May 21, 2024  
2020-2021 Undergraduate Catalog 
    
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2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Computer Science
  

  • CSC 3320 - Operating Systems

    Credits: 4
    This course will provide a description of the concepts and common building blocks that underlie any operating system. Topics discussed will include process management, interprocess communication, synchronization, CPU scheduling, memory management, file systems, and security. Examples drawn from UNIX and Microsoft Windows will be used. Programming projects will introduce students to system level programming. 
    Prerequisite(s): CSC 2820  with a grade of C or better.
  

  • CSC 3335 - Artificial Intelligence

    Credits: 4
    This course explores the concept of the thinking machine, capable of its own reasoning and extending itself beyond the limits of its programming. Core topics focus on extending a machine’s ability to search for its own solutions through the exploration of problem spaces and the use of reasoning through propositional and first-order logic. Advanced topics may include game theory, expert systems, machine learning, artificial life, and natural language understanding.  Course time is also spent on discussing the impact of the idea of the thinking machine on philosophy, ethics, and society. 
    Prerequisite(s): CSC 2710  
  

  • CSC 3500 - Web Development II

    Credits: 4
    This course takes a look at web development from the client-side perspective. Students will learn to build web pages in HTML5, style the pages using CSS3, and write scripts for client-side event handling and dynamic pages in JavaScript. In addition, students will be exposed to fundamental user-interface design principles from a stand point of usability, including usability testing, and an exploration of human-computer interaction principles.
    Prerequisite(s): CSC 3950  or permission of the instructor.
  

  • CSC 3555 - Theory of Computation I

    Credits: 4
    A study of the theoretical foundations of computer science and computability. Students will explore formal languages (regular and context free), their acceptance by finite state automata, and their description by regular expressions and context free grammars. Turing machines and the Church-Turing Thesis will be studied.  The limitations of algorithmic computation will be examined.
    Prerequisite(s): CSC 2820  with a minimum passing grade of C or permission of the instructor, and MTH 1314   with a minimum passing grade of C, or consent of the instructor.
  

  • CSC 3725 - Numerical Analysis

    Credits: 4
    Theory and application of selected topics from Numerical Analysis. Topics include: solutions of equations and systems of equations, interpolation, numerical differentiation and integration, and numerical solution of differential equations. Error bounds are treated. Emphasis given to methods that can be implemented on a computer. If time allows, other topics may be added such as Least Squares and Eigenvalues.
    Prerequisite(s): MTH 1218  and CSC 1610  or consent of the instructor.
    Cross-Listed: MTH 3725  
  

  • CSC 3810 - Database Principles

    Credits: 4
    The study of the concepts and structures necessary to design and implement a Database Management System (DBMS) focusing on the principles and best practices. Topics include the relational database model, relational algebra, relational query languages such as SQL, functional dependencies, data modeling, indexing, and selected underlying database subsystems such as storage management and transaction control. 
    Prerequisite(s): CSC 2820   and MTH 1314   with a minimum passing grade of C or better.
  

  • CSC 3950 - Web Development I

    Credits: 4
    This course takes a look at web development from the client-side perspective. Students will learn to build web pages in HTML5, style the pages using CSS, and write scripts for client-side event handling and dynamic pages in JavaScript. In addition, students will be exposed to fundamental user-interface design principles from a standpoint of usability, including usability testing, and an exploration of human-computer interaction principles. 
    Prerequisite(s): CSC 2620  with a minimum passing grade of C or consent of the instructor.
  

  • CSC 4720 - Computer Architecture

    Credits: 4
    The course covers the analysis and design of the control, address and data buses, memory, caches, pipelining, and parallel processors. The MIPS instruction language will also be covered.
    Prerequisite(s): CSC 1610  or CSC 1611   with a minimum passing grade of a C or consent of the instructor.
  

  • CSC 4805 - Directed Study

    Credits: 2
  

  • CSC 4810 - Directed Study

    Credits: 3
  

  • CSC 4815 - Directed Study, Special Projects

    Credits: 4
    Qualified students may propose a course of individual study and work to be conducted under the direction of a faulty member. May be taken more than once.
    Prerequisite(s): Consent of the instructor with approval of department. 
  

  • CSC 4905 - Computer Science Seminar

    Credits: 4
    Special topics class.
  

  • CSC 4910 - Computer Science Capstone

    Credits: 4
    This CS Major capstone course is an in-depth study of the methodologies involved in researching, designing, developing, implementing, and maintaining software and technology systems. The course will focus on large-scale semester-long projects with multiple developers and IT personnel, during which students work in small development teams producing a product for a client. Students put to use good object-oriented design practices and methods. This course serves as a capstone experience calling on a variety of knowledge and skills and involving significant practice in professional writing in both collaborative and individual environments for different audiences: the team, the manager, the client, and the user, with an emphasis on professional conduct, skills, and both written and oral communication.
    Prerequisite(s): Instructor permission.
    Fulfills: W and X in LS Core
  

  • CSC 5030 - Analysis of Algorithms II

    Credits: 4
    This course provides an exploration of advanced algorithms in terms of design, efficiency analysis, and implementation. It includes an in-depth look at networks and flows, dynamic algorithms, approximation algorithms, amortized analysis, linear and integer programming, computational geometry, randomized algorithms, and other advanced topics as time allows.
    Prerequisite(s): CSC 2710   with a grade of C or better or instructor permission. 
  

  • CSC 5055 - Network Security I

    Credits: 4
    Formerly: Computer and Network Security, CSC4055
    This course is an introduction to network security and how to think about security. The first half of the course will be devoted to the basic building blocks of network security, including: symmetric and asymmetric cryptography, cryptographic hashing, authentication, digital signatures, access control, intrusion detection, and malicious software. The focus of the second half of the course will be on understanding commonly used network security protocols: SSL, IPSec, Kerberos, WPA, and WPA2. 
    Prerequisite(s): CSC 2820   with a minimum passing grade of C or consent of the instructor, and MTH 1314  .
  

  • CSC 5056 - Network Security II

    Credits: 4
    Formerly: CSC 6055
    This course is a continuation of CSC 5055 Network Security I. Topics include: web security; advanced study of protocols for authentication, key agreement, and anonymity; security protocol analysis techniques; and advanced host and server side security. Analysis techniques may include: Strand Spaces, BAN Logic, and the Applied O -Calculus.”
    Prerequisite(s): CSC 5055 .
  

