be explored.
(Cr: 3
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ED 306 - Social Studies Methods
FA/SP
An inquiry approach is incorporated for developing concept knowledge and skills in social studies for students in Pre-K through grade 6. Curriculum content, materials, planning, implementing, and assessing learning are included across all of the social sciences. Instruction in history, geography, economics, political science, and other social sciences are considered in light of current recommendations of the Massachusetts Curriculum Frameworks and national standards such as those of the National Council for Social Studies (NCSS). Students explore integrating social studies content across all learning experiences to develop thinking skills and awareness of self and community. A semester-long field component is included in this course. (3 cr. Lecture, 1 cr. Field experience). Must be registered for methods course and ED303.
Prerequisites & Notes
Junior class status and a passing score on at least two MTEL exams. Open to liberal studies/education teacher licensure majors only.
(Cr: 3)
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ED 568 - Social-Emotional Competence
This course focuses on social/emotional competencies necessary to work with students and adults. Concepts consisting of social, emotional skills such as affect regulation, cognitive; such as skills for processing/acquisition, perspective taking, and behavioral; such as conversation skills, behavioral skills, as well as motivational and expectancy skills such as moral development, self-efficacy that are needed for successful social adaptation. Focus will also be on social emotional competence which reflects having an ability to take another’s perspective concerning a situation, learn from past experiences, and apply that learning to the changes in social interactions. Social emotional competence is the foundation upon which interactions with others is built. Social emotional competence encompasses additional constructs such as social skills, social communication, and interpersonal communication.
(Cr: 3
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ED 207 - Strategies of Teaching Early Childhood Curriculum
FA
In this course, students explore theoretical principles underlying developmentally appropriate practice in inclusive early childhood settings. Focusing on the developmental needs of young children, students examine varied teaching strategies, materials, and models of instruction. A strong focus of this course is providing students with a framework for planning engaging and responsive learning environments and experiences to foster the growth of the whole child.
Prerequisites & Notes
ED 101 and ED 102 or permission of instructor.
(Cr: 3)
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ED 030 - Subject Matter Test Prep Workshop
FA/SP
This test preparation program provides Specific content and test-taking strategies for three of the MTEL subject matter tests required in Endicott Teacher Licensure programs: biology, early childhood, English, general curriculum (elementary), environmental science, history, mathematics, physical education, and visual arts. Required of all students in teacher licensure programs.
(Cr: 0)
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ED 230 - The Early Childhood Pedagogy of Reggio Emilia, Italy
AS NEEDED
Examining the philosophy of the municipal schools of Reggio Emilia, Italy, students explore the “culture of childhood” and the images and potentials of the child within that culture. This course focuses on translating the pedagogy of Reggio Emilia into American culture and implementing Reggio-inspired practices into early childhood and elementary programs. Students learn how to facilitate learning experiences that encourage young children to explore, to wonder, to investigate, and to construct knowledge.
(Cr: 3)
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ED 310 - The Power of Play in the Classroom
AS NEEDED
This course explores the cognitive, social, emotional, physical, and creative benefits of play in the early childhood and elementary classroom. Through interactive learning experiences, readings, and discussions, students examine the nature of play, its disappearance in our schools, and its importance in the development of the whole child. Students develop a rationale for play as a fundamental component of the curriculum, design developmentally appropriate learning environments, and create play-based learning experiences. Students explore the teacher’s role in observing, facilitating, and assessing play. Inclusive play-based intervention strategies for children with developmental delays are addressed.
(Cr: 3)
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ED 290 - Topics in Education
FA/SP
Focuses on a range of issues significant to the field of education, including school reform, service learning in schools, school diversity, pedagogy, and classroom assessment. Satisfies the Diversity, Equity, and Inclusion requirement.
Prerequisites & Notes
Course may be taken for credit more than once as long as the course content is new.
