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Computer Science |
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CS 461 Computer Games Programming
3 Credit(s)
This course covers the game development pipeline, from modeling of virtual environmental and gaming assets, to interactive rendering and real-time physics-based simulation in virtual environments. The syllabus i centered on the essential components of a game engine. Special technical issues in game development will also be discussed, such as real-time interactivity, scalability of modeling techniques and the use of the standard techniques adopted in common game engines. Students also need to team up to develop their own games using a game engine. The goal of this course is to prepare students for a career as a game developer.
Enrollment Requirements:
Prerequisite: CS 310
3 Credit(s) |
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CS 470 An Introduction to Artificial Intelligence
3 Credit(s)
An introduction to the main techniques of Artificial Intelligence: state-space search methods, semantic networks, theorem-proving and production rule systems. Important applications of these techniques are presented. Students are expected to write programs exemplifying some of techniques taught, using the LISP language.
Enrollment Requirements:
Prerequisites: CS 310 and 320L.
3 Credit(s) |
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CS 478 Independent Study
1 - 3 Credit(s)
Work done by a student or group of students under faculty supervision on material not currently offered in a regularly scheduled course. Students wishing to undertake such work must first find a faculty member willing to supervise it; the work to be completed must be approved by the department chairperson.
Enrollment Requirements:
Instructor consent
1 - 3 Credit(s) |
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CS 480 Special Topics
3 Credit(s)
An advanced course offering intensive study of selected topics in computer science. Course content varies and will be announced prior to registration.
3 Credit(s) |
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CS 495 Practicum in Computer Science
1 Credit(s)
This course is intended to enhance academic studies by providing an industrial context for learning new concepts and skills. It will help to prepare the student for the transition from an academic program to eventual employment in the computer industry. This course is not open to graduate students.
Enrollment Requirements:
Instructor consent
1 Credit(s) |
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CS 498 Honors Thesis
3 Credit(s)
The design and execution of a significant research project under the guidance of a faculty advisor. Successful completion and oral defense of the thesis is necessary to qualify for Honors in Computer Science. Both the instructor and the project must be chosen and approved prior to the start of the course. Offered every semester.
Enrollment Requirements:
Prerequisites: CS 310 and 420.
3 Credit(s) |
Counseling |
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4 Credit(s) |
Counseling & School Psychology |
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CSP 301 Work & Play: Counseling Skills for Life
1 Credit(s)
This course is designed to facilitate undergraduate students in developing a plan for choosing a career path through a process of self-exploration, relationship skills training, and career planning. This course is offered as an elective course appropriate for both students starting out in their college careers and more senior students. The course involves activities, lecturing, and discussions that will promote students in making informed choices and decisions related to their career and relationship development.
1 Credit(s) |
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CSP 302L Psychology of Sexual Orientation and Gender Identities
3 Credit(s)
This course will address current issues related to psychology of sexual orientation and gender identities. These concerns include research and theory on queer theory, affirmative counseling/therapy, identity development models, heterosexism, family and relationship issues, intersectionality in GLBTQI communities, developmental issues, minority stress, as well as positive psychology, well-being and resiliency found in GLBTQI communities.
Diversity Area: United States
3 Credit(s) |
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CSP 461 Career Development Facilitation and Training
3 Credit(s)
The Career Development Facilitator (CDF) Training course provides students with knowledge and skills needed to effectively interact with clients and consumers of career development services across a variety of settings such as schools, colleges, college access agencies, and government agencies. This course is designed to meet the requirements of the CDF certificate by developing knowledge and competence in the following subject areas related to career development: helping skills, diverse populations, ethical and legal issues, consultation, career development models, assessment, labor market information and resources, technology, employability skills, training clients and peers, program management and implementation, and promotion and public relations.
Enrollment Requirements:
Prerequisite: CSP 301
3 Credit(s) |
Criminal Justice |
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CRMJUS 104L Introduction to Systems of Criminal Justice
3 Credit(s)
The goals of the course are to give students a theoretical and empirical foundation of the criminal justice system. Topics will also include the nature of victimization, the inner workings of the criminal justice system and the outcomes for offenders leaving the system. The student will be exposed to the critical issues in justice, be involved in discussions of their impact on American society, and be asked to consider alternative approaches to addressing these issues. In addition, during the discussion of each segment of the American system of justice, comparisons will be made with other developed and developing nations’ justice systems. CRMJUS 104L and SOCIOL 104L are the same course.
3 Credit(s) |
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CRMJUS 262L Criminology
3 Credit(s)
A general survey and analysis of adult crime. Attention to historical development of criminological thought, societal reaction to crime, and behavioral systems. Emphasis on theories of criminality and issues in the administration of justice by police and courts. CRMJUS 262L and SOCIOL 262L are the same course.
Distribution Area : Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: SOCIOL 101
3 Credit(s) |
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CRMJUS 337L The Police in Society
3 Credit(s)
An examination of police as a system of social control; a survey of major studies of police by sociologists and government commissions. Emphasis placed on police organization, patterns and consequences of police training, historical and cross-cultural perspectives of police systems and studies of police discretion and police-citizen interaction. CRMJUS 337L and SOCIOL 337L are the same course.
Enrollment Requirements:
Prerequisites: SOCIOL 101 and CRMJUS/SOCIOL 262L.
3 Credit(s) |
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CRMJUS 338L Criminal Courts
3 Credit(s)
This course considers the organization and functions of criminal courts. The foundations and designs of court systems and issues relevant to American state and federal courts are examined. Special attention is paid to the roles and interactions of courtroom actors, including defendants, victims, prosecutors, defense attorneys, judges, and juries. Pre-trial processes, plea-bargaining, sentencing, and specialized courts are also considered. This course focuses on the design, structures, and processes, of criminal courts rather than on legal theory or on the study of particular laws.
