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2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Criminology |
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CRM 5010G - Police, Courts and Corrections Credits: 4
This foundational course will consider the origins, the evolution, and the continuing refinement and development of the component segments (law enforcement, the courts, and the corrections system) of the criminal justice system in the United States. The organicity and dynamism of the system of criminal justice will be deconstructed in a framework of critical analysis that will examine the history and the legacy of the oppression of underclass populations by this system and the ways in which the manifestations and remnants of that history inform contemporary criminal justice practice. Students will investigate and interrogate discrimination, racism, and the brutality directed toward “otherized” populations in our corrections system, in law enforcement, and in the courts in order to consider and propose meaningful change strategies that will alleviate systemic inequality and injustice. This course is cross-listed for both graduates and advanced undergraduates.
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CRM 5020G - Public Policy, Crime, and Criminal Justice Credits: 4
This course will provide an overview of the means through which criminal justice policy is envisioned, developed, and implemented in the United States. Political considerations as well as research and evidenced-based practice will be investigated and interrogated. The frequent disconnect between the intended objectives and goals of criminal justice policy from conception to street-level implementation will also be considered and questioned. Criminal justice policies relating to immigrations issues, homeland security, law enforcement practices in communities of color, the “War on Drugs,” “stop and frisk,” gang-related enforcement, intimate-partner violence, sex offenders, and “community policing” (and others) will be critically examined and evaluate. Students will identify and articulate the means by which elected and appointed officials, activist groups, and the media inform, shape, and often establish policy in the criminal justice arena. Policies that relate to juvenile crime and juvenile institutions, sex crimes and sex offenders, capital punishment, “Three Strikes” laws, restorative justice, terrorism and cybercrime, as well as contemporary policing and police organizations, will all be carefully considered, surveyed, examined, and investigated. This course is cross-listed for both graduates and advanced undergraduates.
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CRM 5030G - Criminal Justice Administration and Management Credits: 4
This course will provide students with an overview of various criminal justice organizations from the perspective of management and leadership. Students will be tasked with understanding the makeup of organizations, and how the mission drives the organization. The topics discussed will focus on budget preparations, grant writing, human resources, and professional development in the workplace. The final assessment will require students to prepare to apply for a senior level management position, including completing a mock oral board.
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CRM 6001G - Applied Criminology Credits: 4
Applied Criminology allows students to examine how criminological theories and research methods are put into practice in real world settings. The course provides students with a background in the scholarly literature and data on the etiology of crime and encourages them to apply this knowledge to criminal justice policies designed to reduce crime. The class will also address the efficacy of criminal justice policies currently being used to reduce crime. Students will focus on how the criminology studied in academia is, or should be, used to solve real crime problems and address criminal justice issues.
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CRM 6003G - Girls, Women, and Crime Credits: 4
This course explores research and literature from criminology and criminal justice, social history, sociology, feminist legal theory, and popular culture to address issues of girls, women, crime, and both informal and formal methods of social control. Girls’ and women’s experiences with crime and social control can be understood only within the context of cultural definitions of femininity. This course will also examine the intersections of gender, age, race, socioeconomic status, mental illness, disability, and sexuality and how these statuses interact within the juvenile and criminal justice systems. The theoretical perspective known as intersectionality recognizes that people are placed at interlocking disadvantages and advantages due to where they are located in the social structural hierarchy, all of which in turn affect experiences and outcomes in justice systems.
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CRM 6010G - Prison, Incarceration, and the Treatment of Convicted Persons Credits: 4
This course is designed to allow students to examine relevant legal and social policy issues concerning the corrections system in the United States, a system characterized by having among the highest rates of incarceration in the world. Students will survey the history, the philosophy, and the ideology that underlie the prison apparatus as presently administered at the federal, state, county, and local level. The probation, parole, and community corrections systems and their respective roles in the corrections system will be critically analyzed in an effort to evaluate current and future best practices. The inmate experience and subsequent prisoner reentry and reintegration practices and policies will be reviewed with particular attention given to the experiences of women, minorities, and juveniles in the corrections system.
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CRM 6020G - Civil Rights and Civil Liberties in the Era of Homeland Security Credits: 4
This course will explore the means by which law enforcement at the federal, state, and local levels has used (and continue to use) technology and other intrusive means to monitor, surveil, record, and disseminate information about individuals and groups that may be violative of civil rights and civil liberties protections. In the aftermath of the September 11, 2001 terrorist attacks on the World Trade Center towers and the Pentagon, much of the efforts of the law enforcement apparatus in the United States have been directed toward the maintenance of “social control” of populations that government agents deem suspicious or untrustworthy. This “panoptic” and ubiquitous monitoring of public and private spaces often goes on without public and community awareness, consent, or input. Government efforts to control, to infiltrate, and to “watch” underclass and suspect individuals and groups is often at odds with rights guaranteed under the First, Fourth, and Fourteenth Amendments to the Constitution and students will investigate, interrogate and critically analyze the processes that government actors employ in the quest to maintain the security of the “homeland.”
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CRM 6030G - Privacy and Surveillance in the Information Sharing Environment Credits: 4
From security legislation instituted after September 11, 2001 to increased sharing of information via social networking sites such as Facebook, contemporary understanding of privacy and security is changing, sometimes at an alarming rate (as evidenced by the NSA leaks and reform in the past few years alone). This course delves into the complicated relationship between surveillance, privacy, and freedom in the security context. Students will examine the current understanding of these evolving concepts, the tradeoffs society makes for security, and whether these tradeoffs result in increased security. Students will discuss philosophical perspectives, technological developments, and institutional changes that surround controversies about privacy and surveillance in contemporary society. The course also allows for an exploration of public and private institutions conducting surveillance, how they calculate and manage risk, and the legal constraints on surveillance activities.
