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2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Use the course filter below to search for active courses.
Course numbers followed by an ‘L’ are cross-listed with another department or program.
This catalog may contain course information that is out of date. Before registering for a course, always check the course information in WISER.
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Dance |
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DANCE 332 - Ballet III
3 Credit(s) | Lecture |
Course can be counted for credit up to 5 times/15 credits
Description:
This course is the study of ballet for advanced dancers; emphasis on performance. Placement by audition. Repeatable for credit.
Enrollment Requirements:
Instructor consent
013269:1
3 Credit(s) |
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DANCE 435 - Dance Internship
3 - 6 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
013271:1
3 - 6 Credit(s) |
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DANCE 478 - Independent Study
1 - 3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
013272:1
1 - 3 Credit(s) |
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DANCE 479 - Independent Study
1 - 3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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
013273:1
1 - 3 Credit(s) |
Directions for Student Potential (non-credit) |
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DSP-NC 101 - DSP-ESL
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
DSP-ESL
039006:1
3 Credit(s) |
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DSP-NC 102 - DSP-VS
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
DSP-VS
039007:1
3 Credit(s) |
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DSP-NC 103 - DSP-MATH
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
DSP-MATH
039008:1
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) | Lecture |
Course can be counted for credit once
Description:
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.
033435:1
3 Credit(s) |
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ECHD 208 - Introduction to Infant and Toddler Care and Education
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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
033352:1
3 Credit(s) |
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ECHD 211 - International Institutions and Management of Development
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
033344:1
3 Credit(s) |
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ECHD 221 - Supporting Young Children’s Social Interactions and Emotional Growth
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033345:1
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) | Lecture |
Course can be counted for credit once
Description:
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 ECHD 211 and ECHD 221
035488:1
3 Credit(s) |
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ECHD 317 - Responsibility and Ethics in Early Education and Care
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
035489:1
3 Credit(s) |
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ECHD 320 - Incorporating the Massachusetts Early Learning Guidelines for Infants and Toddlers in Practice
1 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
037937:1
1 Credit(s) |
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ECHD 420 - Instructional Strategies For All Young Children With A Focus On Creative Arts
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033441:1
3 Credit(s) |
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3 Credit(s) |
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ECHD 430 - Technology for all Young Children
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033347:1
3 Credit(s) |
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ECHD 435 - Family Systems, Support, and Engagement
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
035490:1
3 Credit(s) |
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ECHD 440 - Language Development & Literacy in Early Childhood
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033348:1
3 Credit(s) |
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ECHD 441 - Science & Mathematics Instruction for all Young Children
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033349:1
3 Credit(s) |
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ECHD 450 - Leadership in Early Education & Care
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033351:1
3 Credit(s) |
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ECHD 453 - Team collaboration and Service Delivery Models
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ECHD 211
037939:1
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) | Lecture |
Course can be counted for credit once
Description:
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:
Preequisites:
035525:1
3 Credit(s) |
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ECHD 459 - Administration & Supervision of Programs for Young Children
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
033353:1
3 Credit(s) |
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ECHD 466 - Early Intervention: Curriculum, Methods, and Services
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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:
035523:1
3 Credit(s) |
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ECHD 490 - Planning Curriculum in Early Childhood
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ECHD 211
033355:1
3 Credit(s) |
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ECHD 493 - Internship in Early Education and Care II
9 Credit(s) | Internship |
Course can be counted for credit once
Description:
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.
040587:1
9 Credit(s) |
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ECHD 494 - Teacher Inquiry/Practicum II
9 Credit(s) | Practicum |
Course can be counted for credit once
Description:
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.
040588:1
9 Credit(s) |
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ECHD 496 - Independent Study: Early Education and Care in Inclusive Settings
1 - 4 Credit(s) | Lecture |
Course can be counted for credit up to 2 times/8 credits
Description:
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.
037899:1
1 - 4 Credit(s) |
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ECHD 497 - Special Topics: Early Education and Care in Inclusive Settings
1 - 3 Credit(s) | Lecture |
Course can be counted for credit up to 4 times/12 credits
Description:
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.