Enrollment Requirements:
Prerequisites: SOCIOL 101 and CRMJUS/SOCIOL 104L.
3 Credit(s) |
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CRMJUS 339L The Sociology of Law
3 Credit(s)
A general analysis of the social origins and consequences of law and legal process; special emphasis on law as a method of conflict resolution and as a social control structure, and on law and social change. Attention also given to law in other societies, including non-literate societies, to the evolution and development of legal structures, and to patterns of due process and criminal law. CRMJUS 339L and SOCIOL 339L are the same course.
Enrollment Requirements:
Prerequisites: SOCIOL 101 and CRMJUS/SOCIOL 104L.
3 Credit(s) |
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CRMJUS 351L Methods of Sociological Research
3 Credit(s)
Design of sociological research and methods of inquiry. Organization and analysis of data, development of research projects. CRMJUS 351L and SOCIOL 351L are the same course.
Enrollment Requirements:
Prerequisite: SOCIOL 101
3 Credit(s) |
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CRMJUS 363L Punishment and Corrections
3 Credit(s)
Prisons, jails, parole, and probation. Attention to inmate social structure, and philosophy underlying the correctional system and modern treatment approaches. CRMJUS 363L and SOCIOL 363L are the same course.
Enrollment Requirements:
Prerequisites: SOCIOL 101 and CRMJUS/SOCIOL 104L.
3 Credit(s) |
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CRMJUS 365L Victimology
3 Credit(s)
This course explores theories explaining victimization, the measurement and scope of victimization, fear of crime, the experience of victimization, and victims’ interaction with the criminal justice and other systems that have direct contact with victims. CRMJUS 365L and SOCIOL 365L are the same course.
Enrollment Requirements:
Prerequisites: SOCIOL 101 and CRMJUS/SOCIOL 262L.
3 Credit(s) |
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CRMJUS 367L Drugs and Society
3 Credit(s)
This course examines the social origins and consequences of the use and abuse of consciousness-altering substances (including alcohol). It considers how society defines and deals with drug use and assesses social harm, including such issues as addictions and health effects, drugs and crime, the legislation debate, and drug policy and enforcement. CRMJUS 367L and SOCIOL 367L are the same course.
Distribution Area : Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: SOCIOL 101
3 Credit(s) |
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CRMJUS 368L Alcoholism: Etiology and Epidemiology
3 Credit(s)
An in-depth interdisciplinary analysis of the nature, causes and extent of alcoholism and problem drinking. Analysis of drinking patterns and drinking problems cross-culturally and among subgroups in the population such as women, prison inmates, the elderly, and homeless people. CRMJUS 368L and SOCIOL 368L are the same course.
Enrollment Requirements:
Prerequisite: SOCIOL 101
3 Credit(s) |
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CRMJUS 386L The Sociology of Mental Health and Illness
3 Credit(s)
The sociological study of mental disorder and well-being in American society. The course emphasizes the study of the prevalence and the incidence of disorder, and theories of its causation. Attention is also given to family and societal reactions to the impaired, and how these responses and definitions influence legal processes, treatment, and illness severity. Social policy is discussed. CRMJUS 386L and SOCIOL 386L are the same course.
Enrollment Requirements:
Prerequisite: SOCIOL 101
3 Credit(s) |
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CRMJUS 461L Internship in Law and Criminal Justice
6 Credit(s)
This course provides an historical and sociological analysis of our state and federal court systems, and considers such issues as the rights of indigent defendants, the bail system, right to counsel, and the adversary nature of some proceedings. In addition to classroom work, students undertake supervised field placements in probation offices, parole boards, district attorneys’ offices, and correctional programs. CRMJUS 461L and SOCIOL 461L are the same course.
Enrollment Requirements:
Prerequisites:
- SOCIOL 101 and SOCIOL/CRMJUS 104L and SOCIOL/CRMJUS 262L and SOCIOL/CRMJUS 351L and
- one of the following: SOCIOL/CRMJUS 350L or 352L and
- 75 or more credits and completion of WPE.
6 Credit(s) |
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CRMJUS 462L Internship in Law and Juvenile Justice
6 Credit(s)
This course provides an historical and sociological introduction to our juvenile justice system, and considers such issues as children’s rights and the role of the family versus the role of various judicial institutions. In addition to classroom work, students undertake supervised field placements in juvenile courts, probation offices, and youth rehabilitation programs. CRMJUS 462L and SOCIOL 462L are the same course.
Enrollment Requirements:
Prerequisites:
- SOCIOL 101 and SOCIOL/CRMJUS 104L and SOCIOL/CRMJUS 262L and SOCIOL/CRMJUS 351L and
- one of the following: SOCIOL/CRMJUS 350L or 352L and
- 75 or more credits and completion of WPE.
6 Credit(s) |
Critical Reading & Writing |
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CRW 111 Critical Thinking I
3 Credit(s)
This course focuses on the fundamental intellectual skills of critical thinking, reading, and writing needed to succeed in college level studies. Using materials drawn from various disciplines in the college curriculum, students develop their ability to recognize and discuss ideas. By learning to relate generalization to supporting ideas and to identify the patterns into which ideas are structured, students gain practice in applying effective strategies for understanding college material. The class meets on a regular basis in a computer lab where students use computers to develop these analytical capabilities and apply them to course work.
