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ECE 678 - Digital Image Processing Credits 3
Lecture / 3 hours per week
Fundamentals of digital image processing. Topics include human vision models, 2-D sampling and quantization, image transforms, image enhancements, color image processing, image restoration, image and video compression, image segmentation by thresholding and region analysis, texture analysis, boundary descriptions, morphological methods, image processing system architecture. ECE 578
Graded
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ECE 679 - Geo Radar&Spch Sig Proc Credits 3
Lecture / 3 hours per week
Common mathematical frameworks in the processing of geophysical, radar, and speech signals are introduced, followed by a study of individual source mechanisms and transmission media. Specific digital filtering, deconvolution, spectral analysis and interference or clutter rejection techniques are discussed. Case studies for effective processing of seismic, radar, and speech signals are also included.
Graded
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ECE 680 - Computer & Robot Vision Credits 3
Lecture / 3 hours per week
Conditioning and labeling, the facet model, texture models, image segmentation and arc extraction, 3-D shape representation and shape recovery, surface reflection mechanism, shape from shading, range image analysis, stereo vision, 2-D and 3-D motion analysis, non-rigid body motion analysis, relational matching, 3-D object recognition, fundamentals of robot vision, architecture of computer vision systems.
Graded
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ECE 697 - Nonlinear Acoustcl Thery Credits 3
Lecture / 3 hours per week
Nonlinear acoustic fields and parametric sources. Topics include nonlinear acoustics of fluids, turbulence, underwater explosions as sources of sound, parametric acoustic arrays, finite-amplitude effects, acoustic cavitation, and streaming.
Graded
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ECE 697 - Nonlinear Acoustcl Thery Credits 3
Nonlinear acoustic fields and parametric sources. Topics include nonlinear acoustics of fluids, turbulence, underwater explosions as sources of sound, parametric acoustic arrays, finite-amplitude effects, acoustic cavitation, and streaming.
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ECE 699 - Acous Trans/Electro Tran Credits 3
Lecture / 3 hours per week
An advanced course covering fundamental principles, design, and operation of transducers for the reception and generation of underwater sound using energy analysis methods. Topics include: theory of simple radiators and receivers, electromechanical circuit analogies, impedance functions and equivalent circuits; piezoelectricity; reciprocity; acoustic properties of transducer materials; acoustic motion sensors; pressure gradient sensor designs, and diffractions constants.
Graded
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ECE 700 - Graduate Seminar Credits 1
Seminar / 1 hours per week
Seminar discussions and presentations based on research or detailed literature surveys.
Graded
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ECE 701 - Doctor Dissertation Rsch Credits variable; .00 to 9.00
Distertation
Investigations of a fundamental and/or applied nature representing an original contribution to the scholarly research literature of the field. PhD dissertations are often published in refereed journals or presented at major conferences. A written dissertation must be completed in accordance with the rules of the Graduate School and the College of Engineering. Admission to the course is based on successful completion of the PhD comprehensive examination and submission of a formal proposal endorsed by the student’s graduate committee and submitted to the ECE Graduate Program Director. Admission to the course is based on successful completion of the PhD comprehensive examination and submission of a formal proposal endorsed by the student’s graduate committee and submitted to the ECE Graduate Program Director.
Pass/Not Pass
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EDU 510 - Psychological and Social Foundations of Education Credits 3
Lecture / 3 hours per week
Examination of the basic theories of learning and teaching and the application of theory to educational environments. Students will learn about cognitive and effective theories related to learning as well as develop understandings of the social, cultural, and political factors that influence learning. Units of study include the principles of motivation, classroom management, and contemporary issues in education.
Graded
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EDU 511 - Culturally Responsive Curriculum and Instruction Credits 3
Requirements: Prerequisite or Corequisite: EDU 510Lecture / 3 hours per week
An examination of integrated approaches to classroom curriculum and pedagogy based on human development theories. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning preferences of all students. The course provides an opportunity for students to develop lesson plans and curriculum units that reflect learning strategies aligned with culturally responsive pedagogy.