037900:1
1 - 3 Credit(s) |
Economics |
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ECON 101 - Introduction to Microeconomics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: MATH 114QR or MATH 115 or equivalent math level
013775:1
3 Credit(s) |
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ECON 102 - Introduction to Macroeconomics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisite: MATH 114QR or MATH 115 or equivalent math level
013794:1
3 Credit(s) |
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4 Credit(s) |
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ECON 201 - Microeconomic Theory
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites:
013727:1
3 Credit(s) |
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ECON 202 - Macroeconomic Theory
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites:
013728:1
3 Credit(s) |
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ECON 205 - Statistical Methods
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Mathematics and Technology
Enrollment Requirements:
Prerequisites:
013866:1
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) | Lecture |
Course can be counted for credit once
Description:
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 ECON 102
013873:1
3 Credit(s) |
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ECON 310 - Introduction to Marxist Analysis
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences | Diversity Area: United States
013879:1
3 Credit(s) |
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ECON 318 - The Economics of State and Local Governments
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013960:1
3 Credit(s) |
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ECON 327 - Political Economy of Development in Africa
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ECON 102
039011:1
3 Credit(s) |
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ECON 331 - Money and Financial Institutions
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ECON 102
013740:1
3 Credit(s) |
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ECON 334 - International Trade
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013979:1
3 Credit(s) |
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ECON 335 - International Finance
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013980:1
3 Credit(s) |
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ECON 336 - Economic Development
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013744:1
3 Credit(s) |
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ECON 337 - Emerging Economies in Asia
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ECON 102
035124:1
3 Credit(s) |
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ECON 338 - The Latin American Economy
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Description and analysis of the economic characteristics and problems of Latin American countries.
Course Attribute(s):
Diversity Area: International
Enrollment Requirements:
Prerequisites: ECON 100 or ECON 101 or ECON 102
013985:1
3 Credit(s) |
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ECON 339 - Political Economy of International Migration
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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.
Course Attribute(s):
Diversity Area: International
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
033825:1
3 Credit(s) |
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ECON 345L - Natural Resources & Sustainable Development
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
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 ENVSCI 345L are the same course.
Enrollment Requirements:
Prerequisite: ENVSCI 122 or ECON 100 or ECON 101 or permission of instructor
013989:1
3 Credit(s) |
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ECON 349L - Economic Approaches to Environmental Problems
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An introduction to the economist’s approach to solving environmental problems. The course examines applicable economic theories, then uses them to develop a framework for analyzing a wide range of environmental issues. Topics include benefit/cost analysis; measurement of environmental damages; and current government approaches to solving air, water, and solid waste pollution problems. ECON 349L and ENVSCI 349L are the same course.
Enrollment Requirements:
Prerequisite: ENVSCI 122 or ECON 100 or ECON 101 or permission of instructor
013992:1
3 Credit(s) |
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ECON 351 - Economic Philosophy
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course examines the history, evolution, and current state of the philosophy of science underlying economics. The central aim of the course is to provide students with a deep understanding of how economic analysis works, and, thereby, to help students critically interpret the claims of current economic research and rhetoric. The course is divided thematically into four parts, studying: (1) the pre-history of modern economics, (2) the foundation and evolution of modern economics, (3) critical responses to modern economic philosophy, and (4) current work in economics.
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013748:1
3 Credit(s) |
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ECON 370 - Special Topics
3 Credit(s) | Lecture |
Course can be counted for credit up to 2 times/6 credits
Description:
This course provides an opportunity, at the 300 level, for the department to offer one-time-only courses on special topics of current interest to faculty members and students. It also is sometimes used as a way of offering proposed new courses on a trial basis before they are officially approved as part of the economics curriculum.
013918:1
3 Credit(s) |
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ECON 372 - Comparative Economic Systems
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An examination of alternative systems of economic organization. Analysis of the failed command economies of the former Soviet Bloc and discussion of the progress and prospects for reform in Russia, Poland and Hungary. Special attention is given to comparing alternative capitalist systems (US, Sweden, Germany, Japan and South Korea). Issues of concern include market and non-market mechanisms of allocation and distribution, workers’ control, economic democracy, centralization and decentralization, and the relation of economic affairs to political and social affairs.
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
014002:1
3 Credit(s) |
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ECON 380 - Health Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An analysis of how health care markets function with specific reference to the US health care delivery system. Topics include the economic, social, and demographic factors determining the demand for health care services, the supply of various kinds of health care services, the financing of health-sector services, and alternative systems of health care delivery and financing.