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CRM 6500G - Graduate Internship and Field Placement Credits: 2-4
Internships and field placements give graduate students the opportunity to obtain the necessary skills and confidence to thrive in a professional criminal justice agency or organization. By integrating theory, research, policy, and practice, a graduate internship will prepare students for their future career by exposing them to meaningful work experiences and enhancing their leadership, critical thinking, and problem solving skills. Graduate students will be required to participate in both real-world field experiences and an academic component supervised by a member of the Criminology and Criminal Justice faculty. In addition, graduate students must also produce a final paper that integrates their field experiences with theory, research, and criminal justice policy and present their work to faculty and fellow students at the conclusion of their field placement.
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CRM 7001G - Advanced Research Methods and Evaluation Credits: 4
This course focuses on the research designs most often used in evaluating the effectiveness of criminal justice policies and programs. Emphasis will be placed on experimental and quasi-experimental designs, questionnaire and scale development, and data collection methods in applied settings. Applications to police, courts, corrections, and crime prevention programs will be examined. Upon completion of this course, students will be able to successfully design their own research and execute evaluations in a variety of criminal justice agencies.
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CRM 7002G - Crime Ethnography Credits: 4
This course will focus on how qualitative fieldwork and analysis are used in the study of crime. We will explore the varied ethnographic methods utilized by social scientists, with a primary focus on participant observation and intensive interviewing.
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CRM 7003G - Race, Ethnicity, and Social Control Credits: 4
This course examines the historical and contemporary connections between race, ethnicity, and social control (both formal and informal). The politics and culture surrounding race and ethnicity are fundamental to the criminal justice system in the United States and elsewhere. The course will explore how racial inequality is connected to the legislative process, patterns of punishment, and public attitudes toward crime control. In the age of mass incarceration, three-strikes laws, and mandatory minimum sentencing, students will consider the ways that understandings of crime and criminal justice not only respond to inequality, but also help perpetuate inequality. The course will also explore the ways in which issues of class, race, gender, and sexuality inform the perspective(s) of the criminal justice, social, legal, or medical services practitioner in his/her delivery of services. The standpoint and worldview of the recipient(s) of the myriad police imprint, in most situations the subaltern: the underclass, the working poor, ethnic others, immigrant adults, and children, asylum seekers, people of color, women, and non-heterosexuals, will be examined and deconstructed. Students will be brought to an understanding as to the position of cultural ideology, (that of the practitioner and the client class), in affecting the spectrum of the criminal justice, social service, medical and legal service delivery apparatus.
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CRM 7004G - Juvenile Justice and the Legal Rights of Children Credits: 4
This course is designed to allow students to examine relevant legal and social policy issues concerning children who are involved in the justice system, as well as their families, caregivers, human service workers, teachers, and advocates. Students will explore current child-centered practices for communities and the legal system that have proven to be effective strategies for ensuring the welfare of children and their families. Through the reading of personal narratives and essays, as well as a review of relevant academic materials and applicable laws, students will arrive at an understanding as to how race, ethnicity, class, and gender affect treatment and service delivery by the social service and justice systems. The course is designed for students interested in working in juvenile justice settings or students interested in working with youth populations that may experience contact with the justice systems. Students may have the opportunity to observe the juvenile justice system first hand by attending a juvenile court session, visit a correctional facility for adjudicated delinquents, and hear directly from those who work with at-risk youth and families.
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CRM 7005G - Applied Multivariate Data Analysis Credits: 4
This course introduces students to multivariate data analysis techniques in criminology and criminal justice. Students will learn to use Statistical Package for the Social Sciences (SPSS) software and apply statistical techniques to real data sets. Selecting data analysis techniques to appropriately answer research questions and interpretation of regression output will be emphasized. Students will develop valuable skills in interpreting statistical results presented in government reports and scholarly research articles.
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CRM 8000G - Graduate Directed Study Credits: 4
Qualified graduate students may, with the approval of the program director, enroll in a directed study that fulfills the requirements of a course in the program. The course will be tailored specifically to the interest of the student. The student will be responsible for completion of in-depth work sufficient to warrant the credits assigned. The project will involve the completion of a literature review, research proposal, and presentation. Students may take a variety of different approaches to the completion of this individualized project, including an empirical study related to crime, a justice policy analysis, or a needs assessment of a criminal justice program. This directed study may prepare students for the capstone seminar.
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CRM 8900G - Capstone Seminar: Theoretical Application and the Professional Practice Credits: 4
This capstone course will be the final course in the eight-course graduate curriculum sequence. This course offers students an opportunity to integrate knowledge of criminological theory and criminal justice policy with the research skills gained while working toward completion of the graduate degree. Students will undertake an original research project that will relate directly to their intended area of engagement in the professional practice. Students will investigate theoretical foundations and analyze their applications to a particular discipline in the criminal justice profession. Successful completion of this course requires students to submit a manuscript length paper and participate in the graduate research colloquium or another forum for public dissemination.
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Data Science |
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DSE 6111G - Predictive Modeling Credits: 4
This course offers students an introduction to the basic concepts and applications of predictive analytics, which is a broad domain of data analytical practice focused on developing forward-looking statistical estimates. The course begins with an overview of predictive and prescriptive analytics, followed by immersion in statistical prediction related multivariate statistical concepts, including an in-depth discussion of commonly used types of multivariate predictive models, all focused on strengthening students’ comprehension of core statistical notions, including variable types, statistical learning, statistical regression and classification, non-linear modeling, and tree based estimation. The second part of the course focuses on hands-on applications of model fitting and evaluation using programming applications in R or Python.
Prerequisite(s): Grade of B or higher in DSE 5021G , Foundations of Statistical Analysis.
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DSE 6211G - Machine Learning Credits: 4
This course offers students and introduction to the fundamentals conceptual, operational and experiential aspects of machine learning, or broadly defined algorithmic capability to manipulate, process, amend & analyze data using appropriate applications. This is an introductory course, designed to endow students with the foundational theoretical and experiential knowledge of automated pattern detection approaches focused on four key outcomes of categorization, prediction, identification and detection, and further framed within the confines of supervised and unsupervised learning. The course is meant to offer an overview of this highly complex and rapidly evolving field; as such, it focuses on established approaches, key developmental trends, and hands-on applications of select techniques.