(Cr: 3)
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ED 559 - Understanding & Engaging in Helping Relationships
This course is designed to create an understanding and engaging in helping relationships with students and adults. Basic communication skills such as active listening, responding, reflection, nonverbal language, importance of eye contact, and interviewing skills for building helping relationships will be researched, discussed, and applied. The theoretical and empirical research for understanding and engaging in helping relationships will also be addressed.
(Cr: 3
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EDL 742 - Advance Finance and Budget Issues for Educational Leaders
The school finance and budget course is essential for district administrators or school administrators. Responsible for the ethical and strategic use of resources, the school finance and budget administrator cannot completely delegate financial responsibility to another office. Thus, this course will cover a broad range of topics designed to acquaint students with the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will be a major focus of this course.
(Cr: 3
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EDL 708 - Change Leadership in Education
This course is designed to provide educators with the knowledge and skills to lead change efforts in their organizations. Through examination of multiple theoretical lenses and real-world case discussion, students will understand the considerations necessary for successful change leadership in public and private K-12 and higher education institutions. This includes principles and theories of educational change and change leadership. Concepts from related leadership theories such as transformational leadership, adaptive leadership and leader-member exchange theory will be explored as they connect to change efforts.
(Cr: 3
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EDL 748 - Concepts and Case Studies in School Leadership
This course is designed to help students develop an advanced understanding of how learning and developmental theories define the role of an instructional leader. The focus of the course will be on how students learn, what motivates learners, and how the design and delivery of the curriculum is influenced by these factors and the leader’s role in advancing
academic achievement.
(Cr: 3
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EDL 739 - Culture and Change in School Organizations
This course is designed to engage aspiring and practicing school leaders in a review of the core elements of school culture and the central role it plays in the change process. Students will analyze the symbols of culture, the roles of lore and tradition, rituals and ceremonies, and roles of stakeholders. Against this backdrop of understanding, the course will lead students through an analysis of how the school leader can engage the school culture to maximize the effectiveness and ultimate success of organizational change initiatives. From this course, students will have opportunity to identify a framework and to develop the tools and processes needed to transform their schools from bureaucracies into dynamic learning organizations.
(Cr: 3
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EDL 730 - Current Issues in Educational Policy
This course provides students with a foundation in knowledge about the major issues in education policy. Topics include the why (policies relevant to purposes of education), the what (policies relevant to the content and outcomes measurements), who (policies relevant to access, equity, inclusion), how (policies relevant to faculty hiring and development, school choice, funding, technology, COVID-19). Throughout the semester, students will engage in discussions about social, political, historical, and other contextual factors that influence policymaking. Students will examine the various ways that education policy can be presented and discussed in research papers, policy briefs, op-eds, and other forms of communication. Students will choose a policy problem to focus on during the semester, about which they will develop a full policy research paper.
(Cr: 3
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EDL 755A - Dissertation Study Part I
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail.
(Cr: 3
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EDL 755B - Dissertation Study Part II
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. This course is Pass/Fail.
(Cr: 3
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EDL 755C - Dissertation Study Part III
This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail.
(Cr: 3
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EDL 725 - Diversity, Access, and Equity in Education
This course focuses on developing one’s understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate pedagogical, curricular, and behavioral strategies. Additionally, the goal is to assist students in exploring the various topics related to diversity such as of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity in contemporary education.
(Cr: 3
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EDL 772A/772B - Doctoral Apprenticeship I & II
The doctoral apprenticeship provides doctoral candidates with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of leadership roles in the field of education. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in leadership and to refine leadership skills and competencies. This 6 credit course takes place over two semesters during which doctoral candidates complete, and document, a minimum of 500 hours of apprenticeship time. Professional presentations, writing, research and a final portfolio are hallmarks of the course. (EDL772A - 3 credits/EDL772B - 3 credits)
(Cr: 6
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EDL 744 - Emergent Legal Issues for Educational Leaders
Administrators must understand the laws that govern the operation and conduct of their organizations as they work in a highly litigious society. This course will explore the relevant legal principles that govern the operation, organization, and administration of school districts and schools. Students will gain knowledge about legal issues that will help them in effectively
perform their professional duties effectively within the boundaries of constitutional, statutory, and case law.