3 Credit(s) |
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CRW 112 Critical Thinking II
3 Credit(s)
In this course, students gain experience in the processes of intellectual inquiry as it is practiced in the liberal arts and sciences. Through both oral and written presentations, they analyze and interpret readings taken from college-level texts. They learn to distinguish the methods authors use in developing their ideas and the differences and similarities among perspectives of various authors, as well as to recognize implications and to question authors’ purposes. The class meets on a regular basis in a computer lab where students use computers to develop these analytical capabilities and apply them to course work.
3 Credit(s) |
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CRW 221 Interdisciplinary Critical Thinking
3 Credit(s)
Students practice critical thinking strategies and examine transfer students’ acquired knowledge by inquiring: How is knowledge transformed when it is transferred to new academic communities? What discipline-specific expectations can students meet by depending on prior experience? How do research criteria and restrictions differ by discipline and learning institution? Which schemata and theories work across disciplines?
3 Credit(s) |
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CRW 282 Elements of Writing Proficiency
3 Credit(s)
A course for upper-level students who need further work on those critical reading, writing, and thinking abilities necessary to complete the writing proficiency requirement. Intensive instruction and practice in analyzing and synthesizing readings and in developing and documenting essays based on multiple readings. Students must complete 1-2 papers appropriate for submission in a writing proficiency portfolio. A conference with the director of the writing proficiency requirement is recommended before registering. Course enrollment is limited to 22 students.
3 Credit(s) |
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CRW 283 Proficiency in Analytic Writing
3 Credit(s)
This course is for students who have had repeated difficulty completing the writing proficiency requirement. The course explores a broad theme or topic, reading texts drawn from different disciplines. The course functions as an intensive writing workshop, providing instruction and practice in critical reading, writing, and thinking. Students must develop three critical papers, based on multiple readings, that form the basis of a writing proficiency portfolio. A conference with the director of the writing proficiency requirement is mandatory before registering. Course enrollment is limited to 15 students.
3 Credit(s) |
Dance |
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DANCE 130 Understanding Dance
3 Credit(s)
The course features the study of dance and its choreography, and varied views of dance by artists such as Duncan, Nijinsky, Graham, Tharp and Balanchine. Lectures, slides, films, readings, discussions, writing and studio practice focus on critical observations of dance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 131 Musical Theatre
3 Credit(s)
This course is an introduction to such various forms of dance as social, folk, square and tap used in theatrical productions. Emphasis on performance.
3 Credit(s) |
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DANCE 132 Ballet I
3 Credit(s)
This course is an introduction to the study of ballet; emphasis on performance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 133 Jazz Dance I
3 Credit(s)
This course is an introduction to the study of jazz dance; emphasis on performance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 134 Modern Dance I
3 Credit(s)
This course is an introduction to the study of modern dance; emphasis on performance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 135 Multicultural Dance
3 Credit(s)
This course focuses on the theory, practice, and performance of American, Latin-American, and African-American dance styles.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 136 Hip Hop Dance
3 Credit(s)
Hip Hop dance will teach the fundamentals of hip hop and how to put them together in routines. The dance form involves “a complex array of interlocking rhythms, percussive accents of isolated body parts popping out in unexpected phrasing,” (Andre Lepecki, ed., Of the Presence of the Body, 2004). Key figures in its early development in the 1970’s are Afrika Baambata, a rapper who is credited with forming the first group of hip hop dancers, and DJ Kool Herc of Jamaican origin who brought his two turntables to the block parties in the South Bronx. Its influences range from African dance and Brazilian Capoeira to James Brown, Michael Jackson and, more recently, music videos. This course covers the variety of components that make up Hip Hop Dance: poppin’, lockin’, wavin’, steppin’, top rockin’, and downrockin’ and basic breakin’. The course material will help students develop strength, coordination and a strong mental focus while they thoroughly enjoy moving themselves to the lively rhythms of hip hop music. This is a practical course in which the great majority of time will be spent practicing dance technique and choreography. While we may occasionally view a video, most of our time will be spent actually dancing. We will become familiar with basic Hip Hop moves and practice putting these moves into combination in challenging ways. We will further enhance our knowledge of Hip Hop through the writing of two papers. Material learned in class will prepare us for an end-of-semester studio performance.
3 Credit(s) |
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DANCE 181 Topics in Dance
3 Credit(s)
This course introduces styles of dance without requiring prior experience. Topics to be covered vary by semester.
3 Credit(s) |
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DANCE 232 Ballet II
3 Credit(s)
This course continues the study of ballet; emphasis on performance. No audition necessary. Admission by permission of instructor, 1 year of ballet experience or completion of DANCE 132.
Distribution Area: The Arts
Enrollment Requirements:
Prerequisite: DANCE 132 or one year ballet experience or permission of instructor.
3 Credit(s) |
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DANCE 233 Jazz Dance II
3 Credit(s)
This course continues the study of jazz dance; emphasis on performance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 234 Modern Dance II
3 Credit(s)
This course continues the study of modern dance; emphasis on performance.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 325 Dance Theatre Workshop
4 Credit(s)
Different colors, textures, rhythms, and images expressed in body movement. The final project is a movement-dance-theatre piece incorporating all the techniques experienced in class. Repeatable for credit.
4 Credit(s) |
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DANCE 330 The Pedagogy of Dance
3 Credit(s)
This methods course develops teaching skills in modern dance, ballet and jazz. Emphasis is on educational theory in practice through development of teaching modules.
Distribution Area: The Arts
3 Credit(s) |
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DANCE 332 Ballet III
3 Credit(s)
This course is the study of ballet for advanced dancers; emphasis on performance. Placement by audition. Repeatable for credit.