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DSE 6311G - Data Science Capstone Credits: 4
This course is the culmination of students’ learning - its intent is to offer students opportunities to apply the knowledge acquired in the program, in a directed, hands-on setting. As such, the course is a practicum built around solving applied industry data analytical problems, using available raw data. While substantial data processing, preparation, and outcome estimation guidance is offered throughout the course, the course does not encompass formal lectures, pre-determined assignments or examinations; instead, student’s performance in the Capstone course is based solely on successful completion of an assigned, student-specific project.
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Data Science and Analytics |
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DSA 5010 - Foundations of Data Management Credits: 4
Formerly: BUA5010G and DSE5011G
Foundations of Data Management provides students exposure to fundamental data management skills used in modern information systems that support various operational and functional areas within a business organization. Topics covered in the course emphasize how data are identified, organized, processed and managed, in a manner warranting being considered one of the most valuable organizational assets. The course emphasizes a combination of theoretical ‘why’ and experiential ‘how’ within the confines of relational data modeling and querying. It is intended to help students develop fundamental data management skills that are essential to succeeding in subsequent courses.
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DSA 5020 - Foundations of Statistical Analysis Credits: 4
Formerly: BUA5020G and DSE5021G
This course provides students with foundational knowledge of descriptive and inferential statistics. The scope of this course is limited to univariate and bivariate statistics that are commonly used to conduct basic analyses of data, including reading-in data, reviewing individual variables and their properties, conducting any requisite data corrections and enhancements, developing an overall descriptive baseline, and taking initial steps of discovering and testing possible relationships. Also included in the course scope is an introductory overview of the basics of probability and sampling theories. Topic-wise, students will develop an understanding of numerous core statistical notions, including variable types and the underlying measurement scales, variable distributions, sampling distributions, the Central Limit Theorem, Bayes Theorem, measures of central tendency and variance, statistical significance, hypothesis testing, tests of difference, as well as correlation and cross-tabulation.
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DSA 5200 - Data Visualization Credits: 4
Formerly: BUA5212G and DSE5213G
This course equips the student with foundational concepts and techniques required for telling a compelling story with large complex data sets. The importance of visualizing information for many analysts is often overlooked or downgraded as a natural product of the analytics or model but if the visualization is ineffective the decision making processes and knowledge discovery will be compromised. This is a project-based course that begins with reviewing concepts of human perception and cognition and perceptual accuracy and preferences. In the weeks we have together we will explore the basics of graphic design and making a “good” graph, explore why some data visualizations present information effectively and others do not, and we will also consider visualization as a component of systems for the Data Scientist and Business Analyst and presents examples of EDA (exploratory data analysis), visualizing time, networks, and maps. We end by reviewing methods and tools for static and interactive graphics.
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DSA 5300 - Data Governance, Laws and Ethics Credits: 4
Formerly: BUA5314G and DSE5315G
This course introduces students to the fundamental concepts capturing legal rights and responsibilities associated with data capture, storage and leveraging data for decision-making. Given the very diverse mix of topics falling under this broad umbrella, the aim of the course is to provide a general overview of the applicable aspects of the US regulatory and legislative framework, and then to offer more topically-focused overview of the key notions falling within the following domains: data-capture related rights and responsibilities, data governance design and management, data security and privacy, information quality, and the ethical aspects of data access, usage, and sharing.
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Education |
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ED 501G - Curriculum, Instruction, and Assessment in Social Studies and World Geography Credits: 4
This course will address several major aspects of teaching social studies. Initially, there will be a focus on the broad aims of the social studies (with an emphasis on curriculum and instruction). Secondly, the course will focus on developing social studies skills such as: critical, creative, and analytical thinking; problem solving; valuing; and decision-making. Third, the course will apply cooperative learning, vocabulary and concept formation, children’s literature, and online resources to the study of the social studies. Throughout the course, there will be a focus on the organization of curriculum, instructional methods and student assessment processes about the topics of Massachusetts, United States, and world history; geography skills and global awareness; economics principles and concepts; and US political principles.
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ED 502G - Curriculum, Instruction, and Assessment in Science, Health, and Physical Education Credits: 4
This course is designed to increase your confidence and enthusiasm for teaching elementary science, health and PE. Science can be an essential part of an elementary classroom not only to achieve key science learning goals, but also as a means to engage and motivate students as well as support literacy and mathematics learning. Additionally, health and physical education and the related issues of obesity, wellness, healthy foods and diet will be explored. Students will design an integrated curriculum for an inclusive early childhood setting using national, state and local standards and frameworks. Using inquiry focused investigations students will plan and assess appropriate learning experiences and learn strategies to modify and adapt lessons for the diversity of learners in the classroom.
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ED 537G - Curriculum, Instruction, and Assessment in Early Childhood Reading and Language Arts Credits: 4
This course introduces students to the foundations of teaching reading as defined by the National Reading Panel Report (NRPR). The foundational areas are phonemic awareness, phonics, fluency, vocabulary, and comprehension. The course uses these areas of study as a framework from which to address several other topics such as assessment (formal and informal), models of teaching reading/language arts, the writing process, and the developmental stages of reading, writing and spelling. Students will be expected to develop comprehensive standards-based units giving evidence of their understanding of curriculum, instruction, and assessment in the early childhood years.
Field experience required.
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ED 538G - Curriculum, Instruction, and Assessment in Early Childhood Math Credits: 4
This course focuses on the fundamental principles and concepts in a prekindergarten through grade two mathematics program that includes number sense, numeration, patterns and functions, geometry and measurement, and data analysis. Assessment strategies, adaptations for special needs and classroom management will be addressed. The course offers a comprehensive content knowledge of math that can be applied to real-life problem solving, communication, and decision making.
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ED 550G - Practicum in Elementary Education, 1-6 Credits: 4
Practicum in Elementary Education, 1-6 (300 hours) (4 credits)
Students will undertake the gradual assumption of full teaching responsibilities in an Elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting. Students are required to have a passing score on all required Massachusetts Tests for Educator Licensure (MTEL) exams and successfully completed all graduate education courses before starting the practicum.