(Cr: 3
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EDL 738 - Ethical Leadership in Education
This course is designed to challenge educators to become ethical leaders who recognize leadership in an educational setting as a fundamentally moral activity. Buffeted by competing and often conflicting values, interests and political agendas, educational leaders are routinely presented ethical and moral dilemmas as the context for their decision making. For depth of understanding, this course will engage students in an examination and discussion of major theoretical models of ethical decision-making that are negative as well as those traditionally valued as positive. Through examination and discussion of multiple theoretical frameworks juxtaposed to situational moral dilemmas commonly faced by school leaders, students will be coached through the process of identifying and adopting their own core values to guide their own principled decision making as aspiring school leaders.
(Cr: 3
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EDL 706 - Family-School Engagement
The course focuses on the creation and maintenance of collaborative models of parent-school interaction that supports student achievement. Particular attention is paid to such issues as building effective partnerships with hard to reach parents, those who traditionally have been marginalized from schools, and non traditional families. It also explores issues such as parent-teacher conferences, parents as volunteers in schools, and maintaining parental involvement as students move into secondary schools.
(Cr: 3
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EDL 746 - Finance, Budget, and Operations
Over the past several decades, colleges and universities have seen a significant decline in traditional sources of financial support. Public universities have grappled with budget cuts at the state and federal level. And private institutions have seen a decrease in revenue due to declining enrollments. At the same time, operating costs have expanded due to expanded employee benefits and retirement obligations, among other things. This course will examine key issues related to budgeting, finance, and operations in higher education. Students will develop the skills and strategies to interpret financial reports, examine external reporting requirements, and explore the business requirements of market position, enrollment, and alternative sources of income. Access to capital markets and other debt strategies will be examined, as will approaches to external relations and resource development.
(Cr: 3
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EDL 703 - History of Higher Education
This course examines the development of US higher education from the colonial period to the present, including the histories of underrepresented individuals and institutions. Students will explore how higher education has shaped by and, in turn, has been shaped by larger social, political, religious, and economic events at the local, national, and transnational level. Emphasis will be placed on how current trends in higher education are informed by ideas and practices from the past.
(Cr: 3
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EDL 702 - History of Public Education
Public education in the United States set a course for the development of a western democratic system. Both the evolution of public education and the resulting oversights (colonial Indian schools, development of schools for freed slaves and eventual segregation, hygiene and sanitary impulses, technological progress and plunder, etc) have had a tremendous impact on what not only became possible through education, but for education internationally. This course is designed to provide both aspiring and practicing PreK-12 school leaders with a social historical examination of the development of public schooling in the United States and internationally. Class sessions center discussion and reflection on the history of public education and the ensuing debates.
(Cr: 3
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EDL 700 - History of Public Schooling in the US and Internationally
This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.
(Cr: 3
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EDL 740 - Inquiry for Decision Making
This advanced doctoral level course is designed to give students the opportunity to discuss, expand, and apply what has been learned in other courses concerning inquiry in higher education. The course topics focus upon providing information for decision support through such activities as applied research, assessment, institutional research, and planning. The primary goal of the course is to prepare students to assess or supervise the assessment of programs, services, facilities, student outcomes, etc.; to identify information needs and obtain pertinent and accurate information that will assist in the decision-making process; to design and implement applied research and assessment tools to analyze, synthesize, and interpret information from multiple sources; to communicate information to others and to apply relevant information to the processes of supervision, program development, policy formation, budgeting, etc.
