Education

Classes

EDU 101 : College Success Seminar for Education

This foundational course is for all Education Degree majors and should be taken in their freshman year - first semester. In this course, strategies and resources that promote general college success are explored and applied to relevant topics in the field of Education. Students also begin to reflect on what it means to be an education professional, acquire technical competencies needed to be successful in these majors, and conduct both academic and internet research. Students engage with course content through an active learning environment that includes discussions, readings, projects and lectures. Critical reading, thinking, and writing are stressed. One lecture hour per week. Gen. Ed. Competencies Met: Information Literacy.

Credits

1. Students will identify, locate, and utilize college and program resources that are relevant to college students and Education majors. 2. Students will utilize program and college (print and e) resources to demonstrate knowledge of program, college, and state standards related to being a college student and future educator of children. 3. Students will use college-based technology to locate professional organizations, Massachusetts State regulations and policies for Early Childhood and Elementary and Secondary Education educators, state educator licensing and/or certification, and codes of ethics. 4. Students will identify and explain their learning style and list strategies that are useful for their type/them, as well as, reflect on the impact of learning differences to their chosen profession. 5. Students will reflect on the skills required for success in higher education and Education professions and formulate academic and career goals that are appropriate for their personal situation and chosen future goals.

EDU 130 : Education, Society and Philosophy

This course is designed to introduce students to the field of education by examining different historical, socio-political and philosophical perspectives. The course explores the historical and social role of school and education in society, while exploring philosophies that seek to investigate processes of learning and knowledge construction. During this course, students construct their own pedagogical and philosophical perspectives and analyze classroom curriculum and instruction. This course is invested in emphasizing the significance of relationality, ethics, identity, experience and equity in education. This course requires 10 hours of classroom observation at a public school. Prerequisite(s): A passing score on the college's reading and writing placement tests or C or better or concurrent enrollment in ENG 091 or ENG 092. Three lecture hours per week. Gen. Ed. Competencies Met: Critical Thinking, Ethical Dimensions, and Written Communication.

Credits

1. Students will examine the social and philosophical foundations of education. 2. Students will analyze historical and social processes that influence education practice, policy and curriculum. 3. Students will interrogate educational norms, structures and curriculum such as the learner, the educator, the space of school and the scope of knowledge production. 4. Students will create their own teaching and education philosophy as a guiding premise to establish their own educational ideals and goals.

EDU 150 : Language Education and Literacy

This course offers a critical examination of the foundations of language education in the United States. Surveying different language education programs and English Language Learner students, the course will facilitate sensitivity to language issues and debates in U.S. schools and communities, including legislation, court action and research in language learning. The course will also deepen understanding of the Common Core standards and instructional literacy strategies to master reading, writing, listening and speaking standards to support ELL students. Prerequisite(s): A passing score on the college's writing and reading placement tests or C or better in ENG 091 or ENG 092. Three lecture hours per week. Gen. Ed. Competencies Met: Multicultural and Social Perspectives.

Credits

1. Students will employ research based literacy strategies and demonstrate uses of literacy instruction for English Language Learners. 2. Students will describe how their own views and perspectives have been shaped by their backgrounds and identities by evaluating the role language of language learning in schools and society. 3. Students will identify the challenges of teaching and student learning in multicultural/multilingual society. 4. Students will develop strategies for creating authentic assessment techniques to accurately measure the four interrelated areas of language arts (reading, listening, writing, speaking) as it applies to literacy education of English Language Learners.

EDU 210 : Education and Technology

This course allows students to investigate the use of technology in educational settings (PreK—12) for developing inclusive pedagogical approaches, curriculum and instruction. In alignment with standards strategies in relation to the Massachusetts Digital Literacy and Computer Science and the International Society for Technology in Education, the course will explore strategies and conditions for technology integration in education and learning, while examining regulations and issues of equity to foster meaningful educational experiences for all students. This course requires 10 observation hours in a public K-12 school, and the school may request a Criminal Offenders Record Information (CORI). Prerequisite(s): A passing score on the college's reading and writing placement tests or C or better or concurrent enrollment in ENG 091 or ENG 092. Three lecture hours per week. Gen. Ed. Competencies Met: Ethical Dimensions, Human Expression, and Information Literacy.

Credits

Student will be able to: 1. Implement technological pedagogical approaches effective in fostering digital literacy, reasoning, creation, and problem solving. 2. Demonstrate responsible, legal, ethical and safe use of technology while analyzing its influence on society and students. 3. Create technological experiences to create, adapt and personalize learning to promote collaborative and communicative learning for all students and all learner needs. 4. Apply technology to develop curriculum and assessment strategies for Pre-K—12 diverse learners to demonstrate creativity, competency, adaptation and enjoyment of learning. 5. Develop strategies for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

EDU 220 : Foundations of Education with Teaching Pre-Practicum

This course offers students a chance to historically examine the sociopolitical, cultural, philosophical and developmental foundations of U.S. education (grades 1-6). The course investigates past and current educational reforms, school structures, and teacher practices, as well as Massachusetts Curriculum Frameworks, while stressing the significance of diversity and equity in education. The course requires a three-hour seminar and 40 hours of field experience. Through field experiences, students will keep observational journals to allow them to critically integrate seminar topics with their observations and develop ethical and critical understanding of student identity, growth and development, learning theories, issues of diversity, developmentally-appropriate practices, different approaches to teaching and professional teaching standards. Prerequisite(s): C or better in ENG 101. Completion of 27 credits in the Elementary Education program with a GPA of 2.50 or better, or instructor's approval. Three lecture hours per week. Instructional Support Fee applies.

Credits

1. Students will describe historical, social and structural events and policies that characterize educational settings and approaches to learning in the United States. 2. Students will analyze the needs of their diverse learners as well as develop educational strategies and critical perspectives to develop learning practices that address and serve the needs of all learners. 3. By gaining knowledge on the competing definitions, conceptions, and trends of schooling and learning, students will critically evaluate the effects of different curriculum frameworks and instructional techniques on student learning. 4. Using Massachusetts state standards, students will develop aligned and inclusive learning plans and instructional techniques.

EDU 225 : Diversity and Multicultural Education

This course is designed to increase sensitivity to multiplicity of social differences and power relations in complex and pluralistic U.S. education and society. By helping students acquire a critical understanding and appreciation of processes of diversity, (cultural, racial, ethnic, socio-political, ability and gender) this course is designed to honor and empower the diverse experiences, knowledge and identities students and their communities bring into schools. Therefore, the course is committed to transformative democratic models of learning as well as educators who advocate for equity in education who provide practical educational conceptualizations to foster equitable, inclusive and multicultural learning for all learners. Three lecture hours per week. Gen. Ed. Competencies Met: Global and Historic Awareness and Multicultural and Social Perspectives.

Credits

1. Students will demonstrate a critical knowledge of complexities and processes of culture and diversity in society and schools. 2. Students will describe how their own views and perspectives have been shaped by their backgrounds and identities by evaluating the components of prejudice that have influenced their worldview, using models of ethnic and racial identity to explain and assess their perceptions of cultural identity, discrimination and other socializing agents. 3. Students will identify the challenges of teaching and student learning in multicultural settings, while highlighting the importance of empowering racial, ethnic, religious, gender, ability, language and class diversity in teaching and learning. 4. Students will examine and evaluate effective approaches, perspectives, activities, and techniques for teaching and communicating in multicultural settings.