Enrollment Requirements:
Prerequisites: ECON 101
014005:1
3 Credit(s) |
| |
-
ECON 390 - Labor Market Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An analysis of labor as an economic resource. Topics include the demand and supply of labor; wage determination and the structure of labor markets; income distribution, discrimination and inequality; unemployment and contingent work; labor as a macroeconomic variable, and public policies affecting the labor market.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102
013751:1
3 Credit(s) |
| |
-
ECON 395 - The Economics of Social Welfare
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
A study of major economic security programs in the United States, such as Social Security and Temporary Assistance to Needy Families. The course begins with an examination of historical events leading to the programs of the American welfare system, analyzes the benefit and cost structure of the current system, and assesses the effects of recent attempts to reform that system.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences | Diversity Area: United States
Enrollment Requirements:
Prerequisites: ECON 100 or ECON 101 or ECON 102
014023:1
3 Credit(s) |
| |
-
ECON 396 - The Economics of Inequality
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course examines the nature and extent of income inequality primarily in the U.S. but with a comparative perspective. We will begin by describing the trends in income inequality in the United States in comparison to other developed nations. We will consider possible causes and consequences of income inequality. We will examine a range of social and economic effects on income inequality including economic growth, intergenerational economic mobility, educational outcomes as well as health and happiness outcomes. We will then describe policies focused on households in both the top and the bottom of the income distribution. In addition to introduction students to the forces behind inequality, This course offers students the opportunity to work on critical analysis skills in a small-sized course. this includes reading thoughtfully, by assessing the arguments and evidence provided by authors; thinking carefully about one’s own beliefs and how they shape one’s perspective on these issues; and communicating well-articulated arguments, both orally and in a written form.
Enrollment Requirements:
Prerequisite: ECON 101
040591:1
3 Credit(s) |
| |
-
ECON 406 - Introduction to Behavioral Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Behavioral economics is a new, and quickly growing field that attempts to provide a more realistic understanding of judgment and decision making in an economic context. In this course, we will discuss the short-comings of the standard economic model, and how these short-comings can be replaced with more plausible assumptions about decision making. We will apply these principles in the areas of labor markets and firm organization, financial markets, and public policy.
Enrollment Requirements:
Prerequisite: ECON 201
036998:1
3 Credit(s) |
| |
-
ECON 407 - Advanced Topics in Development Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course has two aims. In the first four weeks of the semester students will be introduced to some core issues in Development Economics. These topics will be covered at a more advanced level than they are covered in existing courses and will provide the basic framework for the remainder of the course. In the second part of the course, which constitutes the bulk, students will have an opportunity to engage with a specific topic in greater depth. This topic will vary with the instructor teaching the course. The proposed topics are: Urbanization in Developing Countries, Poverty and Inequality, Structural Change and Transformation, Gender and Development, War, Macroeconomic Issues in Developing Countries, and Political Economy of Development. Whichever the area, students will be given the skills necessary to critically analyze the process of economic development, to identify the winners and losers in this process, and to appreciate what would constitute just and sustainable policy in that area.
Enrollment Requirements:
Prerequisites: ECON 101 and ECON 102 and ECON 201 and ECON 202
039921:1
3 Credit(s) |
| |
-
ECON 413 - Advanced Topics in Urban Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
At the most general level, urban economics introduces space into economic models and studies the location of economic activity. This course is organized around three primary sets of questions within the field of urban economics. The first focuses on the development of urban areas. Why do cities exist and why do some grow more rapidly? The second area addresses patterns of development within metropolitan areas. How do firms and households decide where to locate within given metropolitan areas? What determines the price of land, and how do these prices vary across space? The third and final area concerns the spatial dimensions of urban problems. Specifically, we will examine poverty, housing, and congestion. In addition to a rigorous study of urban economic theory, this course will also include a team based consulting project for a specific client in the city of Boston. Students will receive their client at the beginning of the semester and will conduct original empirical research to address their client’s concerns. Clients will vary, but may include the Boston Foundation, the Boston Federal Reserve and the Boston Redevelopment Authority.
Enrollment Requirements:
Prerequisites:
039922:1
3 Credit(s) |
| |
-
ECON 415 - Economic Demography
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This is a course in population economics. In this course you will gain an understanding of global and national demographic trends and the theories of demographic change underlying these trends. Much of the course will focus on the economics of the family. We will analyze marriage, fertility, intergenerational ties, and mortality at the level of the individual and the household.