(Cr: 3
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EDL 715 - Introduction to Qualitative Research
This doctoral level course is an introduction to qualitative research methods by emphasizing research design and the analysis of data gathered by a variety of methods, such as interview, observation, and document review. The focus of the course is on the identification and creation of research problems, the development of designs, actual data collection, and analysis procedures to address those problems. Participants will examine how to transform professional experiences into research activities that address topics of educational importance. Activities supporting this learning include constructing a researchable question, designing a research proposal, and practicing with data collection methods.
(Cr: 3
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EDL 762 - Leading in a Technological World
Education leaders are faced with the implication of understanding the constant changing technologies and trends while making the right decisions for their institutions for competitive advantage, growth and retention. At the same time, leaders are faced with making sure the internal organizational structure can accommodate and support these technologies. This course provides the foundations of understanding, planning, organizing and executing the selection of technologies specific to education. The course will provide an overview of techniques and skills that can be applied to technology selection in such areas as: organizational complexity, integrated work processes, risk management, change management and innovation.
(Cr: 3
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EDL 716 - Literature Review I
This course provides students with a foundation in the practical guidelines for the complex process of writing a literature review. Topics will focus on the navigation of library resources, APA style requirements, exploration of primary and secondary sources, deep analysis of both quantitative and qualitative articles, and the synthesis of trends, patterns and gaps in extant literature. This course will conclude with the submission of a literature review outline that will serve as the basis of full literature reviews to be written in the second semester of this course.
(Cr: 3
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EDL 736 - Literature Review II
This course extends on the foundational content provided in Literature Review I and will build on students’ preliminary literature search. Students will be required to translate the results of their analysis into a narrative account through an iterative process of drafting editing, editing and redrafting. Additionally, students will begin to explore the connections between their literature review and future dissertation research. This course will conclude with the submission of an IRB application and a completed literature review to serve as the basis for their dissertation.
(Cr: 3
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EDL 726 - Organizational Management in Higher Education
This course is a comprehensive survey of the dynamics of behavior and management in higher education organizations. It examines individual and group behavior, motivation, leadership styles, ethics, innovation, conflict, organizational culture, and the process of managing change in higher education organizations. Historical perspectives will be compared with current issues in the fields of education. Through classroom discussion, research papers, case studies, and personal experience and reflection, the course emphasizes an analytical and practical approach to the subject.
(Cr: 3
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EDL 705 - Principles of School Finance
The Principles of School Finance course is essential for the school or district administrator. The leader of a school of school district is responsible for the strategic use of resources. This course will cover a broad range of topics focused on the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will also be a major focus.
(Cr: 3
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EDL 745 - Principles of School Finance in the US and Internationally
This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.
(Cr: 3
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EDL 735 - Research Methods II: Quantitative
This course introduces the basic concepts of data analysis and statistical computing. The goal of the course is to provide students practical tools for conducting basic statistical analyses and understanding and assessing statistical claims, including claims made in journal articles. The emphasis is on foundational knowledge of experiments and statistical inference, and the practical application of quantitative reasoning, visualization, and data analysis. Topics covered include basic descriptive measures, measures of association, sampling and sample size estimation, statistical inference for categorical (e.g., binomial tests, chi-square) and numerical (e.g., t-test, ANOVA, correlation, regression) data. Weekly assignments will allow students to practice learnings and self-assess progress. Discussion Board assignments will allow students to engage in peer learning and peer-to-peer feedback. The midterm exam will allow students to demonstrate knowledge and application of basic statistical concepts. The final paper will allow students to apply statistical concepts, evaluate results, and make recommendations to solve real-world educational leadership and higher education problems. We will use R with RStudio to learn and practice statistical analyses; however, students will not be evaluated on the extent to which they learn R and can code with R language. Students will be evaluated on the extent to which they understand and apply basic statistical concepts and evaluate findings to make recommendations for actions.
(Cr: 3
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EDL 752 - Research Methods III: Mixed Methods
This course is an advanced seminar on what is usually called “mixed method” research - research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.