  • CSC 5120 - Programming Language Principles

    Credits: 4
    his course explores the underlying nature of computer programming languages and how they are processed. Topics include language syntax and semantics, parsing, data types, variable binding and scope, functions and parameter passing, control flow, recursion, and memory management. Alternative paradigms of programming, including functional languages and logic languages, will be explored in case studies and regular programming assignments.
    Prerequisite(s): CSC 3320  
  

  • CSC 5155 - Cryptography I

    Credits: 4
    This course is an introduction to modern cryptography. Topics will include a rigorous treatment of fundamental primitives including: theoretical and applied aspects of symmetric and asymmetric cryptography with associated security models, message authentication codes, stream ciphers, cryptographic hashing, digital signatures, and various advanced primitives.  Necessary mathematics will be introduced as needed, though a strong background in mathematics is expected. 
    Corequisite(s): CSC 5155 has CSC 2710, or consent of the instructor
  

  • CSC 5156 - Cryptography II

    Credits: 4
    Formerly: CSC 6100
    This continuation of CSC 5155, Cryptography I, focuses on advances in symmetric and asymmetric cryptography, cryptographic protocols, and integrity mechanisms. Topics include: zero knowledge proofs and arguments, pairing-based cryptography, elliptic-curve cryptography, non-malleable cryptography, authenticated cryptography, forward security, identification schemes, the Fiat-Shamir transform, and advanced primitives such as identity and attribute based cryptography. Necessary mathematics will be introduced as needed, though a strong background in mathematics is expected. 
    Prerequisite(s): CSC 5155  Cryptography I or consent of the instructor.
  

  • CSC 5210 - Computer Graphics

    Credits: 4
    This course explores the mathematical tools, data structures, algorithms, and hardware associated with the generation of 2D imagery and 3D scenes on the computer. Topics include OpenGL programming, 3D geometric transformations, cameras, shading, texture mapping, modeling, surfaces, terrain, and viewing and visible surface determination. Advanced topics, such as rendering, shadows, shaders, and simulation are covered as time permits. The course includes several major programming projects. 
    Prerequisite(s):  CSC 2620  and CSC 2710  with a minimum grade of C in both.  A strong background in math is expected. 
  

  • CSC 5935 - Data Networking

    Credits: 4
    The Internet is the mainstream pathway for data communications today.  The major components studied include both the hardware elements: hubs, switches, bridges, and routers and the major software elements: Five layer TCP/IP stack.  The student will learn about all of these in detail during class and laboratory assignments. 
    Prerequisite(s): CSC 2820  with a C or better or permission of the instructor.
  

  • CSC 5995 - Data Mining

    Credits: 4
    This course is an introduction to Data Mining. The course will discuss data mining primitives, machine learning algorithms and visualization for analyzing very large amounts of data from web, text corpora, biomedical databases and other sources. This course will require significant motivation for project planning, data processing and programming. 
    Prerequisite(s): CSC 2710  and CSC 3810  each with a minimum passing grade of C.

Data Science and Analytics
  

  • DSE 1001 - Foundations of Data Science I

    Credits: 4
    An introduction to data science with an emphasis on developing and reinforcing the appropriate skills to tackle data projects and “think with data.” The course features a series of real-world extended case studies and examples from a broad range of application areas, including business, politics, sports, environmental science, public health, social media, and entertainment. Topics include data curation, data extraction techniques, modern data visualization approaches, and data ethics. This hands-on class will meet in a computer lab; in-class activities will include weekly lab assignments using the statistical software package R/RStudio. No prior knowledge of programming is required. 
    Prerequisite(s): Prerequisite: MTH 1000 , Concepts in Algebra, or placement into math class beyond MTH1000
    Fulfills: STEM in LS Core
  

  • DSE 1002 - Foundations of Data Science II

    Credits: 4
    This course is a continuation of DSE 1001. The course will address data science topics with an emphasis on developing and reinforcing the appropriate skills to tackle data projects and “think with data”. The course features a series of real-world extended case studies and examples from a broad range of application areas, including business, politics, sports, environmental science, public health, social media and entertainment. Topics include statistical foundations, statistical modeling, predictive analytics, unsupervised learning methods and simulation techniques. Statistical programming using R/RStudio computing environment will be utilized in this course. 
    Prerequisite(s): DSE 1001  
    Fulfills: STEM in LS Core
  

  • DSE 2001 - Creating Information Graphics

    Credits: 4
    Data is information. It is gathered both in simple and complex ways. In its raw form, it can be difficult to comprehend. Data visualization is presenting data in visual form (charts, graphs, visual instructions, patterns, videos) to effectively communicate stories. It is both art and science. As an interdisciplinary field, data visualization incorporates statistics, computer science, and graphic design. In this course, these terms are defined, compared, and contrasted. Lecture, discussion reflective writing, group critique, collaboration, and oral presentation are employed throughout the semester. Exercises and projects include, but are not limited to: conducting empirical research for gathering data, learning introductory industry-standard visualizing software, collaborative user-experience design projects, and telling stories through sequential communication. Projects range from charts, maps, and guides to instructional videos and illustrated diagrams to mobile app screens. The course also addresses ethical and social justice questions with its analysis of data questioning who generates it, who owns it, how it is disseminated, who benefits, and why it is important to understand its power in the 21st century. Students are expected to work outside of class to finish projects.
  

  • DSE 2010 - Machine Learning in Data Science

    Credits: 4
    Formerly: DSE3010
  

  • DSE 3001 - Data Mining and Predictive Analytics I

    Credits: 4
  

  • DSE 3002 - Data Mining and Predictive Analytics II

    Credits: 4
  

  • DSE 3760 - Ethics in Data Science

    Credits: 2
  

  • DSE 3820 - Topics in Data Science

    Credits: 4
  

  • DSE 4000 - Data Science Internship

    Credits: 1-4
    An intensive work-study experience co-supervised by the Data Science department chair or internship coordinator and a mentor in the workplace.  Students are placed according to interest in a variety of work settings with local companies.  Number of credits varies with number of hours worked.  
    Prerequisite(s): DSE 1001  and possibly other courses as appropriate to the specific placement.  
    Fulfills: X in LS Core.
  