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ED 551G - Practicum as a Teacher of Students with Moderate Disabilities, Pre-K to 8 Credits: 4
Students will undertake the gradual assumption of full teaching responsibilities in an Elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting. Students are required to have a passing score on all required Massachusetts Tests for Educator Licensure (MTEL) exams and successfully completed all graduate education courses before starting the practicum.
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ED 552G - Practicum as a Teacher of Students with Moderate Disabilities, Pre-K to 8 Credits: 2
Students will undertake the gradual assumption of full teaching responsibilities in an Elementary classroom under the supervision of a Supervising Practitioner and a Program Supervisor. Students must complete at least 100 hours of full teaching responsibility. Students are required to have a passing score on all required Massachusetts Tests for Educator Licensure (MTEL) exams and successfully completed all graduate education courses before starting the practicum.
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ED 553G - Assessment of English Language Learners Credits: 4
This course will examine a variety of assessment approaches. It will include those associated with Massachusetts mandated state testing programs (MELA-O and MEPA), as well as other formal and informal assessment instruments used for placement, progress monitoring, and summative evaluations. Students will select, administer and interpret assessment results and will understand normal variations in proficiency. Progress in skills and literacy development will be aligned to the Massachusetts State English Language Proficiency Benchmarks and Outcomes for English Language Learners (June 2003).
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ED 555G - Teaching Reading and Writing Skills to English Language Learners Credits: 4
Students will gain an understanding of the relevant theories and practices for developing full literacy in English that is consistent with the kindergarten-grade six standards in the ELA Curriculum Framework. Reading instruction includes skills and strategies for success with phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students will learn the best practices for teaching these dimensions of reading. They will also learn multiple approaches to teaching formal writing. In both areas, strategies to teach these skills to ELLs will be addressed. Attention will also be given to the study of grammar and the uses of English which are often difficult for ELLs. The course will include formal and informal measures for assessing ELLs’ reading comprehension and writing in narrative and informational genres.
Field Experience may be required.
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ED 556G - Teaching Content to English Language Learners Credits: 4
In this course, students will learn and apply teaching strategies that support ELL’s linguistic and academic development in science, mathematics, and social studies. They will also learn how to plan and execute content-based lessons in kindergarten-grade six classrooms. The course will address the development of ELLs’ academic vocabulary and language skills, application of academic content knowledge, and higher order thinking skills. Lesson planning, implementation, and assessment occur within the sheltered content instructional model, providing extensive scaffolding strategies for comprehension and proficiency.
Field Experience may be required.
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ED 558G - Literature in the Culturally and Linguistically Diverse Classroom Credits: 4
Children from many cultures, speaking many languages, now enter classrooms each year. Culturally and linguistically diverse children seek to find themselves in the literature they read. They and their first language classmates broaden their background knowledge, develop cultural awareness, and explore the values and traditions of each other’s cultures through reading multicultural literature. This course introduces students to children’s literature from non-western countries, literature about relationships between cultural groups, and literature written by members of other cultures that represent the unique experience of the people of that culture. Students will also learn how to select multicultural literature and teach it in culturally or linguistically diverse classrooms. Finally, they will learn to evaluate works of children’s literature that exemplify excellence, from cultural and traditional perspectives.
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ED 559G - Current Issues and Trends in ELL Credits: 4
Students will participate in seminar discussions centering around issues and challenges in the evolving field of ESL Education. Topics will include current trends in teacher preparation, evaluation, co-teaching models, assessment, updated state and federal laws and regulations, and social justice issues.
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ED 560G - Practicum: ESL (PreK-6) Credits: 4
Students will undertake the gradual assumption of full teaching responsibilities in an English language learner classroom under the supervision of a Supervising Practitioner and Program Supervisor. Prior to the practicum, students must submit an application of intent to the Field Placement office with advisor approval, successfully complete all required coursework for the program and be in good academic standing in the graduate program, attend a practicum information seminar, and complete all required MTELs for licensure. Corequisite: ED6510G, Practicum Seminar.
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ED 566G - Practicum in Early Child Education, PreK-2 Credits: 4
Students will undertake the gradual assumption of full teaching responsibilities in an early childhood education setting under the guidance of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assisting. Students must have a passing score on all required Massachusetts Tests for Educator Licensure (MTEL) exams and have successfully completed all graduate education courses prior to the practicum.
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ED 575G - Intro to Early Child Education Credits: 4
This course will introduce students to the biological, cognitive, and socio-cultural theories of early childhood education from the period of prenatal growth through age eight. This course will examine topics including prenatal growth, infant health, language development, child care and schooling, play, family life, learning assessment, differentiated instruction, and multicultural perspectives of early childhood development as relevant to educational practice. Students will engage in a comprehensive curriculum assignment that will encompass all areas of child development demonstrating their full understanding of the importance of quality education.
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ED 576G - Education Law and Policy Credits: 4
In this course students will look at the legal aspects of schools and education in student, teacher, and administrator terms. Laws governing religious freedom, free speech, due process, students and parents’ rights, as well as privacy laws will be examined. Attention will be given to the American Disabilities Act, Special Education Laws, harassment, and equity regardless of race, religion, ethnicity, gender or sex orientation. Laws concerning general school operations, the dissemination of information, permissions, and safety of the preschool elementary, middle, and secondary levels will be examined.
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ED 580G - Directed Study Credits: 2
Qualified students may, with the approval of the Graduate Education department chair, enroll in a directed study that fulfills the requirements of a course in their approved program. A final project that demonstrates the student’s proficiency in the topic will be required. This will be done under the direction of a faculty member of the Graduate Education department.
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ED 582G - 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 between 2013 and 2016.
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ED 599G - Current Issues and Trends in ESL Education Credits: 4
Students will participate in seminar discussions centering around issues and challenges in the evolving field of ESL Education. Topics will include current trends in teacher preparation, evaluation, co-teaching models, assessment, updated state and federal laws and regulations, and social justice issues.