Enrollment Requirements:
Prerequisite: ECON 201
037767:1
3 Credit(s) |
| |
-
ECON 417 - Public Finance
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An examination of the role of the public sector in the U.S. economy, focusing on expenditures and tax theory. Topics usually include: welfare economics and justification for government intervention in the market economy, and explanation of the federal budget, theories of growth in government, benefit/cost analysis, income redistribution theory, tax incidence, and the effect of different forms of taxation on consumption, labor supply, savings, and investment.
Enrollment Requirements:
Prerequisites: ECON 102 and ECON 201 and MATH 129
013754:1
3 Credit(s) |
| |
-
ECON 418 - Political Economy of Violent Conflict
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course examines the Political Economy of Violent Conflict with a focus on low and middle income countries over the last 3 decades. Particular attention will be given to the theories and causes of war, the ways wars are waged, resource conflicts, financing of wars, the effect of war on the economy, conflict resolution and post-conflict reconstruction and nation building. This course seeks to combine theoretical debates with country case studies as a way to illustrate the diversity of experiences and complexity of understanding conflict. Throughout this course gender will be considered as an important conceptual category in understanding the patterns, prevalence, and impacts of violence in war-affected countries.
Enrollment Requirements:
Prerequisites:
039010:1
3 Credit(s) |
| |
-
ECON 420 - Gender and Economics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course explores how and why gender affects contemporary economic outcomes in the United States, with a particular attention to occupations, incomes, and the distribution of unpaid work, and to the intersection of gender with race and class. Both mainstream economic and alternative theories are discussed, and emphasis is placed on evaluating these theories in light of empirical evidence. The role of government and business policies in creating more equitable and efficient outcomes is explored.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences | Diversity Area: United States
Enrollment Requirements:
Prerequisites:
014019:1
3 Credit(s) |
| |
-
ECON 435 - The Multinational Corporation
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Examination of the patterns, trends, and theories of direct foreign investment, and impacts of multinational corporations on home and host countries. Topics include effects of MNCs on trade, employment, wages, technology, and economic development. Papers, class presentation, and class discussion required.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Prerequisites:
014036:1
3 Credit(s) |
| |
-
ECON 452 - Econometrics
4 Credit(s) | Lecture and Laboratory |
Course can be counted for credit once
Description:
This is a course in the techniques of estimating economic models. The uses and pitfalls of empirical estimation in economics will be examined. In addition to lectures, there will be a weekly two-hour computer lab, where students will apply these methods using econometric software.
Enrollment Requirements:
Prerequisites:
014041:1
4 Credit(s) |
| |
-
ECON 453 - Advanced Macroeconomics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An investigation of the stability and volatility of the US economy, using both theoretical and applied analyses. The course examines several macroeconomic issues: the determinants of economic growth; the sources of instability in “managed-market” economies like the US; the interaction between macroeconomic policy and the international economy and the scope for systematic stabilization policy.
Enrollment Requirements:
Prerequisites: ECON 202 and MATH 129 or higher
014042:1
3 Credit(s) |
| |
3 - 6 Credit(s) |
| |
1 - 3 Credit(s) |
| |
3 Credit(s) |
| |
-
ECON 489 - Senior Honors Project
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Closely supervised individual research on a topic chosen by a student in consultation with a faculty supervisor. The course’s aim is to enable highly qualified students to undertake the preliminary exploration-reading, thinking, data-gathering-necessary for the successful undertaking of writing a senior honors thesis during the following term. The thesis prospectus must be completed and accepted by the student’s proposed thesis supervisor before enrollment. Enrollment is limited to economics majors with at least 80 credits and an overall cumulative GPA of 3.25 who have completed at least 7 economics courses with a GPA of 3.5; permission of both a faculty supervisor and the department chairperson is required. (Fulfills the capstone requirement.)
Enrollment Requirements:
Department consent
014068:1
3 Credit(s) |
| |
-
ECON 490 - Senior Honors Thesis
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Closely supervised individual research resulting in the completion of a senior honors thesis. Topics will be mutually agreed upon by students and their faculty supervisors, on the basis of the thesis prospectus (See ECON 489 ). At the beginning of the term the department chairperson will, in consultation with the thesis supervisor, appoint a second reader for the thesis, who will be available for consultation during the term. On completion of the thesis, and its acceptance by the supervisor and the second reader, the student will present an oral summary of his or her research at a seminar open to all economics students and faculty. (Fulfills the capstone requirement.)