  • DSE 4710 - Text Mining

    Credits: 2
  

  • DSE 4900 - Data Science Practicum

    Credits: 4

Economics
  

  • ECO 1202 - An Introduction to the Social Life of the Economy

    Credits: 4

    Economics, which is the study of how we manage resources to meet our needs and pursue our goals, is entwined with our everyday lives. This class will approach economics primarily through storytelling. (And will not emphasize theories that are expressed in abstract mathematical language.) We will read several works of creative nonfiction that show us how various people in the contemporary U.S. find or don’t find economic opportunities. We will use descriptive statistics to see how the individual people’s stories we read connect to larger patterns of economic experience. Informed by both narrative and numerical evidence, we will consider our collective choices - through business and government policies -about what kind of economy we want to live in.

     
    Fulfills: SOSC in LS Core.
  

  • ECO 1203 - Principles of Microeconomics

    Credits: 4
    Principles of Microeconomics–is an introduction to the study rational choice, supply, demand, markets, competition, market power, and social welfare.
    Prerequisite(s): MTH 1000  or placing out of MTH 1000 on the math placement tests.
    Fulfills: Economics, Mathematics-Economics and Minor Core Requirements
    Lecture
  

  • ECO 1204 - Principles of Macroeconomics

    Credits: 4
    Principles of Macroeconomics– is an introduction to the study of the economy, as a whole.  The topics examined include national output, economic fluctuations, unemployment, inflation, interest rates, and fiscal and monetary policy.  
    Prerequisite(s): MTH 1000   or placing out of MTH 1000 on the math placement tests.
    Cross-Listed: Business and International Studies
    Fulfills: SOSC in LS Core
    When Offered: Every Semester
    Lecture
    Note: This course is a core requirement for Economics and Mathematics-Economics majors, International Studies Majors and Economics minors. 
  

  • ECO 2201 - Intermediate Micro-Economics

    Credits: 4
    This course focuses on how the price system allocates resources and goods in a manner that maximizes the well- being of society. The optimizing behavior of both producers and consumers is explained and analyzed. Their behavior under the conditions of a perfect market is shown to result in the greatest benefit to society. The breakdown of those conditions such as monopoly, power and/or externalities, is shown to bring less beneficial results. The analytic concepts used to do this are the fundamental tools of the economist.
    Prerequisite(s): ECO 1202   or ECO 1203  
    Fulfills: SOSC in LS Core.
  

  • ECO 2202 - Intermediate Macro-Economics

    Credits: 4
    This course covers national income and employment determination. Various macroeconomic theories and controversies are examined.   Theories of long-run economic growth, cyclical fluctuations, inflation and unemployment are emphasized.  Students learn how economic theory is developed, refined, assessed and extended.  Students learn how economic theory is used to inform policy decisions, and how policy decisions are related to core beliefs and assumptions.
    Prerequisite(s): ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 2225 - Economics of Gender

    Credits: 4
    This course is an exploration of the interplay between gender roles and economic roles in the U.S. Although women’s and men’s paid labor force participation rates are now closer to one another than ever before, a gendered division of labor still characterizes a great deal of both paid work and unpaid work. However, the gendered division of labor differs across cultures and across time. We will draw on theoretical tools drawn from gender studies, economics, and sociology to analyze a selection of historical and contemporary case studies - and use case studies both to illustrate our theories and to test the limits of our theories. We will consider what theory has to say about the causes of and possible policy prescriptions for differences in economic opportunities and outcomes.
    Prerequisite(s): ECO 1203   or ECO 1204   or WGS 1010  
    Fulfills: SOSC, W and D in LS Core.
  

  • ECO 3303 - Sustainable Development

    Credits: 4
    Sustainable development is the study of how economies can develop without depleting their natural resources or overloading the Earth with pollution and waste.  But by the 21st century, this goal is increasingly problematic, as global environmental challenges render the traditional tools of economic development, such as endless economic growth through the market, directly in contradiction with ecological sustainability. This course will study major economic development paradigms critically, from their origins in colonialism and post-colonialism, to the era of fast-paced globalization today, while emphasizing their environmental contexts and impacts. It will examine the traditional issues studied in a development course, such as poverty, inequality, and development economic policies, while seeking to understand their ecological connections and environmental impacts. Finally, it will examine the most current policies, innovations and social movements that may provide solutions to the sustainable development challenge.
    Prerequisite(s): ECO 1203   or ECO 1204   or ESS 1050  
    Fulfills: SOSC in LS Core.
  

  • ECO 3304 - Economics of Education

    Credits: 4
    This course is an exploration of the role of education in economic life and the role of economic constraints and pressures on the pursuit and provision of education. Is education a leveler, a tool in the pursuit of equality of opportunity and/or equality of outcomes? Or does education reinforce social difference? We will consider public K-12 education, early childhood education, and college and university education. We will consider the experiences of students, the decisions of both individuals and societies to commit time and resources to education, and both the private and social returns to education. We will also recognize schools as workplaces and consider the experiences of teachers as workers.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3305 - Ecological Economics

    Credits: 4
    This course introduces ecological economics as a transdisciplinary framework to economic, social, and environmental problem solving.  It covers the theories and insights unique to ecological economics as opposed to other schools of economic thought. It overviews the ecological economic interpretation of standard topics in economics, such as economic growth, concepts of capital, trade and finance. The course considers the various institutions, policies and programs affecting resource use and the impact on environmental quality, such as market-based regulations, government regulations and international conventions. It provides students with a foundation for understanding the current most pressing environmental issues such as global warming and biodiversity loss, resource depletion, etc., and their connection to the economy. Finally, it considers socio-political issues such as distribution and the determination of who bears the costs and who reaps the benefits of environmental degradation.
    Prerequisite(s): ECO 1203   or ECO 1204   or ESS 1050  
    Fulfills: SOSC in LS Core.
  