Graded
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EDU 512 - Teaching and Managing Inclusive Classrooms, K-12 Credits 3
Requirements: Prerequisite: EDU 510 and EDU 511 or permission of the instructorLecture
Inclusive education viewed from historical, legal, and practical perspectives for the inclusive classroom. Organizational restructuring, philosophical implication, educational diversity, goal setting, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research into the literature, development of an IEP, curriculum and lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary-classroom teacher. Up to 20 hours pre-practicum suburban experience.
Graded
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EDU 513 - Critical Issues in Education Credits 3
Requirements: Prerequisite: EDU 512 & EDU 518Lecture / 3 hours per week
Introduction to the critical social and political issues in U.S. schooling that affect how schools are organized, as well as how teachers approach pedagogy and curriculum. Students will examine how schools and educational policy are intimately interwoven with cultural and social contexts.
Graded
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EDU 518 - Assessment for Instruction Credits 3
Requirements: Pre-Req: EDU 500; EDU 511 or permission of instructorLecture / 3 hours per week
Exploration of aspects of assessment for teaching and instruction. The students will explore a variety of uses for assessments and a variety of assessments to meet the needs of classroom teachers. They will interpret test results; consider how to use assessment in formative and summative ways; and learn how to adapt assessments for students with a range of needs including those learning English as an additional language. The students will also consider how to create high-quality assessments.
Graded
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EDU 519 - Technology & Instruction Credits 3
Requirements: Prerequisite: EDU 510 and EDU 511 or permission of the instructorSeminar / 3 hours per week
Introduction to the ways in which technology can enhance instructional experiences. This course will examine technology-based instructional approaches and provide students opportunities to engage in such approaches. This course is hands-on with a balance of technology-based and reading-based assignments to support current and future teachers in envisioning and creating technology-enhanced 21st century classrooms aligned to their content areas.
Graded
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EDU 525 - Critical Literacies Credits 3
Requirements: Prerequisite: EDU 510 and EDU 511, or admission to the MAT-Nonlicensure programLecture / 3 hours per week
Skills to recognize and examine everyday language and literacy repertoires of students from diverse backgrounds will be developed. The course explores topics such as popular culture, digital story-telling, multi-model literacies, including different modes of expression and communication, both in formal and informal education settings.
Graded
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EDU 548 - Classroom Management for Mildly and Moderately Disabled Students in Inclusive Settings Credits 3
Requirements: Prerequisite: EDU 512Lecture
Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.
Graded
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EDU 549 - Diagnostic and Remedial Assessment for Students with Moderate Disabilities Credits 3
Requirements: Pre-req: EDU 547Seminar
Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately-disabled.
Graded
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EDU 550 - Differentiated Instruction and Evidenced Based Practice Credits 3
Requirements: Prerequisite: EDU 547
Knowledge and skills in both Differentiating Instruction and Universal Design for Learning (UDL). Candidates learn to differentiate three aspects of instruction: content, process (instructional methods), and product (assessment). UDL guides the design of the learning experiences to proactively meet the needs of all learners.
Required Pre-requisites: Edu 547-Or Equivalent
Graded
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EDU 552 - Sheltered English Immersion Credits 3
Requirements: Prerequisite: EDU 512 or AED 515 or permission of instructorSeminar / 3 hours per week
This course introduces and assesses the Sheltered English Immersion (SEI) Standards required for by the SEI Endorsement for teacher licensure in Massachusetts. The course provides prospective teachers with theoretical, cultural, political, linguistic, and instructional tools to promote the academic and language development of English language learners. Topics will include federal and state laws/regulations related to ELL students; cultural considerations in the classroom; student and family diversity; theories about second language acquisition; basic structures and functions of language, SEI program principles and typologies, oral and written academic language development; instructional practices for different levels of learners across the content areas; differentiating for learning needs, collaboration with other professionals, families, and communities. To help you see SEI strategies in practice, you will complete a Prepracticum experience in an ELL classroom. Twenty (20) ESE mandated, pre-practicum hours are required for this course; observations sites will be arranged by CVPA faculty with discussion prompts provided by course instructor. EDU 452
Graded
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EDU 553 - Leadership and Supervision Credits variable; 2.00 to 6.00
Seminar
General introduction to contemporary practices and policies in educational leadership including administrative, supervisory, and curriculum areas. Topics covered include curriculum planning and design; staff and school organizations, relationships, and structures; budget and planning; and home-school connections.May be taught in a six-credit format offered in a sequence of three 2 credit seminars, using the IP grading option until the conclusion of the third seminar.