Enrollment Requirements:
Department consent
014069:1
3 Credit(s) |
Education |
| |
-
EDC U 230 - Inclusion K-12 Inclusion K-12
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
The Purpose of this course is to examine the theoretical and practical issues that teachers must address as they implement effective inclusion of children with disabilities in general education classrooms. Topics to be studied include: the legal foundations of inclusion; appropriate strategies for supporting the academic, behavioral and social aspects of inclusive teaching; and strategies for productive interaction with other educators and parents. The central premise of this course is that inclusion requires collective attention to student needs within the general education program. Class participants will become familiar with: the roles of the general education teacher in special education; learning and behavior strategies to accommodate diverse student needs and analyzing school activities to maximize effective participation by a range of students. Twelve hours of filed experience are included.
039102:1
3 Credit(s) |
| |
-
EDC U 241 - Introduction to Urban Education
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course focuses on understanding the complexities of teaching in urban schools. We will explore the strengths, problems and issues that affect urban schools and examine how teachers can effectively respond to the issues that impact their students in this environment. The course covers four major topics. Understanding the Strengths and Challenges of the Urban Environment; Community Building and School Climate; Achievement Motivation: Working from a Strengths Based Perspective; Language Development as a Foundation of Learning.
032936:1
3 Credit(s) |
| |
-
EDC U 246 - Reading Development & Instruction in the Elem Classroom 1
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This first course on reading development immerses participants in the content and pedagogy necessary to prepare diverse learners to become proficient readers in an elementary setting. Participants will develop an understanding of reading development, assessment and instruction while also deepening their own critical reading skills. This course also immerses participants in the MA Standards for Literacy and English Language Arts incorporating the Common Core State Standards, introduces effective literacy lesson planning and prepares students for the MTEL Foundations of Reading Test.
039103:1
3 Credit(s) |
| |
-
EDC U 270 - UTeach: Knowing and Learning in Mathematics and Science
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
The course focuses on knowing and learning specifically within the context of mathematics and science. Students analyze domain-specific problems-solving activities and approaches in an applied fashion, such as through the clinical interview process. Students explore the implications of individual and social learning theories on the design of learning environments within classrooms and within the context of larger social justice issues.
Course Attribute(s):
Distribution Area: Social & Behavioral Sciences
Enrollment Requirements:
Instructor consent
039863:1
3 Credit(s) |
| |
-
EDC U 275 - UTeach: Classroom Interactions
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course continues the process of preparing students to teach mathematics, science, and engineering by providing opportunities to apply theories developed in Knowing and Learning in instructional settings. Students design and implement instructional activities informed by their own understanding of what it means to know and learn mathematics and science and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building students’ awareness and understanding of equity issues and their effects on student learning. Students are provided frameworks for thinking about equity issues in the classroom and larger school settings, and they learn strategies for teaching students with learning differences and diverse backgrounds equitably. Additionally, the course introduces ways curriculum and technology are used in classroom settings to build relationships among teachers and students and provide access to learning opportunities for all. Students engage deeply with science and mathematics content, reflecting on their own and others’ learning and problem solving, as well as the underlying structures of these disciplines and their relation to other fields of inquiry. In essence, Classroom Interaction is centered on a close examination of the interplay between teachers, students, content, and the world beyond schools, and how such interactions enable students to develop deep conceptual understanding. Students learn how content and pedagogy combine to make effective teaching.
Enrollment Requirements:
Instructor consent
039864:1
3 Credit(s) |
| |
-
EDC U 310 - Technology & Education
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This is an introduction to using computers and technology in education in responding to the ISTE National Technology Standards for Teachers and Students. The various uses of computers and K-12 educational applications in different content areas are examined. Students explore pedagogical and ethical issues that are raised by the use of computers in the classroom. In addition, students explore various criteria for effective use of technology in the classroom. Finally, the course looks at varied approaches in which technology may be used as mindful tools to facilitate changes in the ways teachers teach and students learn.
039104:1
3 Credit(s) |
| |
-
EDC U 370 - UTeach: Perspectives on Science and Mathematics
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
The Perspective on Science and Mathematics course explores a selection of topics and episodes in the history of science and mathematics. You will understand that these disciplines are not merely a body of facts, theories, and techniques. rather, they involve diverse processes by which knowledge is continually generated and reformulated. Sciences typically discussed in Perspectives include biology, physics, geology, astronomy, and chemistry. The course traces the development of key notions in these sciences and seeks to correct common myths or defective portrayals of history in science textbooks. We will also discuss the question of whether mathematics is itself a science. The course provides historical perspectives on how practical needs, social conflicts, and even individual personalities shaped the content and direction of the disciplines. An additional objective of the course is to convey that scientific and mathematical concepts are not static. The goal of the course is to promote among UTeach students the understanding that even the most basic ideas of science and mathematics are dynamic, despite the way this information is presented in K-12 textbooks.