  • ECO 3306 - International Economics

    Credits: 4
    This class introduces the basics of international economics focusing on international trade, international investment, and international finance.  While we will study the standard models and theories of international economics, we will also study a number of competing, critical theories and perspectives. The course situates the study of international economics in the context of 21st century issues and challenges, including global inequality, environmental challenges, anti-globalization movements, and tensions between the Global North and Global South. It draws upon international political economy, recognizing that international economics does not occur in a vacuum, but is heavily shaped by dominant institutions such as the World Bank, IMF, WTO and large transnational corporations, where policies and rules often reflect unequal power dynamics within countries and also between countries.     
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3307 - Labor Economics

    Credits: 4
    An economic system has to have some way of bringing workers together with tools and resources to produce what the population needs-and then also needs a way to distribute what is produced. In capitalism, labor markets are the primary coordinating mechanism. Workers are paid wages and then they use the money to buy what they need from their own and other employers. We will take a tour through the historical development of the wage labor system in the U.S. We can then apply what we learned about past periods of transition to our analysis of the contemporary destabilizing changes brought by mechanization and globalization.
    Prerequisite(s): ECO 1203  or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3308 - Managerial Economics

    Credits: 4
    This course covers microeconomic concepts relevant to managerial decision making. Topics include: demand and supply analysis, consumer demand theory, demand estimation and forecasting techniques, production theory, cost estimation, breakeven analysis, perfect competition, monopoly, oligopoly, monopolistic competition, long-term investment and risk analysis, government intervention.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3309 - Marxian Economics

    Credits: 4
    Examines Marx’s theory of market capitalism through a close reading of Marx’s key texts, including Capital. Investigates Marx’s economic thought in light of his sources in economics, philosophy and social theory. Compares Marx’s economics and the work of more recent Marxian economists with other contemporary schools of economic thought.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3310 - Money and Finance

    Credits: 4
    Analyzes the structures and behavior of financial and monetary institutions, policy options, and their impact on the economy’s performance. Special attention is given to measurement and theory of interest, financial asset valuation, financial management, the regulation of financial institutions, and markets, the tools and conduct of central banking, and the international money system.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3311 - Public Finance

    Credits: 4
    Examines the economic problems of the government sector in a market economy, the proper scope of government intervention to correct for market failures, rules for decision making in the public sector, and evaluation of public expenditure and tax systems, cost benefit analysis, and the budget problems of state and local government.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 3312 - The History of Economic Thought

    Credits: 4
    There are many important traditions of thought within the discipline of economics and different theorists can look at the same economic events and interpret them differently. This course will focus on traditions of economic thought from western Europe and the US, from the time of the emergence of capitalist (or at least proto-capitalist) market economies to the present. We will read primary texts from as early as the 18th century and as late as the 21st century. We will also read recent scholarship that interprets, critiques, and/or explains connections among those primary texts. We will consider the context in which these economic theories were developed and the content of those theories. By considering multiple theories we will also, necessarily, develop ideas about the activity of theorizing.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC and H in LS Core.
  

  • ECO 3313 - Econometrics

    Credits: 4
    Econometrics deals with the application and theory of statistical and econometric methods to problems in economics. Topics include: basic statistical theory, sampling distributions, simple and multiple regression, hypothesis testing, violations of the basic assumptions, generalized least squares, introduction to simultaneous equation models, chi- square tests and analysis of variances.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: SOSC and Q in LS Core.
  

  • ECO 3314 - U.S. Economic History

    Credits: 4
    Covers selected topics from the pre-colonial period to the end of the 19th century. Includes the transformation of pre- colonialism, “native” economies, the economics of European colonialism, pre-Revolutionary self-subsistence and feudal agriculture, slavery and the slave trade, the transition to capitalism, industrialization with special attention to the Merrimack Valley, the creation of a national market, and the rise of the labor movement.
    Prerequisite(s): ECO 1203  ​  or ECO 1204  
    Fulfills: SOSC or H in LS Core.
  

  • ECO 3315 - Community Economics

    Credits: 4
    Formerly: Urban and Regional Economics
    This course provides students with an overview of community and economic development theory and practice. The course examines  the historical roots, theory and policy contexts of economic and community development and examines how local stakeholders interact to meld economic growth and social equity objectives. The course also introduces the tools needed for the practice of community economic development, including and civic engagement, asset mapping and benchmarking, visioning and strategic planning, and resourcing and implementing community development plans. We conclude with an examination of emerging policy developments offering ‘on the ground’ prospects for integrating community and economic development goals. A major requirement of the course is a team project focusing on local economic development project.
    Prerequisite(s): ECO 1203    or ECO 1204  
    Fulfills: SOSC in LS Core.
  

  • ECO 4001 - Economics Seminar

    Credits: 4
    Students do research in a particular facet of an area in economics. Emphasizes in-depth research, its methods, and presentation of the results.
    Prerequisite(s): ECO 1203  ​  or ECO 1204  
    Fulfills: X in LS Core.
  

  • ECO 4800 - Directed Study

    Credits: 4
    In lieu of a formal course, qualified upper class students, with the approval of the chair, substitute an intensive program of reading under the direction of a member of the department.
    Prerequisite(s): ECO 1203  ​ or ECO 1204  
  

  • ECO 4850 - Economic Research Internship

    Credits: 8
    Student interns are placed in either public or private entities where they assist in applied economic research. They are expected to spend 20 hours per week on site and also are expected to write a research paper under the direction of one of the Economic Department’s faculty members. Available to Seniors with Departmental approval. Majors electing ECO 4850 must take seven additional Economics courses.
    Prerequisite(s): ECO 1203   or ECO 1204  
    Fulfills: X in LS Core.

Education
  

  • CFC 1000C - Community Development

    Credits: 4

    This course explores the theory and practice of community development, from both the macro perspective of structural, institutional, and governmental policies and practices and the micro perspective of individual, group, and neighborhood perspectives. The course will address key issues such as neighborhood revitalization, community engagement and organizing, systemic and structural inequities, models of community change, and strategies of citizen empowerment. Emphasis will be placed on a strengths-based approach, valuing the role of individuals and community-based organizations in the process of community development in the context of the social, economic, historical, and political aspects of development. 

     
  

  • CFC 2120C - Family and Community Engagement

    Credits: 4
    This course reviews the literature and research from many disciplines to understand the concepts, principles, theory and practices of family and community engagement. These will be examined for implementation in the PreK- 12 schools and communities.  Skills and strategies for building systematic, integrated, and comprehensive relationships and effective partnerships will be explored. Students will develop an understanding of diverse contexts and ethics when working with families, children, communities, and PreK - 12 schools.
  