Enrollment Requirements:
Instructor consent
3 Credit(s) |
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DANCE 435 Dance Internship
3 - 6 Credit(s)
Designed to enable Dance students to earn 3-6 credits for a semester’s internship in dance at professional or other working studios outside the University.
3 - 6 Credit(s) |
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DANCE 478 Independent Study
1 - 3 Credit(s)
Open only to a limited number of students in any one semester. Research, study and participation in dance projects outside the classroom involving consultation with a faculty advisor. A written prospectus is required.
1 - 3 Credit(s) |
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DANCE 479 Independent Study
1 - 3 Credit(s)
Open only to a limited number of students in any one semester. Research, study and participation in dance projects outside the classroom involving consultation with a faculty advisor. A written prospectus is required.
Enrollment Requirements:
Department consent
1 - 3 Credit(s) |
Directions for Student Potential (non-credit) |
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DSP-NC 101 DSP-ESL
3 Credit(s)
DSP-ESL
3 Credit(s) |
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DSP-NC 102 DSP-VS
3 Credit(s)
DSP-VS
3 Credit(s) |
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DSP-NC 103 DSP-MATH
3 Credit(s)
DSP-MATH
3 Credit(s) |
Early Childhood Education |
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ECHD 201 Foundations of Early Intervention and Education for All Young Children
3 Credit(s)
This introductory course focuses on the principles of early childhood education and early intervention including on facilities, staff, goals, and methodology of various programs such as child care, Head Start, and nursery school. Traditional and contemporary issues in early childhood education and early intervention approaches will be considered, and emphasis will be placed on meeting the needs of all children within the family culture.
3 Credit(s) |
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ECHD 208 Introduction to Infant and Toddler Care and Education
3 Credit(s)
This course examines the specialized needs of infants and toddlers with regard to language development, nutrition, motor and social abilities, and family-child relations. Types of programs serving infants, toddlers and their families, focusing on the design of optimum environments and curricula, will be studied. Special topic issues of health and safety, relationship to caring for infants and toddlers, etc. will be explored in depth.
Enrollment Requirements:
Pre- or corequisite: ECHD 211 or PSYCH 241
3 Credit(s) |
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ECHD 211 International Institutions and Management of Development
3 Credit(s)
The course overviews typical and atypical development from birth through age eight including: theories of development, implications of atypical development on play/learning, understanding early childhood development within an ecological framework, and exploring what brain research tells about the early years. Knowledge of predictable sequences of growth and change in children provides a framework from which teachers prepare the learning environment and plan appropriate experiences for both individuals and groups. 10-hours of clinical experience.
3 Credit(s) |
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ECHD 221 Supporting Young Children’s Social Interactions and Emotional Growth
3 Credit(s)
In this course students will look at the relationship of physical space, time, curriculum and instruction in creating the positive and effective learning environments for young children, birth to age 12. Introducing practical principles and techniques for providing developmentally appropriate guidance for all children, emphasis is placed on encouraging self-esteem, cultural awareness, effective communication skills, direct/indirect techniques/strategies and observation to understand the underlying causes of behavior. Upon completion, students will demonstrate appropriate interactions with children and families and promote conflict resolution, self-control, self-motivation, and self-esteem in children.
Enrollment Requirements:
Pre- or corequisites:
- ECHD 201and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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3 Credit(s) |
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ECHD 290 Internship in Early Education and Care
3 Credit(s)
This course provides individuals with an opportunity to apply their knowledge of child development and teachings techniques to practice as they delve into early childhood education through a supervised internship. Students will demonstrate their ability to facilitate learning through active involvement and interaction with children, parents, and other professionals as they plan, implement, and evaluate programs for young children. Students mush teach in an early childhood education program a minimum of 10 hours per week for a total of 150 hours per semester and attend weekly seminars. Students must also set up weekly conferences with their cooperating teacher and arrange three on-site supervised visits in which university staff will observe and then conferences with the student and cooperating teacher.
Enrollment Requirements:
Prerequisites: ECHD 201 and 211 and 221.
3 Credit(s) |
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ECHD 317 Responsibility and Ethics in Early Education and Care
3 Credit(s)
In this course early education and care students will explore ethics and responsibilities inherent in the roles of working with families, young children, and youth. Everyday encounters may present difficult situations in which the `right thing’ is not always clear. Diverse perspectives will be identified to develop and understanding of ethical concepts and safeguards. Ethical codes of conduct will be applied to cases studies to develop a thoughtful process to resolve ethical or legal conflicts, especially in working with diverse populations. Students will reflect on ethical responsibilities to children, families, communities, peers and profession. 10 hours of clinical experience.
Enrollment Requirements:
Pre- or corequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 320 Incorporating the Massachusetts Early Learning Guidelines for Infants and Toddlers in Practice
1 Credit(s)
This one-credit course covers the first three years of live, a time of rapid brain development and learning. This time is critically important for infants and toddlers as they develop foundations for learning. The purpose of the Early Learning Guidelines (ELG) for Infants and Toddlers is to provide a comprehensive view of the development of infants and toddlers while documenting experiences that support this development. The Guidelines focus on the relationship between the child and all significant adults in the child’s world. This course will provide direction on using these Guidelines to support work with infants and toddlers.
1 Credit(s) |
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ECHD 420 Instructional Strategies For All Young Children With A Focus On Creative Arts
3 Credit(s)
Integrate understandings of academic disciplines; of relationships with children and families; and of developmentally effective approaches to teaching and learning to design, implement, and evaluate experiences that promote positive development and learning for all children. Explore the central role of play in the education of young children, the multiple intelligences of children and the use of the creative arts to assist learning. Prepracticum experiences will show the central role of play in young children’s learning and also will a wide range of settings.