Course Attribute(s):
Distribution Area: Humanities
040360:1
3 Credit(s) |
| |
-
EDC U 375 - UTeach: Functions and Modeling
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
In this course, students will engage in explorations and lab activities designed to strengthen and expand knowledge of the topics found in secondary mathematics. Students will collect data and explore a variety of situations that can be modeled using linear, exponential, polynomial, and trigonometric functions. Topics involving function properties and patterns, complex numbers, parametric equations, polar equations, vectors, and exponential growth and decay will be investigated. Explorations will involve the use of multiple representations, transformations, data analysis techniques (such as curve fitting) and interconnections among topics in algebra, analytic geometry, statistics, trigonometry, and calculus. The lab investigations will include use of various technologies including computers, calculators, and computer graphing software. Within each of the four units included in the course, the activities by which students learn are chosen and designed to do one of more of the following: 1. Take a second, deeper look at topics that have been exposed to previously; 2. Illuminate the connections between secondary and college mathematics; 3. Illustrate good (as opposed to the all too often poor, sometimes counterproductive) use of technology in teaching; 4. Illuminate the connections between various areas of mathematics; 5. Involvement as a student in serious (i.e., non-routine) problem solving; 6. Engage in problem-based learning; 7. Engage in non-routine applications of mathematics. This is a course designed to make students think.
040361:1
3 Credit(s) |
| |
-
EDC U 406 - Sociocultural Perspectives: Building School, Family & Community Relationships
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Examine the interrelationships among students, schools and society. Learn about the ways in which race, class, gender, language, culture, and ethnicity influence how we define each other and ourselves within the broader culture of U.S. society. Explore the historical antecedents influencing the lives of exclusive and diverse peoples of the United States, as a foundation for understanding the policies, goals, assumptions, strategies, and practices of multicultural approaches to education. Draw on various models to construct educational curricula that are multicultural and socially re-constructionist. Within the context of public schooling today, read about how to develop students’ “cultural consciousness” of the shared societal assumptions, experiences and/or our interactions with individuals from diverse backgrounds. Prepracticum experiences will deepen understandings of the interrelationships among students, schools and society.
033357:1
3 Credit(s) |
| |
-
EDC U 410 - Computers-Tech & Edu
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
An introduction to using computers and technology in education. The various uses of computers and technology in education are examined in depth as participants are introduced to a wide variety of K-12 educational software and the Internet and explore the pedagogical issues raised by the use of computers for students, teachers, and school administrators. These include consequences for learning, problem solving, organizing data, creativity, and an integrated curriculum. Finally, the course looks at ways in which technology may help facilitate changes in the ways teachers teach and students learn and ultimately may stimulate reform in education. The course has a field component where students observe computer use in the classroom.
014133:1
3 Credit(s) |
| |
-
EDC U 416 - Fstr Dev Math Thinkg
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course explores critical issues related to implementation of NCTM Standards and reviews selected research findings and theories of learning. Participants examine various methods and materials for teaching mathematics in grades N-6; engage in problem-solving and problem-posing activities; observe and work with children in a pre-practicum field site; and critically examine how their experiences relate to the teaching and learning of mathematics. Field observations are required.
032933:1
3 Credit(s) |
| |
-
EDC U 420 - Elementary Education Pre-Practicum Experience I
1 - 6 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the education experience of students at the elementary level, and become familiar with curriculum and teaching materials. This practical experience is designed to correspond to the theory and instruction being presented in both EDC U 403 (Creating Effective Learning Environments) and EDC U 417 (Fostering Language and Literacy Development). Students enrolled in this course will engage in direct participation in a developmental set of experiences in an elementary classroom setting.
032038:1
1 - 6 Credit(s) |
| |
-
EDC U 421 - Elementary Ed Pre-Practicum Experience II
1 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the education experience of students, and become familiar with curriculum and teaching materials. This practical experience is deigned to correspond to the theory and instruction being presented in EDCH 497L Curriculum Development in Elementary Schools. Students enrolled in this course will engage in direct participation in a development set of experiences in an elementary setting.