  • CFC 3510C - Social Issues and Policies

    Credits: 4

    This course provides an overview of local, state, and national policies impacting communities and families living in them.  Topics covered in this course are policy analysis, review of social welfare program eligibility, primary and secondary services, and the agencies providing them.  Current events and policies related to economic and political initiatives are discussed in terms of their impact on the delivery of services in both the private and public sectors.   Students will investigate the roots of policies and how they might impact or hinder contributions to individuals and families in the community.

     
  

  • CFC 4510C - Financial Management, Planning and Accountability in Programs for Children and Families

    The course will examine the principles and core competencies of financial management and their application in a variety of early education settings, public, profit, nonprofit. Students will explore the relationship between financial management and a quality program for children, families, and staff.  Administrative and legal policies related to budget planning, monitoring, and analysis, financial report development; insurance, marketing, grant writing, fund raising, and outreach strategies are studied.  Computerized programs of financial management will be explored.
  

  • CFC 4520C - Leadership and Human Resource Development

    Credits: 4

    The course is designed to prepare and improve the early childhood professional for leadership roles in their practice. Through research and practical application, students will develop the knowledge, skills, and competencies in leadership and human resource development to create and guide teams in continuous quality improvement. Focus is on (a) the roles and responsibilities of leadership to enhance critical thinking for evaluating initiatives, programs, and personnel and (b) to guide human resource and development practices, policies and systems built on the norms of ethical conduct, equity in interactions, and values of cultural diversity. Topics include current theories and models of leadership and leadership development; communication and interpersonal skills and conflict resolution; supervisor development; legal issues related to human resources; empowerment; motivational leadership; mentoring and coaching; initiating and implementing change; recruiting, interviewing and selecting staff; guiding principles, strategies, and tools for evaluation and assessment; reflection methods; and models of professional development for staff.

     
  

  • CFC 4900C - Community Based Capstone

    Credits: 4
    The capstone is a culminating experience providing students with the opportunity for active participation and engagement in the culture of a community-based organization. Learning outcomes will be demonstrated through involvement in the community, action research to develop a meaningful understanding of community issues and concerns, and critical reflections on experiential learning.  Through activities and experiences mutually negotiated between academic and community partners, the student will address identified community needs and foster their growth in civic responsibility.  The seminar is for further research and reflection in their community engagement experiential learning. The course instructor will guide the students in research on relevant course content and reflection on their community-based experience.
  

  • EDU 2110 - Foundations and Principles of Education

    Credits: 4
    An introduction to the social and philosophical principles which have shaped educational thought and practices viewed in historical perspective; the challenge of modern education in our urban, suburban, technological, and mobile culture; the professional, legal, and community responsibilities of the teacher; organization of the American school system; contemporary issues in education. Close examination of the social context of schooling will be included.
  

  • EDU 2210 - Child Growth and Development

    Credits: 4
    This course will introduce students to theories and principles of child development. The course will address the application of such theories to practice, examining the biological, cognitive social, and emotional changes associated with development, from early childhood through late childhood. Students will engage in an experiential learning project to further gain understanding of how children develop.  Three hours a week.
    Prerequisite(s): EDU, HDHS, or NUR students; HDE 1000  
    Fulfills: SOSC and X in LS Core
  

  • EDU 2310 - Introduction to Early Childhood Education

    Credits: 4
    This course will focus on an understanding of early childhood care and education.  Students will be introduced to the importance of individual and cultural variations in growth and development of the young child.  Topics also include curriculum and pedagogy for program quality to support children’s learning.
  

  • EDU 2410 - The Exceptional Learner

    Credits: 4
    This course provides an overview of the inclusive classroom and an introduction to special education. Students will gain an understanding of the challenges that students with exceptionalities encounter.   The class will explore topics including:  how disabilities are identified: the roles and responsibilities of the general education and special educators in the inclusive classroom;  what necessary steps are taken to refer students for evaluations in the special education process: characteristics of students with disabilities: general issues of evaluation approaches: and, research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions. Classroom differentiation strategies for the gifted student will also be introduced.  State and federal laws as well as an overview of local and national support agencies are also reviewed.
    Prerequisite(s): Early Childhood, Elementary Education, and Moderate Disabilities concentrations only, or by permission of the department chair.
  

  • EDU 2500 - Pre-Practicum I

    Credits: 0
    Pre-practica are field-based experiences that prepare TCs to become effective educators.  Pre-Practicum I is an introductory level sequence of experiences in which the TC observes the dynamics of a school community - including but not limited to SP roles and responsibilities, students’ interactions with peers and educators, and the connections between parents, teachers, and other school representatives. TCs will reflect on their own knowledge and skills as they continue to development within their coursework and practicums. (30 hours minimum required)
  

  • EDU 2510 - Pre-Practicum II

    Credits: 0
    Pre-practica are field-based experiences that prepare a TC to become an effective educator. Pre-Practicum II is the intermediate level in the sequence of experiences in which the TC observes the dynamics of a school community - including but not limited to SP roles and responsibilities, students’ interactions with peers and educators, and the connections between parents, teachers, and other school representatives. This pre-practicum provides opportunities for the TC to assist in the classroom, explore curriculum development, and practice teaching approved lessons (30 hours minimum required).
    Prerequisite(s): EDU 2500  
  

  • EDU 2520 - Pre-Practicum III

    Credits: 0
    Pre-practica are field-based experiences that prepare Teacher Candidates (TC) to become effective educators. Pre-Practicum 3 is the advanced level in the sequence of experiences in which the Teacher Candidate (TC) observes the dynamics of a school community - including but not limited to Supervising Practitioners’ (SP) roles and responsibilities, students’ interactions with peers and educators, and the connections between parents, teachers, and other school representatives. The advanced level provides the Teacher Candidate (TC) with experiences to assist in the classroom and plan, implement, and assess three lessons that have a positive impact on student learning. (60 hours minimum required)
    Prerequisite(s): EDU 2500   and EDU 2510  
  