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ED 605G - Methods for Teaching at the Middle and Secondary Level Credits: 4
This course offers an analysis of methods most effective in the middle and secondary classroom. Micro-teaching experiences within the students discipline area will focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. The preparation of a subject-area unit will involve the development of activities and strategies in such areas as integration across the curriculum, critical thinking, cooperative learning, and the incorporation of community resources. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning styles of all students, including unit and lesson construction, varied learning strategies, material construction, audio-visual, technology, and classroom evaluation. A 25-hour field-based experience is required.
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ED 607G - Advanced Leadership and Policy in Education Credits: 4
In this course students will examine the principles, values and beliefs that inform contemporary educational leadership and look critically at the contextual factors that influence how leaders function in schools and school districts. Students will consider the social, economic, historical and political forces that shape school conditions and review the changing impact of Federal policy and national strategies on local educational settings.
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ED 610G - Research Methods Credits: 4
This elective course introduces students to the process of educational research. Students will learn about the characteristics of specific research designs, including qualitative and quantitative research, mixed-methods, and program evaluation. The course will have a heavy focus on conducting effective literature reviews and designing research studies, and will provide students with foundational knowledge in research methods for higher education.
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ED 620G - Student Retention and Success Credits: 4
As the higher education landscape changes in response to shifting college student demographics, rising tuition costs, reduced levels of public funding, and increased student debt, institutions must adapt and change to meet new challenges. In response, colleges and universities have moved from a focus on provide access to an emphasis on students’ success in reaching educational goals and attaining a degree. Students who successfully complete this course will be able to analyze the historical and scholarly context of college student retention and success, explain the external pressures on colleges to retain and graduate students, the importance of change leadership and the strategies institutions can take to improve student retention and success.
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ED 630G - Higher Education in American Society Credits: 4
This course examines key contemporary issues in higher education, focusing primarily on the American higher educational system. The course provides a historical context and emerging trends, with topics ranging from mission and vision, structure and governance, the funding of public and private institutions, demographic trends, characteristics of faculty, students and curricula, public perceptions of higher education, and the increasing regulatory role of government and accrediting agencies.
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ED 635G - Theories of Organizational Change Credits: 4
This course explores organizational theory and organizational change within the context of non-profit organizations. Topics include industry structure, competition and differentiation; integration, diversification, and expansion; and strategic management of organizational culture and change. While themes and case studies are drawn from business practice, the key focus will be on the overall PreK-16 educational system, higher education, and community-based nonprofit organizations.
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ED 640G - Diversity and Social Justice Credits: 4
This course uses a social justice framework to explore issues of power and privilege with respect to diverse populations. Historical and contemporary oppression based on race, gender, ability, and other differences are explored. Self-reflection is used to examine students’ own biases and prejudices. This course offers aspiring community activists the opportunity to learn about social change through social justice education, advocacy, and outreach initiatives.
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ED 642G - Advanced Social Justice in Higher Education Credits: 4
This course prepares Master’s students in the Merrimack College Higher Education Program for the work of advancing social justice in higher education. Building on the course concepts and constructs introduced in ED640: Diversity and Social Justice in Higher Education, students will engage in case study analysis and problem-based learning of current social justice and diversity issues on college campuses. This course will introduce students to five specific cases where institutions engaged with social justice issues and/or the advancement of social justice, enabling them to engage them in applying social justice theories to practice. The focus is on using evidence based approaches to further the enactment of equity and justice in higher education.
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ED 645G - School Finance and Operations Credits: 4
This course is designed to provide participants with an overview of school finance and operations. Topics include roles and responsibilities of management vs. the school committee, financial management (budgeting, funds types and properties, financial reporting, internal controls, procurement law and requirements), infrastructure and support services, and human resources (payroll and benefit considerations). Participants will learn how these elements relate to the vision, mission, values and culture of the organization.
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ED 646G - Transformative and Collaborative Leadership Credits: 4
In this course, students will examine and apply the components of strategy development. Students will consider collaborative leadership through the study of high functioning teams and by analyzing their current team structure. Attention will be given to implementing effective strategies for conflict management. Students will complete a 30 hour field-based experience to learn to foster a professional learning community (PLC) culture by using structured learning activities to improve teachers’ knowledge and skills. Students will utilize the structure of a PLC to investigate effective technology leadership and communication.
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ED 647G - Leadership through School Improvement Credits: 4
This course is designed to assist students in developing those skills essential for leading a school through a comprehensive improvement process. Students will be supported to analyze data, develop action plans and monitor progress of two pillars of effective schools-the instructional program (curriculum, instruction and assessment) and school culture (student culture, professional culture and community involvement).
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ED 648G - Leadership Teacher Effectiveness Credits: 4
Students in this course will explore the skills, knowledge, and personal attributes central to instructional leadership and supervision. They will become familiar with observing and analyzing teaching and administrator performance using the Massachusetts Model System for Educator Evaluation. Students will complete fieldwork including planning for an observation, analyzing the observation and student performance data, providing feedback, and planning support for the individual teacher.
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ED 649G - Instructional Leadership for Diverse Learners Credits: 4
Educational leaders in the United States serve students from diverse backgrounds. Leaders influence the extent to which these diverse groups of students have access to a challenging and rigorous curriculum, appropriate educational services, and achieve academic success and preparation for their future. This course will examine critical issues related to providing leadership for diverse student populations. Educational leaders will develop an understanding of what it means to be culturally responsive and learn strategies to rectify inequities that exist in schools. Special attention will be given to supporting an effective learning environment for English Language Learners.
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ED 650G - Practicum: Middle and Secondary Education (5-12) Credits: 4
Students will undertake the gradual assumption of full teaching responsibilities in a middle- or secondary-level classroom under the guidance of a Supervising Practitioner and a Program Supervisor. Students must complete at least 200 hours of full teaching responsibility and another 100 hours observing and/or assessing. Students must have a passing score on all required Massachusetts Tests for Educator Licensure (MTEL) exams, completed all graduate education coursework, and a minimum 3.0 overall GPA before starting the practicum.