Enrollment Requirements:
Pre- or corequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 422 Observing, Documenting & Assessing in Early Childhood
3 Credit(s)
Examine early childhood measurement and assessment techniques. Discuss fundamentals of psychometric theory, structure and uses of standardized tests; skills for alternative classroom assessment techniques for child study. Use systematic observations, documentation, and other effective assessment strategies in responsible ways, to partner with families and other professionals, to positively influence children’s development and learning. This course requires 10 hours of clinical observation in various settings, including: natural settings (home, child care, Head Start) and medical settings (10 hours of clinical experience).
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
Corequisite: ECHD 492
3 Credit(s) |
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ECHD 430 Technology for all Young Children
3 Credit(s)
Examine the learning outcomes, instructional methods and materials used for instructional technology: Early Childhood to Second Grade (PreK-2). Learn how to apply the principles of Universal Design for Learning (UDL) to curriculum, instruction, and assessment to support all children in natural environments. Explore software for early literacy development in young children. Experience `hands-on’ use of hardware (e.g., printer, scanner, and digital camera) and software. Review adaptations for special needs children (e.g., switch options and construction). Learn how to integrate the use of Augmentative of Adaptive Communication (AAC) systems across the curriculum and at home. Learn how to increase family participation and gain knowledge of how to use technology with their child.
Enrollment Requirements:
Pre- or corequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 435 Family Systems, Support, and Engagement
3 Credit(s)
Students will reflect on how modern families are shaped by changes in society and family structures and how such changes impact parenting. Furthermore such societal shifts impact the relationship between early childhood practitioners and families requiring strong partnership, effective communication and on-going ways to involve families in the education process. Throughout this course practitioners working with children and families will increase skills and knowledge to assist families in supporting their children’s social, emotional, physical, and cognitive development. A strengths-based approach to empowering families will be maintained throughout the course. Students will investigate many factors that influence the healthy development of families and their impact on the parent/child relationship.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 440 Language Development & Literacy in Early Childhood
3 Credit(s)
This course explores language development from infants through primary-aged children. Topics include speech and language processes for communication, language development stages, theories of language acquisition, assessment of language development and activities to foster language development. Attention is given to linguistically diverse populations as well as to children who language development is different from the expected norm. Also explored are theory and research on literacy development, including selection and development of pre-reading/pre-writing and reading and writing curricula for preschool, kindergarten and primary grades. Emphasis is on development of literacy in the primary grades. 10 hours of clinical experiences.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 441 Science & Mathematics Instruction for all Young Children
3 Credit(s)
Explore the developmental theory and research in each of the curriculum areas, foundation for selection, design of curriculum materials, and activities appropriate for children birth through primary grades. Fundamental concepts and skills for young children will be learned as well as optimum, hands-on pedagogical methods. Implementation of math and science of developmentally appropriate practices for infants, toddlers, preschoolers, and primary children will be presented. Spend 10 hours observing in early intervention, preschool and/or public school programs.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 449 Sheltered English Instruction (SEI) for Urban Practioners
3 Credit(s)
This course furnishes all practitioners with instructional strategies, knowledge and practice needed to successfully teach second language learners. The course is designed to equip early education and care practitioners with skills to effectively organize and implement content area instruction appropriate for different levels of English proficiency, be it in public school settings or after-school programs. The myriad student language backgrounds encountered in increasingly diverse urban educational settings are discussed. This is a three-credit course requiring a minimum of 10 hours pre-practicum.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or 341 and
- ECHD 440.
3 Credit(s) |
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ECHD 450 Leadership in Early Education & Care
3 Credit(s)
Expand the role of leader and advocate in the movement toward universally accessible, high quality early childhood programs. Explore the role of a broad-based, inclusive leadership to make changes in the early education and care system, as well as, improve the jobs for teachers and providers. Discuss the theoretical frameworks and practice concrete skill development. Implement a leadership action plan as a part of the course requirements.
Enrollment Requirements:
Pre- or corequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 453 Team collaboration and Service Delivery Models
3 Credit(s)
This 3 credit course will emphasize a systematic, family-centered, collaborative and consultative approach to service delivery. Cases will be used as a focal point for learning how to plan and evaluate individualized family services. Important aspects of consultation, teamwork, service coordination and leadership in early intervention will be covered. This course demonstrates practical approaches to collaboratively setting and evaluation goals within the context of consultation. In addition, students will learn the impact of legal and financial issues on service coordination. Several approaches to service delivery will be addressed.
Enrollment Requirements:
Prerequisites: ECHD 201 and 211.
3 Credit(s) |
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ECHD 457 Youth Education in Out-of-School Settings Through Community-Based and Youth Service Organizations
3 Credit(s)
This course explores the praxis of youth education within contexts of neighborhoods, communities, and institutions outside of school. Informed by holistic models of youth, family, and community development, the course provides students with strategies for understanding and engaging effectively with youth in relevant out-of-school contexts and for developing successful collaborations with community partners. Specific attention is given to the social/historical/political profiles and institutional resources of Boston’s multicultural, multilingual communities. 10 hours of clinical experience
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 459 Administration & Supervision of Programs for Young Children
3 Credit(s)
Overview components involved in administering a program for young children. Includes goal setting, facilities, budget and finances, record keeping, staff relationships and training, parent and community involvement, federal state and local agencies, and relevant national trends and their effect on early children programs.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 460 Planning Science, Technology, Engineering and Mathematics Experiences Out-of-School Time Classrooms
1 Credit(s)
This on-credit, online course focuses on the research and best practices in STEM (Science, Technology, Engineering, and Math) education, including the Massachusetts Curriculum Frameworks, universal design for learning, thematic curriculum, and project-based learning. The purpose of the course is to provide knowledge and skills in supporting STEM infusion throughout Out-of) School (OST) environments to promote students’ higher order thinking. This is an elective, especially for EECIS Youth and Community Outreach concentration.