  • EDU 3050 - Early Childhood Education Curriculum, Instruction, & Assessment

    Credits: 4
    This course will explore underlying theories utilized in designing early childhood curriculum, instruction, and assessment.  The students will develop strategies that apply these theories to lesson development and program curriculum mapping.  The content of the course will establish the strong connections between instruction, assessment, and student success.  Additionally, students will incorporate concepts of play and developmentally appropriate practices, activities, and resources that reflect diversity of children and support child development around cognitive, social, emotional and physical health domains. 
    Prerequisite(s): EDU 2210  
  

  • EDU 3200 - Language Acquisition and Social Processes

    Credits: 4
    This course will examine all facets of language acquisition and usage from the perspective of neo-classical educational linguistic theory. The writings of renowned linguists (Chomsky, Whorf, Goodman, Thomason, Fishman, deSaussure, Bernstein, Spolsky, et al.) will be explored and applied to both modern and postmodern views of language. Issues of communication, policy, power, knowledge, dominance, conflict, gender, socioeconomic status, and bilingual education will be discussed, especially as those issues impact the success, or failure, of students in the U.S. public school system. This course will also address how children learn a first or second language.  A field project will be required.
  

  • EDU 3210 - Psychology of Learning and Assessment

    Credits: 4
    This course will focus on the general principles of the psychology of learning. There will be special attention paid to assessment techniques. The psychology of learning and assessment will be studied from an applied perspective. We will also consider the impact of social emotional development on the context of classrooms and schools. This course will also include an introduction to testing and measurement. An action research/workshop project will be a cornerstone feature of this course.
    Prerequisite(s): EDU 2210  (for Elementary Education) or HDE 2230  (for Middle or High School Education)
    Fulfills: X in LS Core
  

  • EDU 3300 - Administration of Early Childhood Programs

    Credits: 2
    This course prepares prospective directors to administer and manage a childcare center or out-of school program. Content provides a foundation in organizational management to guide the instructional practices of teachers and support staff and establish systems for program functioning. Students will understand the director’s leadership responsibilities, professionalism, and the role of personal awareness and reflection. Topics include state requirements and compliance standards for licensing, QRIS and NAEYC standards, legal and fiscal management, staffing of programs, personnel selection, training and supervision staff, program operations and facilities management, and family and community connections.
  

  • EDU 3310 - Teaching Reading and Language Arts

    Credits: 4
    This course will study the various components of the Language Arts: Listening, speaking, and reading and writing skills. The course examines recent research and theoretical foundations for reading instruction to gain knowledge and understanding of the current methodology and appropriate curriculum materials for the teaching of reading at the various developmental levels. This course includes the study of Bilingual Education/Biliteracy/ELL and multiculturalism. It also helps to prepare students for the required MTEL exams, particularly Foundations of Reading.
  

  • EDU 3340 - Teaching Mathematics & Technology

    Credits: 4
    This course is designed to enable prospective elementary school teachers to teach mathematics efficiently and effectively to diverse student populations. Prospective teachers will learn how to develop and coordinate learning objectives, assessment techniques, and instructional methodologies according to the psychological principles of how children learn mathematics. Attention will be given to teaching recommendations from the National Council of Teachers of Mathematics as well as the professional standards for teaching determined by the Massachusetts Department of Elementary and Secondary Education.
  

  • EDU 3360 - Teaching Science, Health & Physical Education

    Credits: 4
    This course examines how children learn science and how teachers facilitate that learning. Science is essential in the elementary classroom, where key science learning goals can inspire and support students as they utilize their ELA and Mathematics skills to work through investigations connected to their lives.  This course will focus on science as a “practice” as encouraged by the MA Science, Technology and Engineering Framework. This course will involve collaboration with the Wetherbee School in LPS.  Preservice teachers will design and teach 4 lessons with students; working together to develop strong interdisciplinary lessons that build on their students’ understanding.  Health issues and physical education strategies related to elementary students will also be addressed.
  

  • EDU 3380 - Organization and Curriculum of the Middle School

    Credits: 4
    This course provides students with an introduction to the philosophy, organization, development and implementation of middle school courses of study. Special emphasis will be placed on the socio-cultural context of teaching in the contemporary American middle school. Examination of contemporary middle school curricula, instructional techniques and issues in assessment of student learning will also be included. Ample class time will also be devoted to in-depth discussion of classroom management, special or alternative scheduling models, and current thinking on the teaching and learning process.
  

  • EDU 3420 - Instructional Methodologies and Technology for Middle & Secondary Education

    Credits: 4
    Through an integration of conceptual presentation and hands-on learning learners will develop competence for the secondary school level (7-12) in long-term course planning, lesson plans, teacher-centered and student-centered instructional methods, learning styles, engaging students in learning, test construction, assessment and evaluation, classroom management, and learning climate. In each of these areas there will be an exploration of the role of instructional technology in fostering student success. Demonstration classes by the student will be required. Coursework will integrate the expectations for teaching found in Curriculum Frameworks and Instructional Technology Standards.
    Fulfills: X in LS Core
  

  • EDU 3480 - Curriculum and Content Specific Pedagogical Methods

    Credits: 4
    Through an integration of conceptual presentation and hands-on learning, learners will develop competence for the secondary school level (7-12) in long-term course planning, lesson plans, teacher-centered and student-centered instructional methods, learning styles, engaging students in learning, test construction, assessment and evaluation, classroom management, and learning climate. In each of these areas there will be an exploration of the role of instructional technology in fostering student success. Demonstration classes by the student will be required. Must be taken alongside pre-prac I. Coursework will integrate the expectations for teaching found in Curriculum Frameworks and Instructional Technology Standards. This course is updated to include content from EDU 3420.
  

  • EDU 4020 - Assessments in Special Education

    Credits: 4
    Students will examine the role assessment plays in the identification of a disability to the IEP development and classroom and assistive technology accommodations necessary for students with disabilities to access the general education curriculum.  The focus of the course is on report writing and IEP development based on assessment application and analysis. This course will also investigate federal and state regulations regarding mandated timelines for completion of the eligibility determination process.  Further, the role of outside agencies will be identified in the IEP development process.
    Prerequisite(s): EDU 2410  and Moderate Disabilities concentrations only.
  