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ED 652G - Innovative Leadership Project Credits: 4
This course is specifically designed to be the culminating experience for the CAGS in Educational Leadership. It offers the opportunity for students to explore and implement the major concepts and practices that they have explored through their required coursework and leadership experiences. Students in a non-licensure track will complete a capstone project as it relates to his/her current practice. Students in the licensure track will work on artifacts, documents, and commentary for the four tasks required for submission for state licensure. Students will report the findings and recommendations to the class. This project will be completed under the direction of a faculty member of the Graduate Education Department.
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ED 655G - Teacher Education Internship Credits: 4
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ED 667G - University-Community Relations Credits: 4
This course is an exploration of patterns of communication, interaction, and relationships between institutions of higher education and their local and regional communities. The course examines how historical, social, cultural, and political forces impact such relationships and interactions, and how various iterations of power and influence play out between colleges and communities. The course also examines relations within the context of the media and the press, the goals of community development and change, and the role of the university in its engagement with the public sphere.
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ED 671G - Theories of Adult Learning and Development Credits: 4
This course examines the research of adult learning theories, including such topics as aptitude, motivation, cognitive development, psycho-social development, intelligence, and learning styles through the prisms of gender, ethnicity, race and social class. The course looks at implications for the teaching and learning process, curriculum design, and instructional practices. The course also provides an overview of relevant developmental issues, with specific implications for applied settings.
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ED 676G - College Teaching and Learning Credits: 4
This course provides an introduction to the teaching strategies and learning paradigms typically used in postsecondary education. Issues addressed in this course include curriculum design and development, assessment, syllabus construction, and the implications of multiple factors - such as technology, student diversity and backgrounds, online environments, and the changing nature of faculty work as it relates to teaching in the college classroom. Students in this course will participate in a weekly practicum with faculty in the College, and will co-teach an undergraduate course where they will participate in instruction, assessment, and course planning activities.
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ED 683G - Gender in 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.
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ED 691G - Community Engagement Theory and Practice Credits: 4
This course examines the contemporary community engagement movement, including civic and community engagement, service learning, community-based research in K-12 and higher education, and community-based education and learning. It explores key pragmatic issues such as planning and implementing community partnerships, developing service learning courses, and identifying outcomes for students and sites, as well as core theoretical issues such as community capacity building, reciprocity, sustainability, and ethical engagement.
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ED 5000G - Critical Issues in Education Credits: 4
This course addresses the foundations of education and the philosophical, historical, and sociological issues in the field. The course content will focus on the nature of educational process and the impact of socio-cultural and political forces on the American schools.
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ED 5200G - Reading Strategies and Intervention Credits: 4
This course provides an introduction to the significant theories, practices, and programs for developing literacy skills in children with learning challenges. Beginning with an introduction to literacy development, the focus will be on planning assessment, designing instruction, and selecting research-based interventions for children with disabilities, students from diverse linguistic and cultural backgrounds, and students with limited educational experiences. Topics will include linking assessment to instruction, research-based methods and strategies, accommodations, modifications, and the sue of assistive technology devices to support literacy success
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ED 5300G - Teaching Early Childhood STEAM Credits: 4
This course is designed to increase your confidence and enthusiasm for teaching early childhood Science, Technology, Engineering, Arts, Math Health and PE. The integration of STEAM can be an essential part of an early childhood classroom not only to achieve key learning goals, but also as a means to engage and motivate students. Additionally, health and physical education and the related issues of obesity, wellness healthy foods and diet will be explored. Students will design an integrated curriculum for an inclusive early childhood setting using national, state and local standards and frameworks. Using inquiry focused investigations students will plan and assess appropriate learning experiences and learn strategies to modify and adapt lessons for the diversity of learners in the classroom.
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ED 5611G - Project-Based Digital Learning Credits: 4
This course is designed to enable students to meet the standards to be a Digital Literacy/Computer Science teacher at the 5-12 grade levels in Massachusetts. The course will cover topics such as digital Law (e. copyright), User rights, media literacy, equity of access to computing resources, privacy rights and issues, computer networks, and digital literacy and citizenship.
Prerequisite(s): CSC 6510 CSC 6610 CSC 6820
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ED 5710G - Challenges in Learning and Development Credits: 4
This course provides an overview of the challenges that students with moderate disabilities encounter in their personal, social, and academic lives. Beginning with descriptions of typical development, the class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, and research-based accommodations and interventions including the use of assistive technology devices. State and federal laws as well as an overview of local and national support agencies are also reviewed.
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ED 5720G - Foundations of Language and Reading Credits: 4
The course provides an overview of the emergence of language and literacy as well as the assessment and identification of disabilities and their impact on academic and personal growth. Significant theories related to cognitive, social, emotional, and physical development in childhood will be reviewed.
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ED 5730G - Math Methods for Elementary Schools 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, the Common Core State Standards as well as the professional standards for teaching determined by the Department of Elementary and Secondary Education of Massachusetts.
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ED 5740G - Inclusive Classrooms Credits: 4
This course will introduce students to the Professional Standards for Teaching (PST) and Licensure Preparation. Students will complete a pre-practicum experience (15 hours) in which they will observe a veteran teacher demonstrating the elements of the PST’s. The course will present the basic components of unit and lesson planning using Understanding by Design (UbD). Students will learn techniques around differentiating instruction, including tiered instruction, scaffolds to accommodate differences in learning styles, needs, interests, and levels of readiness of students. Students will examine specific systematic behaviors teachers use to create orderly, cooperative, and motivating learning environments that promote student achievement. The course will familiarize students with state and federal regulations regarding students with disabilities and second language designation
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ED 5800G - Curriculum Design for the Middle and Secondary Classroom Credits: 4
This course will integrate the theory and practice of curriculum theory, design and implementation. The course will be aligned with the appropriate Professional Standards for Teachers (PST) and Subject Matter Knowledge (SMK). The course will provide an overview of the history of curriculum in the United States with a focus on the current standards movement, an introduction to select international curriculum, and an in-depth exploration of various curriculum designs and practices such as Understanding by Design (UBD), interdisciplinary curriculum, Social- Emotional Curriculum, Sheltered English Immersion, Differentiated Instruction, Universal Design, Response to Intervention, Blended Learning and Expeditionary Learning and Curriculum Mapping.