(Cr: 3
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EDL 752A - Research Methods III: Program Evaluation/Action Research
This course is designed to introduce participants to the theories and practices of action research. Participants will analyze the strengths and limitations of action research as a method for inquiry. The course is intended to build on the knowledge already established in previous methods courses by reviewing the ethics of conducting research, as well as specifically addressing personal bias as part of this research process. Students will draw upon their knowledge of the histories of higher education and/or K-12 education, as well as their understanding of current issues within schools to drive the research process. By the end of the course, participants will be able to articulate the strengths and weaknesses of action research as a method, analyze case studies, and evaluate action research based on the methodological framework studied.
(Cr: 3
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EDL 753 - Research Methods IV: Issues in Research
This doctoral seminar course is designed for novice researchers engaged in dissertation research. Drawing on student experiences and questions from their current research, the course is designed to focus on the practical “how-to” as well as the complex ontological, epistemological, methodological, and ethical issues inherent in field work, analysis and report writing. Topics may include: research paradigms, philosophical approaches, access, ethics, analysis, and trustworthiness.
(Cr: 3
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EDL 710 - Sociology of Education
In sociology of education we examine education as a force for socialization, exclusion, empowerment, and social change. Sociological theories provide onto-epistemological frameworks with which one may critically examine and re-imagine institutions of learning, educational policies, practices, and outcomes. We also explore dynamic relations between individual subjectivity, collective action, institutions, and educational systems.
(Cr: 3
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EDL 760 - Student Development: History and Issues
Students will examine the field of college student development from historical, philosophical and managerial perspectives. Students will explore the changing demographics of the modern student and its impact on student development operations. Students will examine major student development theories applicable to higher education. This examination will focus on ethical standards, legal issues, campus safety practices as well as the development and management of student development programming. Finally, students will discuss the various professional roles and responsibilities of student development professionals.
(Cr: 3
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EDL 768 - Teaching, Learning & Institutional Culture in Higher Education
This course will focus on current trends in supporting faculty work in higher education, including work life and the faculty roles of research, service, and teaching. Emphasis will be on the teaching and learning mission of higher education. While the material is applicable to all institutions of higher education, emphasis will be on faculty development in small colleges. Students will read key articles and works on the theoretical bases of professional development and research and read on the current, innovative trends in the field.
(Cr: 3
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EDL 764 - Theories and Practice in Academic Leadership
An overview of the key academic issues in 21st century higher education. This course examines a range of topics including twenty-first century challenges and essential learning outcomes, curriculum trends and development, best practices in teaching and learning, planning and assessment strategies, and global competencies.
(Cr: 3
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EDL 733 - Thought Leaders & Critical Issues in Higher Education
This course offers in-depth analysis of prevalent issues affecting higher education as illustrated in higher education literature. It is a doctoral level seminar with an emphasis on reading topical issues by current thought leaders in the field. Students will be expected to stay current with issues, understand the background and historical foundation of the issues as well as develop the ability for concise oral and written articulation of the issues. This course will include discussions, reports, and integration of knowledge from experience and other coursework in leadership and higher education.
(Cr: 3
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EDL 720 - Transformational Leadership in Contemporary Education
This course focuses of the development of transformational leadership, examines elements of transformational leadership, and explores how transformational leaders facilitate the work necessary to successfully manage change in a positive way. Student will focus on understanding transformational leadership as the process of facilitating change through reflective, systems-based, and relational leadership. Students will engage in self-analysis, analyze and discuss case studies and assess leadership on various levels.
(Cr: 3
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EDM 400 - Action Research
Action research is a component of reflective practice and professional learning that is grounded in an ethical commitment to improving one’s own teaching. Action research will be introduced as a natural component of a teacher’s professional development and reflective practice. Students will design and conduct action research projects to better understand and improve teacher behaviors, learning outcomes, school improvement, curriculum, professional practice and the democratic principles of education.