1 Credit(s) |
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ECHD 461 Planning for Diversity and English Language Development in Out-of-School Time classrooms
1 Credit(s)
This one-credit, online course provides the knowledge and skills to support English Language Development 9ELD) across expressive and receptive language domains for school-age children who are English Language Learners (ELL), or have other learning and language barriers. Participants will learn about; the language development and how to integrate best practices into a seamless lesson planning and implementation approaches; to welcome, support, and enhance language and literacy skill development for all children and youth and respond appropriately to the individualized ELD needs of non-native speakers of English. This is an elective, especially for the EECIS- Youth and Community Outreach concentration. As one credit elective, UMB students would take them if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc.; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: “Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators working with school age children. Course work must result in a minimum of 0.5 Continuing Education Units (CEUs) and 1 college credit.” (SOW, Nov. 8, 2013)
1 Credit(s) |
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ECHD 466 Early Intervention: Curriculum, Methods, and Services
3 Credit(s)
The course covers curriculum and Intervention in Early childhood services including topics/discussions of 1) what is meant by curriculum framework for young children; 2) elements of a curriculum framework for early intervention; 3) overview and comparison of various early intervention curricular models and approaches; 4) current issues and trends related to early intervention curriculum; and 5) strategies for creating effective learning ecologies for diverse groups of young children with special needs. The course also prepares personnel with the skills necessary to be effective members of interdisciplinary teams that operate from a developmental framework and that incorporate a family-guided approach to early intervention service delivery. 15 hours of clinical experience.
Enrollment Requirements:
Prerequisites:
- ECHD 201 and
- ECHD 208 and
- ECHD 211 or PSYCH 241.
3 Credit(s) |
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ECHD 474 Developing a Science, Technology, Engineering and Mathematics Empowered Out-of-School Time Program
1 Credit(s)
This one-credit, online course focuses ont he research and best practices to develop and support STEM (Science, Technology, Engineering, and Math) experiences in out-of-school time programs. Designed for group leaders and administrators, the focus includes linking with the Massachusetts Curriculum Fr4ameworks, universal design for learning, thematic curriculum and project-based learning. The purpose of the course is to provide knowledge and skills to support STEM infusion throughout Out-of-School (OST) environments to promote students’ higher order thinking. This is an elective, especially for EECIS Administration and Supervision, or Youth and Community Outreach concentration. As one credit elective, UMB students would take them if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc.; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: “Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators working with school age children. Course work must result in a minimum of 0.5 Continuing Education Units (CEUs) and 1 college credit.” (SOW, Nov. 8, 2013)
1 Credit(s) |
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ECHD 475 Supporting Diversity and English Language Development in Out-of-School Time Programs
1 Credit(s)
This on-credit, online course is built on the research and best practices encompassed within WILDA (World-Class Instructional Design and Assessment), the MA-CF (Massachusetts Curriculum Frameworks), ULD (Universal Learning Design), and TC/PBL (Thematic Curriculum and Project-Based Learning) as well as QRIS (Quality Rating and Improvement System). The purpose of the course is to provide administrators the knowledge and skills to support English Language Development (ELD) across expressive and receptive Language domains for school-age children who are English Language Learners (ELL) or have other learning and language barriers. Administrators will plan to improve practice, creating a shift in policies and programmatic culture to embrace and support diverse learners, welcoming non-native English speaking families and enhancing the ELD progress of students who are learners of English. This is an elective, especially for EECIS Administration and Supervision, or Youth and Community Outreach concentration. As on credit elective, UMB students would take then if they are looking for elective in Early Childhood. They are not needed for the program of study. Sometimes our students transfer in an odd number of credits, due to lab courses, etc; therefore just need one credit and prefer EECIS courses. Course was developed with funding from the department of Early Education and Care (EEC) in collaboration with BOSTnet. EEC funded these courses to have the content available at three levels: for professional development hours, for CEU and for college credit. Here is a quote from the Scope of Work: “Develop online courses related to school age child care and a plan for the on-going presentation of such courses to educator and providers working with school age children in multiple formats leading to professional development hours, continuing education units, and college credit. EEC is looking for a vendor to develop and offer coursework related to educators and administrators working with school age children. course work must result in a minimum of 0.5 Continuing Education Units (CEUs) and 1 college credit.” (SOW, Nov. 8, 2013)
1 Credit(s) |
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ECHD 479 Massachusetts Early Childhood Guidelines and Core Competencies
3 Credit(s)
This course combines the three, one-credit courses Core competencies, Infant Toddler Guidelines, and Preschool Guidelines. It is designed to provide early childhood education professionals with the knowledge and skills 1) to assess their own level, in terms of the eight core competencies, across the infant-toddler, preschool and out-of-school age range; 2) to explore the development of infants and toddlers while documenting experiences that support this development: and 3) to deepen the knowledge and skills to teach each content area according to the preschool learning guidelines, or state standards. Students cannot receive credit for this course if they have already received credit for ECHD 303 or 320 or 325.