Pass/Not Pass
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EDU 561 - Special Topics in Education Credits variable; 1.00 to 3.00
Lecture / 3 hours per week
A variable topics course for education topics of current interest. Recently offered topics include authentic assessment, leadership mentoring, and teaching and learning. May be repeated with change of content.
GradedMay be repeated with change of content.
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EDU 571 - Teaching and Learning with Dharmic Tradition Credits 3
Seminar / 3 hours per week
Uberoi Foundation Fellowship. Content experts provide materials for participants focusing on the Dharmic Traditions of Hinduism, Buddhism, Sikhism, and Jainism. This course is intended for in-service teaching professionals who are interested in teaching the Dharmic Traditions in their classrooms. Seminar participants will be responsible for creating a unit of integrated lessons, which are aligned with appropriate curriculum standards.
Graded
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EDU 581 - Teaching and Assessing Writer’s Craft Credits 3
Seminar / 3 hours per week
Teaching and assessing writer’s craft through theoretical writing pedagogy and strategies for instruction. Topics include: CCSS, teacher as writer, establishing the writing classroom, writing workshop, the 6 + 1 Traits of Writing, and assessment. Readings and presentations include writing research and theory and techniques for incorporating writing across content areas. Participants discuss personal writings and experience demonstration lessons.
Graded
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EDU 582 - Teaching Nonfiction (Informational) Writing K-8 Credits 3
Seminar / 3 hours per week
Combination of theoretical writing pedagogy and practical methods for teaching nonfiction writing in the K-8 classroom. Topics explored include CCSS, teacher as writer, interaction between nonfiction texts and writing nonfiction, and authentic writing lessons. Readings and presentations offer information, theory and strategies for teaching writing across content areas. Participants discuss personal writings and experience demonstration lessons.
Graded
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EDU 583 - Teacher as Poet: Reading and Writing Poetry K-12 Credits 3
Seminar / 3 hours per week
Teacher as reader and writer of poetry. Through the exploration and writing of various forms and types of poetry, teachers will study the creative process of composing a poem as well as discuss various ways of coming to an understanding of a poem’s tone and theme and the author’s intent in choice of subject matter and format.
Graded
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EDU 584 - Teaching Reading like a Writer Credits 3
Seminar / 3 hours per week
Teachers learning to read like writers. Topics include reading and writing strategies, recognizing authors’ use of innovative techniques, the impact of varied syntax, descriptive writing, strong verbs, and focusing on how the writer expresses ideas. Participants meet in reading and response groups to discuss pedagogy, work on personal writing, observe demonstration lessons, and create their own lessons to share.
Graded
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EDU 595 - Independent Study Credits 3
Independent Study
Individual study of additional areas needed for teacher licensure, including methods in specific disciplines, reading, etc. Terms and hours will be arranged. Confer with appropriate members of the Education Department.
GradedConditions and hours to be arranged.
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EDU 596 - Instructional Media Credits 3
Lecture / 3 hours per week
A ‘hands-on’ introduction to instructional media. Instruction in acquisition, creation and application of media materials for use in the classroom from a practical point of view. Course includes familiarization in the operation and simple repair of audio visual equipment such as motion picture projectors, slide projectors, tape recorders, overhead projectors, television production apparatus and other specialized teaching aids.
Graded
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EDU 597 - Directed Study Credits 3
Independent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged. Confer with appropriate members of the Education Department.
Graded
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EDU 601 - Sociocultural & Political Contexts of Education Credits 3
Lecture / 3 hours per week
Exploration and development both theoretical and pedagogical frameworks for engaging crucial social, cultural, and political issues related to education in local and national contexts. The course explores how dimensions of race, sex/gender and sexuality, ability, and class operate in/through schooling both at a structural level as well as at the level of classroom practice. Emphasis will be placed on issues relevant to the Southcoast region, including urban contexts, and the diverse educational needs of the region
Graded
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EDU 602 - Action Research Credits 3
Requirements: Prerequisite: EDU 601Lecture / 3 hours per week
Action research for in-service teachers. Participants will make connections between their theoretical understandings of research and their own emergence as practitioner researchers as producers of knowledge through studying their own practice. They will identify a problem in their practice, develop a research plan, gather and analyze data, reflect on results, and develop implications for future teaching practice and action research
Graded
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EDU 603 - Designing Instruction for Learning Credits 3
Requirements: Prerequisite: EDU 602Lecture / 3 hours per week
Empowering in-service teachers to design a variety of instructional opportunities that attend to student learning, Building from a review of basic practices related to addressing academic diversity and responsive teaching in contemporary classrooms, this course focuses on the creation of learning environments supporting effective instructional and management strategies that attend to the dynamic and varied needs of all learners.