(Cr: 3)
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EDM 200 - Culture and Identity
Culture shapes how we make meaning of ourselves and the world around us. This class explores how our identity is impacted by the interplay of our ethnic, class, religion, gender and educational backgrounds. We will explore how we participate in the production of culture through our interactions with others and participation in multiple communities. Special emphasis will be given to under- standing how the process of education shapes the larger culture and our own identities.
(Cr: 3)
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EDM 300 - Education and Democracy
This course explores the design, implementation, and evaluation of education policy as a primary means for engaging more active, inclusive and effective approaches to social inquiry and civic participation. Understanding how democracy shapes current educational policy in public, charter and private school setting will be explored. Students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns.
(Cr: 3)
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EDM 301 - Montessori Educational Philosophy
This course will provide students with an in-depth study of the life and times of the woman, Maria Montessori. The unique contribution of the Montessori learning environment and how it reflects her philosophy and methodology will be looked at both from a historical perspective and from today’s global educational landscape. The students will also be exposed to the principles and techniques of other contemporary educational practices, together with those of educators and philosophers of the past.
(Cr: 3)
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EDN 615 - Advanced Practices in Online Teaching and Learning
A capstone course in which students develop a significant project - an online course, curriculum unit, or other deliverable that demonstrates their understanding of the theory and practice of delivering online instruction. In addition to planning the course or curriculum unit, students will also create instructional content such as screencasts, interactive videos, and online assessments. Content will be evaluated in terms of how it meets standards of Universal Design for Learning (UDL) and accessibility. Students will also get an opportunity to teach a live, synchronous sample lesson of at least 30 minutes via Zoom (or similar video conferencing tool) to other class members.
(Cr: 3
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EDN 690 - Advanced Seminar in Education
The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered include learning theory, curriculum design, classroom atmosphere, instructional strategies, among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr: 3
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EDN 500 - Child and Adolescent Development
This course studies the development of the child from infancy through adolescence, examining major cognitive, physiological, emotional, and social changes that occur during this period. It articulates how factors within the child, family, and broader society shape the process of development. Students will acquire knowledge of developmental changes in children and adolescents, analyze developmental theories, examine developmental processes, interpret developmental research, and apply this knowledge to their work with children.
(Cr: 3
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EDN 570 - Classroom Management
This course focuses on developing ways to create positive learning environments for all students. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will develop the knowledge, training and strategies necessary to administer successful classroom management and discipline for students who exhibit a wide range of behavioral needs and characteristics and will study how to prevent and address discipline problems and how to increase productive student behavior. Participants will be expected to reflect, through personal writing, their personal beliefs regarding effective classroom and school management. They will become skilled at preparing students with special needs for inclusion in a variety of educational situations and will be required to craft a classroom management plan for a student with special needs.
(Cr: 3
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EDN 550 - Cognitive Frameworks for Social Emotional Learning
Social emotional learning (SEL) is a complex subfield of education that draws from a range of disciplines to inform practical approaches to supporting students in a range of contexts. Based metanalyses of skills teachers need to support in SEL curricula, this course focuses on the cognitive elements of SEL including attention control, working memory and planning skills, inhibitory control, cognitive flexibility, and critical thinking. Each of these components is explored in depth over multiple weeks so that practitioners can comprehend and apply relevant classroom interventions and curricula to support student learning, behavior and success.
(Cr: 3
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EDN 609 - Culturally Responsive Classroom Management
This course offers educators the opportunity to synthesize and apply their multicultural knowledge to one of the largest challenges educators face: classroom management. This practicum course asks teachers to engage in action research through which they experiment with a culturally responsive classroom management approach (e.g., conscious discipline, restorative justice, mindfulness, or social emotional learning). The outcomes of the intervention will be analyzed in the context of student demographics, particularly with respect to how culturally responsive classroom management strategies align with diverse students’ educational needs.