032041:1
1 Credit(s) |
| |
-
EDC U 422 - Middle & Secondary Pre-Practicum I
1 - 6 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Course Description to be renumbered to EDCG 422 The pre-practicum, the culminating experience for teacher candidates, provides student with opportunities to observe how theory and technique of education are being used through a year-long observation in a classroom. Students observe how classroom teachers are applying the teaching methods and theories in their real practice.
032039:1
1 - 6 Credit(s) |
| |
-
EDC U 423 - Middle & Secondary Pre-Practicum II
1 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the educational experience of students, and become familiar with curriculum and teaching materials. This practical experience is designed to correspond to the theory and instruction being presented in EDCG 497O Curriculum Development in Elementary Schools. Students enrolled in this course will engage in direct participation in a developmental set of experiences in an elementary setting.
032042:1
1 Credit(s) |
| |
-
EDC U 425 - Curriculum Development for Elementary Classrooms
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course explores the history, approaches, and implication of curriculum planning. In this introductory course in curriculum development, students will learn various approaches to planning curriculum units of study, with particular emphasis on way to incorporate the arts, science and social studies into elementary classroom learning experience. This course is required for certification at the elementary level.
032040:1
3 Credit(s) |
| |
-
EDC U 446 - Understanding Reading: Principles & Practices
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Introduction to theoretical and instructional issues involved in the acquisition of literacy; provide research-based practical constructs for knowledgeable decision making; consider effective ways of creating and managing an inclusionary, balanced literacy development program, which addresses the needs of children who are culturally and linguistically diverse. Topics include: oral language and the impacts of emergent literacy development, lesson planning with particular attention to selection of appropriate literacy materials, strategies for beginning reading and writing, literacy development for English language learners, and strengthening family literacy connections. Across topics, emphasis is on teacher’s roll as an observer, and the use of assessment to guide instruction. This course is taken with ECHD 490 or ECHD 491, a full time practicum.
033358:1
3 Credit(s) |
| |
-
EDC U 451 - Rethinking Equity and Teaching for English Language Learners
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course fulfills the Sheltered English Immersion (SEI) endorsement requirement for core academic teachers outlined by the Massachusetts Department of Elementary and Secondary Education as part of the Commonwealth’s Rethinking Equity and Teaching for English Language Learners (RETELL) initiative. The RETELL initiative comes at a time when teachers of all students, and teachers of multilingual learners (MLLs) in particular, must be equipped to address the needs and build on the assets of a diverse and ever- changing student population in Massachusetts. The introduction of various educational reforms requires teachers to assume new roles and responsibilities in their classrooms. This course will support the professional growth of educators and the teaching and learning of all students in this time of change.
040589:1
3 Credit(s) |
| |
-
EDC U 460 - DSG SEC CUR&LRN STRA
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course examines current principles of curriculum and instruction, as well as state and national standards for the teaching of the disciplines at the middle and secondary school levels. Students review teaching materials and methods, design curriculum units, develop strategies for communicating with students from diverse backgrounds, do micro-teaching, design assessment and evaluation instruments, and critique their own and one another’s efforts. This is a field-based course in which students are asked to reflect on the learning and teaching they see in a variety of school sites and apply what they observe as they design curriculum units.
032830:1
3 Credit(s) |
| |
-
EDC U 466 - Teaching and Learning in the Discipline History and Social Studies
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course provides an introduction to the theory and practice of teaching the social studies, including history, civics and government, geography, and economics, at the middle and secondary levels. Students will design units of study, individual lessons, and assessments in social studies attentive to the increasing socioeconomic, cultural, linguistic, and ability-level diversity of students in today’s classrooms. A required field experience component is included; students are responsible for securing access to a classroom at the level of licensure sought.
033337:1
3 Credit(s) |
| |
-
EDC U 467 - Teaching & Learning in the Discipline English
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
This course provides an introduction to the theory and practice of teaching English in middle and secondary classrooms, in particular in ways that take into account the needs and expectations of diverse learners in a multicultural society. The course focuses on participants’ on-going inquiry and reflection of field experiences. Participants will connect observed teaching practices, experiences of learners within the major components of the English curriculum, and the relationship and impact of the Massachusetts Curriculum Frameworks and high stakes testing preparation on the best practices.