Graded
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EDU 610 - Develop Language Arts Credits 3
Lecture / 3 hours per week
Surveys methods of teaching the language arts which take into consideration elementary and middle school students’ needs and abilities. Emphasis will be on writing instruction.
Graded
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EDU 611 - Developmental Reading Credits 3
Lecture / 3 hours per week
A study of the cultural, social and psycho-linguistic principles, strategies and practices underlying reading and learning to read.
Graded
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EDU 612 - Teach Writ Elem&Mid Schl Credits 3
Lecture / 3 hours per week
A developmentally appropriate model to provide participants with the theory, the tools, and the support to create a writing program in their classrooms.
Graded
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EDU 613 - Lit Elem&Mid Schl Child Credits 3
Lecture / 3 hours per week
Introduces methods of bringing literature to children grades K-8. A study of the cultural, social and psycho-linguistic principles, strategies and practices underlying readings and learning to read.
Graded
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EDU 651 - Language, Culture, and Linguistics Credits 3
Requirements: Prerequisite: Must be a teacher of record in K-12 school or must have passed the MTEL Communications & Literacy Assessment.Seminar / 3 hours per week
An introduction to issues of language development, the role of culture, and linguistic repertoires pertinent to teaching and learning. Includes theories of second language development and culturally relevant pedagogy and their role in the development of various literacies.
Graded
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EDU 652 - Sociolinguistic Issues in TESOL Credits 3
Requirements: Prerequisite or Corequisite: EDU 651Lecture / 3 hours per week
Lecture based course through the application of theory. This course prepares candidates to integrate literacy and sociolinguistics across instructional contexts to support understandings, construction, and development of the English language. This course highlights facilitation, mediation and intervention in the development of English as a second, foreign or other language through instruction across myriad educational contexts including, but not limited to: very young learners, K-12, adult, mixed level, nationally and abroad, in formal and informal, and private and public schools. The course foregrounds the connection between language, literacy, and sociolinguistics as a vehicle for developing and articulating one’s personal praxis in TESOL.
Graded
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EDU 653 - Theories of Language Acquisition-Implications for Instruction Credits 3
Requirements: Prerequisite or Corequisite: EDU 652Seminar / 3 hours per week
Application of linguistic theories and concepts related to language acquisition. Topics include but not limited to theories of second-language teaching and approaches to academic language development with emphasis on a sociocultural approach to issues related to learning and literacy in preK-12 settings.
Graded
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EDU 654 - Methods & Materials for Language Teaching Credits 3
Requirements: Prerequisite or Corequisite: EDU 653Practicum / 3 hours per week
Practicum-based course for students to teach English as a second language. Engaged with approaches aligned with the Professional Standards for Teaching and the Subject Matter Knowledge outlined by the Massachusetts Department of Elementary and Secondary Education, students plan state-of-the-art curriculum, instruction, and assessment by using methods, strategies, and techniques appropriate for children in PreK-12 contexts.
Graded
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EGR 500 - Graduate Internship Credits variable; 1.00 to 3.00
Requirements: Prereq: Graduate student in one of the programs in EngineeringResearch
Prerequisite: Graduate standing; approval by advisor, graduate program director and department chairperson.Experiential learning in conjunction with an industrial or governmental agency project under the joint supervision of an outside sponsor and a faculty advisor. To be eligible, a student should have completed at least half of his/her program of study. A detailed project proposal must be prepared by the student for departmental approval prior to the start of the project. Upon completion, student must submit a report on the experience and make a short presentation to his/her graduate committee. This course may be used to satisfy one 3-credit graduate technical elective course.