(Cr: 3
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EDN 575 - Data Literacy
Collecting, recording, and analyzing student data helps teachers make decisions about instruction including when it is working and when adjustments need to be made. Federal and state mandates, including the Elementary and Secondary Education Act, the Common Core State Standards, and the Massachusetts Professional Standards for Teachers require the collection and reporting of student data which is used to evaluate schools, students, and teachers. This course will prepare teachers to become skillful at the regular use of different data sources to improve teaching and learning and to work on school based data teams.
(Cr: 3
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EDN 607 - Diversity and Equity in Education
All educators require deep knowledge of the history of inequities in U.S. public schools. This course is devoted to the critical examination of educational practice and policy within and across racial, socioeconomic, and linguistic groups since the seminal court case of Brown vs Board of Education in 1954. Employing a sociological lens, we will analyze and discuss how education systems, policies, and practices can sustain or eradicate inequities related to educational access and opportunity. In discovering the difference between ‘equal education’ and ‘equitable education’, we will identify the structural challenges facing educators who are invested in social justice and devise possible solutions to the inequities of family and school resources, curricular tracking, and teacher quality among other variables.
(Cr: 3
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EDN 557 - Ethical Dilemmas in Education
Social issues are pervasive in today’s society. The availability of information and misinformation via social media, and online platforms adds complexity to how school aged children perceive and are impacted by issues. Today’s youth want to affect change. As educators, it is our responsibility to help students develop civic mindedness while supporting the appropriate developmental stages of our students. In order to support students in authentic ways this course is designed to address the values domain in Social Emotional Learning. This course focuses on values, and opportunities that influence young people’s development and support them to become caring, responsible, and productive adults. Teachers will learn strategies to address civic issues in all populations, PreK-12.
(Cr: 3
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EDN 610 - Foundations of Online Teaching and Learning
Online teaching and learning has its own history within the larger arena of education. Understanding that history creates a foundation of understanding and informs the future of the field. This course provides a survey of the history, legal aspects, theories, and practice of online teaching and learning. Content design and assessment are also addressed.
(Cr: 3
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EDN 600 - Gender in Education
All educators require an understanding of gender as a social construct and operating identity in school contexts. This course offers an expansive understanding of gender and its relevance for students of different grade levels and identities. The mechanisms through which schools and, more broadly, systems of oppression reinforce rigid gender norms will be introduced, and positive classroom-based and policy strategies for embracing gender diversity will be highlighted.
(Cr: 3
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EDN 556 - Identity, Culture and Social Emotional Learning: Convergences and Conflicts
Frameworks of social emotional learning (SEL) that do not openly acknowledge and address issues of identity development and cultural influence are rarely effective in achieving their outcomes and can actually be harmful for school climate, community engagement, and student self-knowledge, purpose, self-efficacy/growth mindset, and self-esteem. Teachers interested in SEL must learn to navigate their identities and understand how their identities may enable or disadvantage their ability to address all students in their classrooms. This course is designed to expand the scope of traditional SEL curricula and begins to acquaint students with the robust critiques of SEL in schools including the relationships between narrowly behaviorist approaches and the school to prison pipeline; cross-cultural misunderstandings of behavior; and intersectional approaches to understanding racialized disability.
(Cr: 3
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EDN 602 - Inclusive Curricula in Gender & Sexuality
All educators require an understanding of the importance of curricular inclusivity, especially for gender and sexuality diversity. This course offers an expansive understanding of strategies for and impacts of including thoughtful queer representation in the curriculum. An overview of legal frameworks for supporting inclusive curricula and teaching comprehensive sex education will be provided. The use of queer theory to analyze contemporary education issues and adapt curricula for specific contexts will also be highlighted.
(Cr: 3
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EDN 603 - Inclusive Pedagogy in Gender & Sexuality
All educators require an understanding of the importance of inclusive pedagogy, especially for gender and sexuality diversity. This course offers an expansive understanding of how queer-informed language and approaches to knowledge can open up possibilities for students. An overview of critical pedagogies for promoting justice-based analyses and building students’ critical consciousnesses will be provided. The use of organizations and community partnerships to increase support for LGBTQ+ students will also be addressed.