  • EDU 4040 - Reading in the Content Areas

    Credits: 2

    This course will focus on the importance of reading and digital literacy across the secondary curriculum. Theories of reading and techniques for improving student reading and comprehension skills will be explored alongside theories and strategies for improving students’ digital literacy skills. Four-hours per week.

    Co-requisite: EDU 2510 PrePracticum II. Must be taken in the same semester as EDU 4050 , EDU 4060 , EDU 4100 , EDU 4120 , EDU 4140 , or EDU 4160 .
  

  • EDU 4050 - Special Methods for the Middle School

    Credits: 2
    This course will focus on methods and materials for Middle School teaching (5-8). Topics to be examined include appropriate teaching strategies and approaches for addressing the middle school age student needs as well as the design of an effective middle school curriculum. Developments in curriculum materials, and innovations, current and planned, in the area of middle school teaching will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4050 must be taken in the same semester as EDU 4040 .
  

  • EDU 4060 - Special Methods for the Secondary School - Special Methods in Subject Fields - Special Methods of Teaching English gr. 8-12

    Credits: 2
    The emphasis is on the adaptation of general methods to the particular subject area and the development of the individual skills and techniques required in the subject field. Developments in curriculum materials, and innovations, current and planned, in the specific teaching subjects will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4060 - EDU 4160  must be taken in the same semester as EDU 4040 .
    Fulfills: X in LS Core
  

  • EDU 4100 - Special Methods for the Secondary School - Special Methods in Subject Fields - Special Methods of Teaching Social Science gr. 8-12

    Credits: 2
    The emphasis is on the adaptation of general methods to the particular subject area and the development of the individual skills and techniques required in the subject field. Developments in curriculum materials, and innovations, current and planned, in the specific teaching subjects will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4060  - EDU 4160  must be taken in the same semester as EDU 4040 .
    Fulfills: X in LS Core
  

  • EDU 4120 - Special Methods for the Secondary School - Special Methods in Subject Fields - Special Methods of Teaching Mathematics gr. 8-12

    Credits: 2
    The emphasis is on the adaptation of general methods to the particular subject area and the development of the individual skills and techniques required in the subject field. Developments in curriculum materials, and innovations, current and planned, in the specific teaching subjects will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4060  - EDU 4160  must be taken in the same semester as EDU 4040 .
    Fulfills: X in LS Core
  

  • EDU 4140 - Special Methods for the Secondary School - Special Methods in Subject Fields - Special Methods of Teaching Science gr. 8-12

    Credits: 2
    The emphasis is on the adaptation of general methods to the particular subject area and the development of the individual skills and techniques required in the subject field. Developments in curriculum materials, and innovations, current and planned, in the specific teaching subjects will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4060  - EDU 4160  must be taken in the same semester as EDU 4040 .
    Fulfills: X in LS Core
  

  • EDU 4160 - Special Methods for the Secondary School - Special Methods in Subject Fields - Special Methods of Teaching Modern Languages gr. 5-12

    Credits: 2
    The emphasis is on the adaptation of general methods to the particular subject area and the development of the individual skills and techniques required in the subject field. Developments in curriculum materials, and innovations, current and planned, in the specific teaching subjects will be explored. Observation of selected school classes and demonstration lessons by the student will be required as part of Special Methods. EDU 4060  - EDU 4160 must be taken in the same semester as EDU 4040 .
    Fulfills: X in LS Core
  

  • EDU 4220 - Differentiation & Instruction

    Credits: 2
    This course will review current practices in differentiated instruction for children at all ability levels. The major areas to be covered in this course will include the characteristics and needs of typically developing children and those with communication problems, visual and hearing impairments, physical and health-related challenges, intellectual disabilities, learning disabilities, gifted and talented attributes, and emotional and behavioral disorders.
  

  • EDU 4221 - Positive Learning Environments and Behavior Interventions

    Credits: 2
    This course emphasizes the importance of creating and maintaining a safe and collaborative learning environment for all students. Preservice teachers gain knowledge and skills to employ a variety of strategies to assist students in developing social and emotional self-regulation skills and responsible decision making. The course also focuses on valuing diversity and motivation for students to take academic risks and challenges and establish and maintain effective routines and procedures that promote positive student behavior.
  

  • EDU 4320 - Teaching Social Studies

    Credits: 2
    The course content will address various aspects of social studies education such as global awareness, cultural diversity, the development of geography skills and the planning and implementation of social studies units. The needs of bilingual, ELL and special needs students in these curriculum areas will be studied. In each area there will be a focus on the methodology, materials and theoretical foundations for the specific curriculum scope and sequence. Students will be required to develop instructional folders for each curriculum area. EDU 4320 must be taken in the same semester as EDU 4340 - Children’s Literature .
  

  • EDU 4340 - Children’s Literature

    Credits: 2
    This course addresses children’s and young adult literature and literary techniques, as well as basic principles and concepts in the teaching of visual and performing arts to children. Included are genre characteristics and identification, recognition of quality literature, and artistic elements of illustration. Students will apply essential skills unique to teaching each art form - dance, music, theatre, visual arts - to children and the integration of these into other disciplines. EDU 4340 must be taken the same semester as EDU 4320 .
  

  • EDU 4480 - Critical Education: Theory, Literacy, and Pedagogy

    Credits: 4
    This course will examine the modern and postmodern “critical” movements in the field of Education. Special emphasis will be placed on the three most well-known areas of critical education - theory, literacy, and pedagogy. Writings/ideas of prolific researchers/theorists/activists will be a significant part of the course. Examples will be drawn from a variety of text and journal resources as well as from the lived schooling experiences of students enrolled in the class. Included in this course will be an exploration of why schools are a critically important reflection of broader societal, political and socioeconomic concerns and conditions.
  