Pass/Not Pass
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EGR 501 - Ethics for Engineers Credits 1
Requirements: Pre-req: Graduate StandingSeminar / 1 hours per week
Topics in broad interdisciplinary field of ethics as applied to various engineering and science disciplines along with a strong emphasis on Ethics applicable toward research, intellectual property and environmental impact. A better understanding of ethics helps to ensure research findings are relevant, respectful and beneficial to society.
Graded
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ELP 551 - Introduction to Educational Leadership and Public Policy Credits 3
Other / 3 hours per week
Introduction to educational leadership and policy theoretical environments focused in K-12 education. Concepts such as academic leadership, public policy and organizational structure, staff productivity, leadership in the change process, instruction, faculty development, and faculty personnel policies are addressed. The course will allow students to understand critically the mechanics of the educational system in order to engage and produce culture based real critical transformative leadership.
Graded
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ELP 552 - Organizational Behavior in Educational Settings Credits 3
Other / 3 hours per week
Interactive skills building course designed to improve managerial and team performances in educational settings. Students will address concepts, principles, and practices associated with effective leadership and sound management of individuals, groups, teams, and organizations. The focus is on organizational contexts and dynamics of school processes and outcomes, promoting shared responsibility and civic engagement, and the importance of collaboration in decision making processes.
Graded
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ELP 553 - Transformative Educational Leadership Credits 3
Seminar / 3 hours per week
Theoretical, cultural, political and ideological frameworks in leadership and management as a transformative practice. Students will address and explore issues of hierarchy, shared collective political processes, perceptions of leadership, organizational responsibility, shared accountability, and systemic change and community relationships.
Graded
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ELP 554 - Historical and Philosophical Foundations of American Education Credits 3
Other / 3 hours per week
Examining the foundations of American Education. In this course students will gain a historical and philosophical critical understanding of change in American Education from the colonial times to the present. They will analyze the interdisciplinary nature of the foundations of education with a focus on the intersections of culture, knowledge, and power.
Graded
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ELP 555 - Design and Evaluation of Educational Systems Credits 3
Seminar
Study of how public school systems have been designed, organized, implemented and evaluated in the United States. Throughout the course students will be confronted with historical and contemporary dominant and counter dominant designs and evaluation formats as well as with various programs and issues akin to the elementary, middle, and secondary levels.
Graded
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ELP 561 - Law and Education Credits 3
Other / 3 hours per week
Comprehensive review of the law and jurisprudence that governs public (and private) education in the United States. Topics will include an analysis of Education as a fundamental right and as a unique governmental function of the Federal and state governments; the constitutional powers, prerogatives and limitations that these governmental entities have for carrying out public education and regulate the private sector; and the rights and duties of parents, students, teachers, and administrators inside and outside the schools. POL 542
Graded
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ELP 561 - Law and Education Credits 3
Other / 3 hours per week
Comprehensive review of legal issues impacting public education in the United States. Attention is given to role of law as an agent of in shaping educational policy and practice in the United States. Topics include constitutional issues as they relate to rights of students, teachers, and parents. The course also assesses various state sources of law (statutes and state court decisions, and regulations) that impact public education. Students gain an understanding of how key concepts in educational policy have been addressed through the law. POL 542
Graded
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ELP 562 - Human Resources and Change Management in Education Credits 3
Other
Development of skills necessary to improve organizational effectiveness. Includes the analysis and research expertise associated with managing the demands of institutional and programmatic change. Analysis of theory-to-practice models is highlighted to support the instructional approach to this course. Students will gain advanced research competencies relevant to educational administration.
Graded
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ELP 563 - Public Finance and Education Credits 3
Seminar
Overview of how education is financed in the United States. Includes analysis of the national, state, and local strategies used to support education. Students will engage in an analysis of the complexity and magnitude of education as an important resource in the public sector. This course will expose students to a critical understanding of how the American economy provides funding for public education, how funds are administered, and trends toward more efficient utilization of resources.
Graded
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ELP 571 - Research Methods I - Methods and Design Credits 3
Lecture
Provide a graduate level introduction to the principles of applied social science research. Students will review the tools and techniques used by social scientists to inform evidence-based policymaking. Students will develop skills in critical thinking related to the evaluation of policies, and test those skills through the design of a research proposal related to a policy question of their choosing.