3 Credit(s) |
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ECHD 489 Early Childhood Pre-Practicum PreK-2
1 Credit(s)
This one-credit field experience is organized around the Preservice Performance Assessment (PPA) tool, which guides both candidates’ observations of experienced teachers at work, and candidates’ own lesson delivery later in the semester. University supervisors hold two organizational meetings during the semester (beginning and end) to discuss general issues stemming from field placements and to ensure candidates have a solid grasp of the PPA tool with which their lesson delivery is assessed. Students spend one day a week in a Prek-2nd grade public school classroom where they start observing and incrementally taking responsibilities. From helping one single student to small group monitoring, the experience leads to the teaching of a lesson to the whole class that is assessed by the university supervisor. Such assessment is discussed with each individual student and a plan to identify areas and strategies for improvement is completed.
Enrollment Requirements:
Prerequisites: ECHD 201 and 211 and 440.
1 Credit(s) |
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ECHD 490 Planning Curriculum in Early Childhood
3 Credit(s)
Students use the state’s curriculum frameworks and related resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children. They learn about curriculum theory and other professional standards related to early childhood education organization and practice. Student become collaborative learners who make informed decisions that integrate knowledge from a variety of sources and geared towards maximizing service to a wide diversity of children, employing a Universal Design for Learning (UDL) approach. Using the Preservice performance assessment tool as guideline for the basic elements of teaching, student identify and collect artifacts that demonstrate their growing understanding of effective classroom practice.
Enrollment Requirements:
Prerequisites: ECHD 201 and 211.
3 Credit(s) |
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ECHD 493 Internship in Early Education and Care II
9 Credit(s)
This course explores the application of theory to practice within a fourteen week internship, requiring a minimum of 300 hours of field experience in the student’s area of concentration. Throughout the internship practitioners will develop leadership in their early education and care setting, use a problem solving approach in the application of theory to real life practice, collect and analyze data to inform practice, and reflect on their internship placement. Seminars with a university supervisor will capitalize on the diversity of program settings to investigate federal and state regulations, research, policy, and practice.
9 Credit(s) |
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ECHD 494 Teacher Inquiry/Practicum II
9 Credit(s)
Fourteen-week, full-time practicum, field experience providing the opportunity to put theory and technique into practice in a kindergarten, first or second grade classroom. Develop teaching competencies, with assistance from both a certified cooperating teacher and a university supervisor. Attend a seminar with the university supervisor, to explore the connections between theory and practice, share practicum experiences, and work on the Teaching Portfolios. Design and implement curriculum, assess individual child and group progress, and observe role of family and community in children’s education. Develop identify as an early childhood profession.
9 Credit(s) |
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ECHD 496 Independent Study: Early Education and Care in Inclusive Settings
1 - 4 Credit(s)
This is a directed study of a particular topic in education. The work is guided and assessed by the instructor. A proposal or outline of study, signed by the instructor, must be submitted for approval to the Department Chair prior to the start of course.
1 - 4 Credit(s) |
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ECHD 497 Special Topics: Early Education and Care in Inclusive Settings
1 - 3 Credit(s)
This course offers intensive study of selected topics in the field of early education and care. Course content and credits vary according to topic are announced prior to the advance pre-registration period.
1 - 3 Credit(s) |
Economics |
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ECON 101 Introduction to Microeconomics
3 Credit(s)
A broad introductory survey in which special attention is given to the role of economic principles in analyzing and understanding current economic problems. Emphasis is given to the functioning of markets and to the behavior of individual economic units such as the business firm and the consumer (microeconomics). Other areas of emphasis vary from section to section and may include industrial organization, income distribution, international trade, economics of the environment, and other topics.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: MATH 114Q or 115 or equivalent MATH level.
3 Credit(s) |
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ECON 102 Introduction to Macroeconomics
3 Credit(s)
A broad introductory survey in which special attention is given to the role of economic principles in analyzing and understanding current economic problems. Emphasis is given to examining the overall functioning of the economy and to such matters as unemployment, inflation and recession. Other areas of emphasis vary from section to section and may include economics of government spending and taxation, economic development, alternative economic systems, and other topics.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: MATH 114Q or 115 or equivalent MATH level.
3 Credit(s) |
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4 Credit(s) |
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ECON 201 Microeconomic Theory
3 Credit(s)
Analysis of consumer and firm behavior, and of the determination of prices and quantities in both product and factor markets. Equilibrium of the household, the firm, and the industry. Implications of alternative market structures. A theoretically oriented course that builds on the less rigorous foundation provided in introductory economics courses.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites:
- ECON 101 and
- MATH 129 or 130 with a grade of B- or better or placement into MATH 134, 135 or 140.
3 Credit(s) |
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ECON 202 Macroeconomic Theory
3 Credit(s)
An investigation of the forces determining national output, employment, and inflation. Particular attention is paid to those government policies which attempt to affect the overall level of economic activity in the US. A theoretically oriented course that builds on the less rigorous foundation provided in introductory economics courses.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites:
- ECON 101 and
- ECON 102 and
- MATH 129 or 130 with a grade of B- or better or placement into MATH 134, 135 or 140.
3 Credit(s) |
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ECON 205 Statistical Methods
3 Credit(s)
A non-calculus introduction to statistical inference aimed at familiarizing students with common statistical concepts so they will be able to make intelligent evaluations of technical reports. Topics include descriptive statistics; probability, including the normal distribution; hypothesis testing, including t-tests; analysis of variance; regression and correlation.
Distribution Area: Mathematics and Technology
Enrollment Requirements:
Prerequisites:
- ECON 101 or 102 and
- MATH 114Q or 115 or placement into MATH 129 or 130.