(Cr: 3
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EDN 525 - Integrating Health, PE, and the Arts
A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional, and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.
(Cr: 3
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EDN 514 - Mindfulness
This course engages students in the theory and practice of mindfulness through both academic study and experiential learning. Students engage in several forms of mindfulness practice, read and discuss the movement’s foundational literature and processes relevant to the practice of meditation, and review some of the scientific studies of mindfulness. Emphasis is placed on each educator’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Students also focus on the application of these ideas and practices in their daily, academic, and professional lives.
(Cr: 3
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EDN 560 - Neuroscience in Education
Students find it helpful to see the brain from two organizational perspectives; anatomical and behavioral. This course will be an introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behavior in the classroom. Topics covered will include foundations of neuropsychology, structure of the nervous system, functional specialization of the brain, cognitive functions, neuromyths, and assessments of brain disorders; teachers reflect on how such disorders present themselves and which pedagogical practices to use.
(Cr: 3
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EDN 612 - Online Learning Environments
A hands-on course in which educators learn about effective strategies, current tools, and proven techniques for constructing and facilitating effective online instruction. Topics covered include how to plan online learning modules, generate instructional content, evaluate open source content, build online community, assess student work, and ensure the online environment is accessible for all students. Weekly assignments will be practice based and build skills in each area with a final project serving as the capstone for the course.
(Cr: 3
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EDN 685 - Policy Analysis, Leadership, and Change Processes
This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior, and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their roles as educators, while expanding the set of possible choices they have for taking actions and leadership.
(Cr: 3
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EDN 604 - Practicum in Gender and Sexuality Studies
This course offers educators a chance to synthesize their gender and sexuality-related learnings from the previous courses in order to develop a comprehensive plan for their school to embrace gender and sexuality diversity. An overview of models for translating theory into practice will be provided. Assessing and amending the curriculum, pedagogy, policies/practices, and institutional support systems will be addressed in the process of guiding educators to create their comprehensive plan.
(Cr: 3
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EDN 516 - Prosocial Behavioral Perspectives
Educators are in constant need for skills to manage maladaptive behaviors in the classroom. This course is designed to demystify and reframe behavior in the classroom in order for educators to foster prosocial behaviors and social emotional learning with intention. Students will learn about the effects of prosocial behavior on student achievement and how to promote empathy, community, belonging, conflict resolution, and restorative practices in their classrooms. Students will use course readings, discussions, reflections, and research to understand theories behind prosocial behavior and how it reinforces social emotional learning.
(Cr: 3
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EDN 680 - Research Methods
This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.
(Cr: 3
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EDN 558 - School and Community-based Applications of Social Emotional Learning
This one semester, three credit course embeds field based experience and provides opportunities for students to utilize theoretical and research-based data and knowledge related to Social Emotional Learning in an existing program at their schools or in their community. Students will identify competencies of social emotional learning in an existing program in their school/community. This includes whole class, small groups, outreach programs, or an after-school program (this can be a community based program). Students will synthesize the tools learned from other relevant coursework to identify competencies/domains, assess their effectiveness or make suggestions for improvements based on their observations. A minimum of fifteen hours will be spent on this field experience.
(Cr: 3
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EDN 601 - Sexuality in Education
All educators require an understanding of sexuality as an identity everyone holds, an element of childhood development, and an axis of injustice. This course offers an expansive understanding of sexuality and its relevance for students of different grade levels and identities. A history of social movements promoting LGBTQ+ rights and an overview of how sexuality intersects with the law will be introduced. Inclusive sex education, including its barriers and benefits, will also be highlighted.
(Cr: 3
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EDN 530 - Sheltered English Immersion
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
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