Graded
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ELP 572 - Research Methods II - Statistical Analysis Credits 3
Lecture
Introduces students to basic statistical methods and their application to management, policy and financial decision making in the public and nonprofit sectors. This course covers the essential elements of descriptive statistics, univariate and bivariate statistical inference, and some multivariate analysis. Topics include sampling, confidence intervals, hypothesis testing, and regression analysis.
Graded
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ELP 573 - Applied Policy Research Seminar Credits 3
Seminar / 3 hours per week
The methods, techniques, and data sources for conducting applied policy research and the preparation of analytic reports designed to influence decision-making in government, business, education, and other organizational settings.
Graded
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ELP 574 - Research Methods V Qualitative Inquiry in Educational Leadership and Policy Studies Credits 3
Seminar / 3 hours per week
A comprehensive examination of qualitative inquiry in educational leadership and policy studies. Topics will include an analysis of key strategies of qualitative inquiry: ethnography, autoethnography, oral history, narrative inquiry, case study, phenomenology, grounded theory, participatory action research, and discourse analysis.
Graded
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ELP 581 - Colloquium #01 Politics & Education Credits 1
Other / 3 hours per week
Participants in the Colloquium will be exposed to the political dynamics of education. Students and faculty will explore issues involving the intersection of politics and educational policy and practice as well as the impact it may have or has had at the nation (e.g. United States), states (e.g. Massachusetts) and a particular geographical locality (e.g. the South coast region in Massachusetts). Emphasis will be given to the discussion and analysis of the role that the federal and state governments exert through legislative, executive, and judicial action pertaining to education as well as to roles state agencies, school districts, school boards and elected (or appointed) government officials (legislators, mayors, state officials) play in the formation, analysis, and practice of educational policy.
Graded
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ELP 582 - Colloquium II: Critical Issues in Teaching and Learning Credits 1
Requirements: Prerequisite: ELP 581Lecture / 1 hours per week
Examining teaching as an intellectual craft. Students examine the issues that influence the daily life of teachers and their student body. Issues include such topics as cognitive coaching, cooperative learning, and differentiated instruction. Emphasis is placed on identifying, understanding, and critiquing effective classroom instruction strategies.
Graded
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ELP 583 - Colloquium III Innovations in Instructional Design and Technology Credits 1
Lecture
Examining innovation and technology theoretically and in classroom settings. Students will dissect new ways in which basic educational and psychological research is transformed into evidence based applied science of learning and instruction. The colloquium will emphasize ways to analyze and discuss how new instructional techniques and technologies can advance student learning and improve the organization of schools delivery systems as well as what it would take to make them work effectively in today’s schools.
Graded
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ELP 584 - Colloquium IV: Promoting Parental and Civic Engagement in Schools Credits 1
Lecture
Forum to analyze and debate on strategies and practices that may best involve parents in the education of their children and become civically engaged in their communities to improve the schools where their children attend. Examples of best practices as well as of current of planned initiatives in the region or in the state will be showcased, and scrutinized to improve them as well as to explore their potential for replication or expansion. Emphasis will be placed on the study of how best to develop and sustain partnerships with families and community members that support the mission of the school and the role of educational leaders in community organizing as part of school improvement.
Graded
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ELP 596 - Directed Study Credits 3
Independent Study / 3 hours per week
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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ELP 600 - Integrative Seminar Credits 3
Seminar / 3 hours per week
A learning experience aimed at demonstrating the ability to articulate, strengthen, examine, evaluate, and apply professional graduate education in social work. Students will master a substantial body of knowledge, skills, and values. The seminar is a comprehensive review of the subject matter covered by the common core courses and colloquia and provides students with a learning experience aimed at demonstrating the ability to articulate, strengthen, examine, evaluate, and apply their professional graduate education in social work.
Graded
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ELP 641 - Internship Credits 3
Seminar / 3 hours per week
Allow opportunities for students at a school district level to integrate, practice, and apply knowledge from coursework in the real-world setting of functioning schools. It is a practicum or field based experience related with real daily issues regarding leadership in practice. Students will be challenged with tensions between (1) theory and practice, and (2) students’ academic and experiential learning. Students will increasingly assume responsibility for their continuing professional development by planning for and completing a program of field experience.