Students will have the opportunity to develop a definition of curriculum and comprehend the factors that drive curriculum change, to compare and contrast various curriculum designs, and develop curriculum units following the tenets of UBD and Rigorous Curriculum Design. Students will also become familiar with the process of selecting curriculum.
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ED 5810G - Assessment and Instruction for Moderate Disabilities Credits: 4
This course in classroom assessment and instruction examines how effective instruction depends on ongoing, meaningful assessment. Instructional and behavioral assessment, as well as techniques, are addressed. This course will study how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data will be used to inform effective instruction to enable all students to produce great learning outcomes regardless of their learning disabilities and challenges.
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ED 5850G - Information Technology in Education Credits: 4
In the coming years, it will be essential that our students can effectively and efficiently ask questions, access, evaluate and curate information, create content, collaborate with peers, and communicate with a wider audience. This course will introduce and provide introductory training on some of the technology that is available to support these educational goals. Students will develop a lesson utilizing a technology solution of their choosing. In addition, they will become familiar with a variety of tools and explore different classroom management strategies that they can implement in their classroom. Finally, since educational technology is not always cheap, and school budgets are always tight, it is essential that each student has the opportunity to develop and initial plan and create a convincing case for how he or she would like to use technology to support their educational goals.
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ED 5860G - Applied Adolescent Psychology Credits: 4
This course will focus on the physical, cognitive, social and emotional aspects of adolescent development from an applied perspective. Specifically, issues related to teaching adolescents in middle schools and high schools, grade 5-12, will be considered. Students will engage in a service learning project to gain understanding of children in this age range. Fulfills X in LS Core for undergraduate students. This course will be required from graduate students enrolled in the Middle or Secondary Teacher Education licensure programs who have not received credit for it and as an undergraduate student.
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ED 5880G - Literacies in Content Areas Credits: 4
This course introduces students to research and best practices applying reading, writing, speaking and listening strategies to enhance discipline-based learning outcomes, grades 6-12. Concepts related to College and Career Readiness and the Common Core Literacy Standards for grades 6-12 content areas provide the foundation for the knowledge, skills and understandings in the course. General and discipline-specific elements of literacy, including vocabulary acquisition, speaking and listening in collaborative group and public presentation settings, reading and comprehending complex texts and multiple texts, genres, and formats, writing to learn and writing for audiences, comprise key areas of study. Students engage with scholarly and practice-oriented readings, web-based materials, case studies, model lessons, units and programs. Finally, students demonstrate application of contemporary literacy standards and practices in the content areas through class exercises, assignments and projects and in lessons and units of study intended for use in middle and high school classrooms.
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ED 5900G - Linguistic Foundations Credits: 4
This course takes a practical approach to the study of linguistics and of English as a second language with implications for teaching reading, writing, and grammar in monolingual or multilingual contexts. Theories of first and second language acquisition are studied and compared. The basic nature of language, oral and written language, language variation, language change, and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge elements such as phonology, morphology, syntax, semantics, and pragmatics that informs planning for teaching English learners. Structural and semantic differences between students’ first languages and English as a second language are examined and used in planning for learning.
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ED 5910G - Foundations for ESL Education Credits: 4
This foundational course in the graduate teacher education program for English as Second Language provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background, history, and philosophies surrounding instruction. The role of community, families and schools in English language learner education will also be explored.
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ED 5921G - Conflict Analysis and Resolution Credits: 4
How do we understand conflict and creatively and constructively transform it? This course provides an introduction to multidisciplinary approaches to understanding conflict and methods of conflict resolution and provides an opportunity to develop a repertoire of relevant conflict resolution skills. The course will survey the various theories that seek to explain the nature and root causes of conflict and examine existing methods of conflict resolution and transformation, paying particular attention to how our understanding of conflict shapes our efforts to respond to it. The primary focus of the course will be on conflict and its transformation at the interpersonal and intergroup levels.
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ED 6100G - Research and Emerging Issues in Education Credits: 4
This course is designed to engage graduate level students in critical analysis of current research and issues in education through the lens of research development and design. Students will come away from this course with the ability to design research for application in the educational environment that will inform and contribute to their field of study.
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ED 6120G - Teaching Science and Social Science for Moderate Disabilities Credits: 4
This course will focus on curriculum and instruction within science and social studies. The teaching of these content areas is an essential part of prek-8 classrooms not only to achieve key learning goals but also as a means to engage and motivate students. Students will plan and assess appropriate learning experiences and learn strategies to modify and adapt units and lessons for students with moderate disabilities. The course will apply cooperative learning, vocabulary and concept formation, and online resources. Additionally, the course will help students develop skills such as critical and analytical thinking and decision-making.
Science: Attention will be given to cognitive development and scientific reasoning skills, science and engineering practices, and elements important to teaching science and assessing student understanding. It will include the content areas of life and physical science and related safety issues. Additionally, students explore the history of major scientific discoveries and inventions.
Social Studies: Students will be exposed to the key disciplines within the social studies including - though not limited to - state, national, and world history, economics, geography, and government. Candidates will practice effective means for teaching citizenship skills to students in a way that promotes diversity and social justice.
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ED 6150G - Mediate Text Complexity: Word Study and Fluency, RDG Credits: 4
This hybrid course is a follow-up to the course Contexts, Texts, and Tasks that Support Literacy Development. Participants will engage in advanced examination of (1) theory and research related to the development of word recognition and reading fluency and (2) evidence-based instructional and assessment practices that support all students in accessing complex text. Emphasis will be placed on supporting participants in applying course content as they implement prominent literacy curricula (e.g., Expeditionary Learning). Course participation will occur online, face to face, and in classrooms.