033336:1
3 Credit(s) |
| |
-
EDC U 470 - UTeach: Research Methods
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Learning about science includes both learning material that has already been established (e.g., the structure of DNA, how to find forces on blocks being pushed up a ramp, the definition of an acid) and learning how scientists gained this knowledge (e.g., how new discoveries gain authority and are adopted by the scientific community, how to evaluate scientific claims when they conflict, how to design and carry out investigations to answer new questions). Most high school and undergraduate college science courses are devoted to presenting the first type of knowledge. Education in the second aspect of science has traditionally been left to graduate school. Research Methods simultaneously provides students specific techniques needed to address scientific questions and examples of how to provide this sort of training for students through individualized instruction. Core Components: 1. The course is primarily a laboratory course in which students develop and practice skills that are fundamental to the scientific enterprise. 2. The course is organized around four independent inquiries that UTeach students design carry out. 3. The course emphasizes the use of mathematics to model and explain both the natural and man-made worlds. 4. The course requires a substantial amount of writing. The written inquiries that students produce are evaluated as examples of scientific writing. 5. The course emphasizes the development of skills that are directly applicable in teaching secondary science and mathematics (e.g., use of equipment, preparation of lab materials, safety issues, and use of technology).
040362:1
3 Credit(s) |
| |
-
EDC U 475 - UTeach: Project-Based Instruction
3 Credit(s) | Lecture |
Course can be counted for credit once
Description:
The Project-Based Instruction (PBI) course is based on the premise that project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to secondary students. Project-based instruction promotes equitable and diverse participation and engages high school student sin learning. They learn fundamental science and mathematical concepts and principles that they can apply to their daily lives. The overall goal of this course is to help mathematics and science pre-service teachers develop the knowledge, dispositions, and skills needed to be effective teachers in middle and high schools. A major focus of this course is in developing an approach to designing, implementing, and evaluation problem-and project-based curricula and processes by employing approaches that have emerged from collaborations between teachers and researchers. Specifically, four common design principles are emphasized: 1. Defining learning appropriate goals that lead to deep understanding. 2. Providing scaffolds such as beginning with problem-based learning activities before completing a project; using embedded teaching, teaching tools, and a set of contrasting cases. 3. Including multiple opportunities for formative self-assessment. 4. Developing social structures that promote participation and revision. PBI has three essential components: Theory-driven perspective: Students learn about how people learn and how project-based instruction may be among our most informed classroom learning environments for bridging the gap between theory and practice. Instructional development: Students develop technological and pedagogical content knowledge as they work toward the design of project-based units. They continually build competency as they read about and discuss the principles of PBI, reflect on observations of project-based learning environments in high school settings, and incorporate what they are learning into the design of problem-based lessons and ultimately, and entire project-based unit. Field experience: An intensive field component includes observation of well-implemented project-based instruction in local schools as well as implementation of problem-based lessons with area high school students on a study field trip.
Enrollment Requirements:
Prerequisites: EDC U 270 and EDC U 275
040365:1
3 Credit(s) |
| |
-
EDC U 497 - Special Topics
3 Credit(s) | Lecture |
Course can be counted for credit up to 2 times/6 credits
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.
014141:1
3 Credit(s) |
| |
-
EDC U 498 - Practicum & Seminar Elementary Education
6 - 12 Credit(s) | Lecture |
Course can be counted for credit once
Description:
The clinical practicum provides students with opportunities to put theory and technique into practice through placement in a classroom at the grade level and content area of the certification sought. Students develop their teaching competencies, with assistance from a certified cooperating teacher, a university supervisor and classroom faculty. This seminar will explore the connections between theory and practice by discussing the application of learning strategies and curriculum design, classroom management techniques and assessment. This seminar is held in conjunction with a year-long clinical placement designed to assist students in learning, practicing and perfecting the five Massachusetts Department of Education Standards for Educator Licensure, 603 CMR, Article 7.08: Professional Standards for Teachers: 1. Plans Curriculum and Instruction, 2. Delivers Effective Instruction, 3. Manages Classroom Climate and Operation, 4. Promotes Equity, 5. Meets Professional Responsibilities.
033335:1
6 - 12 Credit(s) |
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EDC U 499 - Practicum & Seminar
12 Credit(s) | Lecture |
Course can be counted for credit once
Description:
Each practicum provides students with the opportunity to put theory and technique into practice at the level of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for a fall practicum.
Enrollment Requirements:
Department consent
032244:1
12 Credit(s) |
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