3 Credit(s) |
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3 Credit(s) |
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3 Credit(s) |
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ECON 308 History of Economic Thought
3 Credit(s)
AA discussion of the rise and development of systematic economic thought. Both orthodox and heterodox economic ideas are studied in light of the social and historical context in which they developed. The course covers the origins of mercantilist thought, the physiocrats, classical political economy through Marx, neoclassical economics, the marginalist school, and the advent of macroeconomics.
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 310 Introduction to Marxist Analysis
3 Credit(s)
An introduction to Marxist economic analysis, giving students an initial exposure to the basic concepts and methods of analysis of Marxist economics. Several themes and concepts run throughout the course; these include the processes of alienation and exploitation, the operation of contradictions and the role of dialectics, and the role of the state in capitalistic societies.
Distribution Area: Social & Behavioral Sciences | Diversity Area: United States
3 Credit(s) |
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ECON 318 The Economics of State and Local Governments
3 Credit(s)
An examination of the role that state and local governments play in financing and implementing the delivery of public goods and services. The levels and history of state and local expenditures and revenues, economic theories of the role of government, the relationship between the federal government and state and local governments, and the specific taxes used to finance state and local government activities are examined, with special attention paid to the current fiscal situation of the states, especially Massachusetts.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 327 Political Economy of Development in Africa
3 Credit(s)
This course explores the political economy of development within Africa since independence. It provides an overview of major economic development debates in post-colonial Africa. Particular attention will be given to the economic and political legacies of colonialism, agrarian change, industrialization, resource mobilization, trade diversification, institutional reforms, aid, debt & capital flight, violence and state capacity. This course seeks to combine theoretical debates with country case studies as a way to illustrate the diversity of experiences within the African continent.
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 331 Money and Financial Institutions
3 Credit(s)
An economic analysis of the US financial system, including examination of the major types of financial assets, financial markets, and financial institutions, as well as the major factors that determine asset prices and the structure of interest rates. Attention is given to the nature and operation of banking firms and the structure and regulation of the banking industry. Other topics may include the Federal Reserve and monetary policy; the determination of the money supply; recent trends in the banking industry; lending discrimination and community reinvestment; and current public policy issues in the areas of banking and finance.
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 334 International Trade
3 Credit(s)
An examination of alternative theories of international trade, including traditional neoclassical free trade approaches and newer theories addressing imperfect competition, economies of scale, national competitiveness issues, and managed trade. Topics also include the economic analysis of trade policies and trade imbalances: quotas, tariffs, GATT, free trade areas, NAFTA, trade problems and policies in economically developed and developing countries.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 335 International Finance
3 Credit(s)
An examination of the theory of international finance, balance of payments and foreign exchange markets, open economy macroeconomic policy with capital mobility and exchange rate flexibility, international monetary regimes, and international monetary reform.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 336 Economic Development
3 Credit(s)
Topics include the economic meaning of underdevelopment; the role played by different kinds of resources; the evaluation of alternative “strategies” for economic growth and development; and the interaction between the problems of the under-developed countries of Africa, Asia, and Latin America and the policies of the US and other developed countries.
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 337 Emerging Economies in Asia
3 Credit(s)
This course provides an overview of the development and current concern of the major economies of Asia from historical, contemporary, and comparative perspectives. Topics include an examination of the causes and consequences of periods of rapid economic growth, the consequences of financial crises, and likely future impacts of Asia on the world economy.
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 338 The Latin American Economy
3 Credit(s)
Description and analysis of the economic characteristics and problems of Latin American countries.
Diversity Area: International
Enrollment Requirements:
Prerequisite: ECON 100 or 101 or 102.
3 Credit(s) |
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ECON 339 Political Economy of International Migration
3 Credit(s)
This course investigates theories of and empirical evidence concerning (1) why humans migrate internationally, (2) their geographic destination and duration of stay in the host nation, (3) their labor market and fiscal effects, (4) their health and use of public medical assistance, and (5) the amount, frequency, mechanisms, and effects of remitting money to their home country.
Diversity Area: International
Enrollment Requirements:
Prerequisites: ECON 101 and 102.
3 Credit(s) |
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ECON 345L Natural Resources & Sustainable Development
3 Credit(s)
This class introduces the economic approach to sustainable growth and economic development by, among other things, examining questions surrounding natural resource management. The first third of the course focuses on the role economics can and cannot play in examining natural resources issues, schools of thought concerning the extent to which natural resources are scarce, and what sustainable economic growth means. The second third of the class focuses on exposing you to the tools economists and policy decision makers use to examine natural resource issues. Finally, the final third of the course focuses on applying the concepts you have learned to specific natural resource issues. ECON 345L and EEOS 345L are the same course.
Enrollment Requirements:
Prerequisite: ENVSCI 122 or ECON 100 or 101 or permission of instructor.
3 Credit(s) |
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ECON 345L Natural Resources & Sustainable Development
3 Credit(s)
This class introduces the economic approach to sustainable growth and economic development by, among other things, examining questions surrounding natural resource management. The first third of the course focuses on the role economics can and cannot play in examining natural resources issues, schools of thought concerning the extent to which natural resources are scarce, and what sustainable economic growth means. The second third of the class focuses on exposing you to the tools economists and policy decision makers use to examine natural resource issues. Finally, the final third of the course focuses on applying the concepts you have learned to specific natural resource issues.
Enrollment Requirements:
ENVSCI 122 or ECON 100 or 101 or permission of instructor.
3 Credit(s) |
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