Graded
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ELP 651 - Using or Analyzing Educational Assessment Data for School Improvement Credits 3
Seminar / 3 hours per week
Review of different types and sources of data and how to distinguish the different purposes for which data can be used or misused to improve schools. Students will also examine the importance of validity and reliability and fairness as essential elements for determining the quality of any assessment tool or in developing standards. Students will study (and in the process learn how to use it) current efforts in Massachusetts to improve the quality and use of data to improve teaching and learning in schools, to improve the performance of teachers and administrators operating in those schools, and to improve the diagnosis and treatment of learning disabilities.
Graded
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ELP 652 - Performance Measurement Credits 3
Seminar / 3 hours per week
Students master performance measurement. The course will provide students with the concepts, tools and techniques essential to developing and implementing performance measurement systems, while emphasizing their usefulness in improving organizational and program performance. In the course, students will examine reasons for measuring performance, the principles guiding performance measurement, common problems that limit their usefulness, as well as the utility of performance and evaluation data for policy and management analysts and decision makers. Special attention will be given to the use of strategic performance measures used today to elicit change in educational systems.
Graded
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ELP 653 - Political Economy of Urban Education Credits 3
Seminar / 3 hours per week
Exploration of how power relations between different economic, political, and social groups shape educational policy and practices. Students will examine topics in political science, economics, theories of justice, and the roles of government and their relation with educational policy and urban education.
Graded
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ELP 654 - Research Methods IV Program Evaluation Credits 3
Seminar / 3 hours per week
Students will analyze how to measure the effect of a program. They will learn about multimethods approaches (ethnographic methods; case studies; experimental and quasi-experimental) and about some new econometric methods. Students will be able to understand an evaluation study in great detail and form a well-grounded critical judgment about its value. Complemented with appropriate technical background or assistance, they will learn how to design, develop, and implement an evaluation study best suited for a program and the practical constraints at hand.
Graded
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ELP 661 - EdD-Colloquium #5 Leadership & Change at the School Level Credits 1
Lecture / 1 hours per week
Analyzation and debate of the leadership responsibilities of school and school district administrators, with special emphasis on the knowledge, skills, and values needed by school principals to improve student learning. Focus will be placed on the complex roles and responsibilities of the school principal and assistant principal as the educational leaders at the elementary, middle and secondary levels while remaining mindful of the need for stakeholder engagement. The importance of public communications and the use of data to improve decision making and planning in the school will be some of the topic areas to be included in this colloquium.
Graded
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ELP 662 - EdD-Colloquium VI: Leadership and Change at the District Level Credits 1
Requirements: PreReq: ELP 581, 582, 583, 584, 661 or permission of instructorLecture / 1 hours per week
Students and faculty analyze and debate the various roles and responsibilities of the public school superintendent in managing and leading change at the District Level. The colloquium will include topics such as developing and communicating a mission and vision for the school district: promoting appropriate uses of instructional technologies; developing and implementing professional development plans to improve student learning; encouraging experimentation and evaluation of new pedagogical approaches; community relations, professional accountability, district maintenance and operations, relationships with other school districts and educational agencies; and assuring high academic expectations for students and teachers. Students will also analyze and debate the relationship with the school boards and committees as well as politicians and their potential conflictive and contributive relationships with them.
Graded
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ELP 663 - EdD-Colloquium VII: School Improvement Plans Credits 1
Requirements: PreReq: ELP 581, 582, 583, 584, 662 or permission of instructorLecture / 1 hours per week
Students and faculty will examine and discuss critical issues regarding the design, implementation and evaluation of school improvement plans. Sample plans, case studies and research on restructuring chronically struggling schools will be used as a way to conduct the critique and reflect on what is required or could be done differently to improve its effectiveness or increase the likelihood of success.
Graded
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ELP 664 - PhD-Colloquium V - Global Contexts in Education Policy Credits 1
Lecture / 1 hours per week
Examination and debate of the educational policies within a global context. The colloquium provides the political,economic, ideological and cultural global and local dimensions that are shaping educational policies. Emphasis will put it in two towering topics, namely, globalization democracy and social justice and international perspectives in education leadership and policy studies.