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ED 6150G - Mediate Text C omplexity: Word Study and Fluency Credits: 4
This hybrid course is a follow-up to the course Contexts, Texts, and Tasks that Support Literacy Development. Participants will engage in advanced examination of (1) theory and research related to the development of word recognition and reading fluency and (2) evidence-based instructional and assessment practices that support all students in accessing complex text. Emphasis will be placed on supporting participants in applying course content as they implement prominent literacy curricula (e.g., Expeditionary Learning). Course participation will occur online, face to face, and in classrooms.
Prerequisite(s): EDU 6125
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ED 6200G - Engage all Readers: Teaching Vocabulary and Comprehension Credits: 4
This hybrid course is a follow up to the course Contexts, Texts, and Tasks that Support Literacy Development. Participants will engage in advanced examination of (1) theory and research related to the development of vocabulary and comprehension and (2) evidence-based instructional and assessment practices that support all students in developing deep understanding of complex text. Emphasis will be placed on supporting participants in applying course content as they implement prominent literacy curricula (e.g., Expeditionary Learning). Course participation will occur online, face to face, and in classrooms.
Prerequisite(s): EDU 6125
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ED 6200G - Engage all Readers: Teaching Vocabulary and Comprehension, RDG
This hybrid course is a follow up to the course Contexts, Texts, and Tasks that Support Literacy Development. Participants will engage in advanced examination of (1) theory and research related to the development of vocabulary and comprehension and (2) evidence-based instructional and assessment practices that support all students in developing deep understanding of complex text. Emphasis will be placed on supporting participants in applying course content as they implement prominent literacy curricula (e.g., Expeditionary Learning). Course participation will occur online, face to face, and in classrooms.
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ED 6306G - Technology, Communication, and School Improvement Credits: 4
This four-credit graduate course provides an overview of the impact of technology in general and the internet in particular on leadership in school systems. In the past decade, the internet has become a part of life and work. The internet has moved from a virtual space where people went to find information to an active place that is open, social and participatory. This shift has profound implications on leadership. How does a leader manage information (and knowledge) from their smartphone? How is communication evolving, and how should schools use technology to communicate school material and to market information via Blogs, Facebook, Twitter, and Snap Chat? What are ethical issues associated with networked employees and students? What is on the horizon and how should that impact school vision and improvement plans? This course gives students the opportunity to explore leadership mediated by a digital world. This course is applicable toward the Catholic School Leadership Graduate Certificate.
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ED 6307G - Financial Leadership Credits: 4
Formerly: This course provides insights into school budgeting and its interconnectedness to student enrollment, tuition, income, scholarships, capital improvements, strategic planning, fund raising, and working with boards. Its methodology is applicable for all schools from pre-K through college.
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ED 6308G - Educational Leadership and Managerial Strategies Credits: 4
This four credit course is designed to provide school administrators with leadership and managerial skills to strategically create high performing teams and organizations within their school, and to employ social media for ongoing professioanl development.
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ED 6500G - Pre-Practicum Field Experience I Credits: 0
Corequisite: ED5740G, Teaching and Learning in Inclusive Classrooms.
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ED 6505G - Pre-Practicum Field Experience II Credits: 0
Prerequisite: Enrollment in Teacher Preparation Program as a graduate student. This is the second Pre-Practicum required for licensure.
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ED 6510G - Practicum Seminar Credits: 0
Practicum Seminar addresses Professional Standards for Teachers (PST), Subject-Matter Knowledge (SMK) requirements for the classroom, and other career-related items. Corequisite: practicum
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EDU 5612 - Methods of Teaching Computer Science and Digital Literacy Credits: 4
This course is designed to enable students to meet the standards to be a Digital Literacy/Computer Science teacher at the 5-12 grade levels in Massachusetts. The course will cover topics such as designing instruction in computer science, assessing student learning in computer science, and building a robust and current program in the computer science/digital literacy field.
Prerequisites: CSC6510, CSC6610, CSC6820, and EDU5611.
Prerequisite(s): CSC 6510 CSC 6610 and ED 5611G
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EDU 6125 - Contexts, Texts, and Tasks that Promote Literacy Development (CTTLD) Credits: 4
In this introductory hybrid course, participants will examine (1) theory and research related to literacy development and (2) evidence-based literacy instruction targeting key domains of literacy instruction (e.g., word recognition, vocabulary) for digital and traditional, print-based texts. Emphasis will be placed on supporting participants in applying course content as they implement prominent literacy curricula (e.g., Expenditionary Learning). Course participation will occur online, face to face, and in classrooms.
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EDU 6308 - Educational Leadership and Managerial Strategies Credits: 4
This course is designed to provide school administrators with leadership and managerial skills to strategically create high performing teams and organizations within their school, and to employ social media for ongoing professional development.
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GRAD 519 - Core Math: Numbers and Operations, Functions and Algebra Credits: 4
This course will focus on numbers and operations, and on functions and algebraic concepts as described in the Massachusetts Mathematics Curriculum Frameworks for grades 1 - 8. As many children have mathematical capabilities beyond their grade level, course participants will be stretched to use and apply the mathematical concepts learned to multiple situations and to higher level problems. Emphasis will be placed on the attainment, articulation, and application of the math concepts associated with each strand of learning. Teaching and assessment methods that are challenging yet attainable, and developmentally appropriate for elementary and middle school students will be examined
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GRAD 590 - Capstone Credits: 4
The capstone serves as the culminating academic project within the masters of education pathway. It offers an opportunity to explore a key educational issue (PK-16) through an in-depth research paper wherein prior coursework or classroom based experiences allow the author to synthesize and deepen his or her understanding on that topic. The capstone project may be theoretical, practical or action research-based.
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EEN 5265G - Engineering Management Credits: 4
An introductory course in the management of technology-based companies combining reading, lecture, case study and project teaching methods. The course presents materials from accounting, finance, management, project development and human resources. Language and effective communication principles are a recurring theme throughout the course. Prerequisite: Senior standing in any Engineering, Computer Science or Business program with permission of advisor. Four hours of lecture per week.
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