  • EDU 4500 - Language Acquisition and Literacy Development

    Credits: 4
    This course will focus on acquisition of key language components, namely phonology, morphology, syntax, semantics, and pragmatics. Students will gain an appreciation for the phases of language development and will understand the reasons for dysfunction and its effect on overall school achievement. There will be a thorough examination of mild to moderate language disability, its causes, and successful interventions strategies. In addition to language acquisition, we will also examine the design and modification of literacy curriculum and instructional materials, as well as general education classroom environments, for students with moderate disabilities.  
    Prerequisite(s): EDU 2410  
  

  • EDU 4582 - Sheltered English Instruction

    Credits: 4
    This course will assist teachers in preparing to effectively design content instruction for English Language Learners (ELLs) to achieve academic success as they prepare for their futures in the 21st century global economy. Effective research-based strategies will be practiced and analyzed, and students will have opportunities for feedback and reflection. Upon successful completion of this course, participating teachers will receive Sheltered English Immersion (SEI) endorsement. An overall course grade of C or better is required to be eligible for the SEI Teacher Endorsement. All core academic teachers responsible for the education of one or more English Language Learners in public schools are required to earn SEI Teacher Endorsement.
    Prerequisite(s): Faculty consent required.
  

  • EDU 4683 - Gender and Education

    Credits: 4
    How does gender affect our experiences with education? What educational environments support the growth and development of students of all genders? What difference does gender make with respect to teaching and learning, and both inside and outside of the classroom engagement? These questions are central to understanding the role that gender plays in education. This course will examine educational theory, practice, and policy through the lens of gender identity and equity across the K-16 spectrum, and will focus on development of gender-inclusive environments. This class is cross-listed in Women’s and Gender Studies for both graduates and advanced undergraduates.
  

  • EDU 4800 - Directed Study

    Credits: 4
    In lieu of a formal course, qualified upper class students may, with the approval of the chair, substitute an intensive program of reading under the direction of a member of the department.
  

  • EDU 4810 - Directed Research

    Credits: 4
    In lieu of a formal course, a student may, with the approval of the chair, pursue an intensive program of research under the direction of a member of the department.
  

  • EDU 4900 - Practicum - Moderate Disabilities

    Credits: 12
    The culminating experience for the teacher preparation program is a 450 hour field based practicum and co-requisite seminar.  During the practicum, teacher candidates (TC) must successfully complete the Candidate Assessment of Performance process (CAP) in order to complete the teacher preparation program.  The CAP assesses a TC’s readiness in relations to the Professional Standards for Teachers (PSTs). CAP parallels the Massachusetts Educator Evaluation system in order to better prepare TCs and ensure that they are ready to be effective on day one. It measures the TC’s practice across a range of key indicators as outlined in the Guidelines for the Professional Standards for Teacher and supports them in improving their practice based on the results.  Teacher of Students with Moderate Disabilities (for PreK-8) are required to complete 450 hours in an inclusive general education setting or 112 hours in an inclusive general education setting and 338 hours in a separate or substantially separate setting for students with moderate disabilities.  
    Prerequisite(s):
    • EDU 2500  
    • EDU 2510  
    • EDU 2520  
    • 3.0 GPA in program
    • successful completion of all related MTELs
      • Communications and Literacy (01) - Reading sub-test
      • Communications and Literacy (01) - Writing sub-test
      • General Curriculum (03) - Math sub-test
      • General Curriculum (03) - Multi-Subject sub-test
      • Foundations of Reading (90)
    • positive PDQs
    • approval from the TEP committee

    Corequisite(s): EDU 4920  or EDU 4921  
    Fulfills: X in LS Core
  

  • EDU 4901 - Practicum - Middle Schools

    Credits: 12
    The culminating experience for the teacher preparation program is a field based practicum. During the practicum, students demonstrate competency in the Massachusetts Department of Elementary and Secondary Education (ESE) Professional Standards for Teachers (PST) and Subject Matter Knowledge (SMK) standards under the direct supervision of a licensed Supervising Practitioner and Program Supervisor. Students will continue to develop the knowledge, skills, and dispositions necessary to effectively apply the standards and demonstrate through direct teaching.
    Prerequisite(s):
    • EDU 2500   
    • EDU 2510  
    • EDU 2520  
    • 3.0 GPA in program
    • successful completion of all related MTELs
      • Communications and Literacy (01) - Reading sub-test
      • Communications and Literacy (01) - Writing sub-test
      • Subject-specific MTEL
    • positive PDQs
    • approval from the TEP committee

    Corequisite(s): EDU 4920    or EDU 4921  
    Fulfills: X in LS Core
  

  • EDU 4902 - Practicum - Secondary Schools

    Credits: 12
    The culminating experience for the teacher preparation program is a field based practicum. During the practicum, students demonstrate competency in the Massachusetts Department of Elementary and Secondary Education (ESE) Professional Standards for Teachers (PST) and Subject Matter Knowledge (SMK) standards under the direct supervision of a licensed Supervising Practitioner and Program Supervisor. Students will continue to develop the knowledge, skills, and dispositions necessary to effectively apply the standards and demonstrate through direct teaching.
    Prerequisite(s):
    • EDU 2500  
    • EDU 2510  
    • EDU 2520  
    • 3.0 GPA in program
    • successful completion of all related MTELs
      • Communications and Literacy (01) - Reading sub-test
      • Communications and Literacy (01) - Writing sub-test
      • Subject-specific MTEL
    • positive PDQs
    • approval from the TEP committee

    Corequisite(s): EDU 4920   or EDU 4921  
    Fulfills: X in LS Core
  

  • EDU 4903 - Practicum - Elementary Schools

    Credits: 12
    The culminating experience for the teacher preparation program is a 450 hour field based practicum and co-requisite seminar.  During the practicum, teacher candidates (TC) must successfully complete the Candidate Assessment of Performance process (CAP) in order to complete the teacher preparation program.   The CAP assesses a TC’s readiness in relations to the Professional Standards for Teachers (PSTs). CAP parallels the Massachusetts Educator Evaluation system in order to better prepare TCs and ensure that they are ready to be effective on day one. It measures the TC’s practice across a range of key indicators as outlined in the Guidelines for the Professional Standards for Teacher and supports them in improving their practice based on the results.
    Prerequisite(s):
    • EDU 2500 
    • EDU 2510
    • EDU 2520
    • 3.0 GPA in program
    • successful completion of all related MTELs
      • Communications and Literacy (01) - Reading sub-test
      • Communications and Literacy (01) - Writing sub-test
      • General Curriculum (03) - Math sub-test
      • General Curriculum (03) - Multi-Subject sub-test
      • Foundations of Reading (90)
    • positive PDQs
    • approval from the TEP committee

    Corequisite(s): EDU 4920 or EDU 4921 
    Fulfills: X in LS Core
 

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