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ELP 665 - PhD-Colloquium VI: Global Challenges, Local Demands and Solutions Credits 1
Requirements: Prerequiste: ELP 581, 582, 583, 584, 664 or permission of instructorLecture / 1 hours per week
Analysis and debate of issues emanating from the interaction of global challenges and local needs and their impact in education leadership and policy. Students will discuss how globalization is not a monolithic process and needs to be understood as a set of globalization processes of particular localities. In so doing students will unveil different forms of globalization (from the top and from below) and how local challenges have been determining different approaches towards schools. Issues such as the nationalization and internationalization of standards as well as the autonomy and interdependence of schools will be discussed with examples from real life situations.
Graded
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ELP 666 - PhD-Colloquium VII:Critical Issues in Language Planning and Education Credits 1
Requirements: PreReq: ELP 581, 582, 583, 584, 664, 665 or permission of instructorLecture / 1 hours per week
Exploration of the links between language ideology, language planning and inequality in the United States. Students and faculty will examine examples of successful efforts to use language policies in education to assert the rights of linguistic minorities in the United States and abroad. Case studies may be international in scope and may include cutting-edge analyses of important language policy debates relevant to us in the United States.
Graded
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ELP 672 - Special Topics in Educational Leadership Credits 3
Seminar / 3 hours per week
Exploration of various critical issues affecting educational leadership and policy. The course will pay particular attention to the various ways in which educational leadership has been conceptualized, the state of research on the field itself of educational leadership, internal or external factors that may hamper or bolster the likelihood of failure or success as a leader and administrator, and trends and challenges educational leaders face or are likely to face in a nearby future as a result of new policies, procedures or practices that have been enacted.
Graded
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ELP 673 - Trade Associations, Unions, Collective Bargaining and Education Reform Credits 3
Seminar / 3 hours per week
Examination of the nature of and the development of professional associations, unions and other educational organizations, their role in collective bargaining and their impact on educational reform initiatives. The seminar will provide an opportunity to study how these educational agencies affect educational policy and practice, the governance and organization of schools, and personnel administration in Education.
Graded
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ELP 674 - Diversity, Identity, and Educational Leadership Credits 3
Seminar / 3 hours per week
New complex contexts for the politics of inclusion in planning and in making decisions on how best to address issues of equity, given there is de facto segregation and or widespread poverty in the community or school(s) where the graduate students would be expected to function as leader; or that there are linguistic minorities, immigrants, and other historically marginalized groups present. They will examine the importance attributed to educational leaders for serving as models or mentors to others as well as the importance of emerging leaders to be more direct in addressing equity issues related to student achievement in schools. The course also seeks to examine the major themes centering on diversity and identity beyond the boundaries of the U.S.
Graded
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ELP 675 - Democracy and Education: Lessons from the Practice Credits 3
Seminar / 3 hours per week
Examination of successful experiences from real schools, teachers and leaders. By using the real field as a testimony, students will analyze and debate how a winning school and leadership is profoundly connected, not only with the curriculum per se - based on the belief that knowledge comes to life for students and teachers only when it is connected to something that is serious, but also in ways of finding practical avenues to increase the meaningful participation of everyone involved in the educational experience, including parents, local residents, and especially students themselves, making schools a democratic way of living.
Graded
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ELP 676 - Law School of Choice Credits 3
Seminar / 3 hours per week
Analyze from a historical perspective legislation and case law embodying the legal and educational principles governing school choice programs and assess the current calls for expanding and blurring the public-private sectors controversies in American Education. Students will also examine research and policy reports on school choice to explore the limits, possibilities, and challenges of choice programs in building a more just and fair society. The seminar will analyze real cases such as the Black Alliance for Educational options in Milwaukee trying to perceive how choice policies can provide high quality education for minority communities.
Graded
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ELP 677 - Law, Economics and the Education of Disenfranchised Groups and Subaltern Communities Credits 3
Seminar / 3 hours per week
Students analyze and understand the relation edified by the legal and economic apparatuses and educational policies aimed at dealing with disenfranchised segments of American Society such as linguistic and ethnic minorities, women, and students with learning and physical disabilities. In this seminar students will review the constitutional and statutory provisions of federal and state law and the judicial decisions interpreting those laws, the costs implicated in it, and how these have translated into actual practice. Emphasis will be placed on how educating these groups impact current expectations for school improvement and how assessment tools and practices may be used in ways that may ameliorate or further inequities for members of these groups. The seminar takes a critical view of the knowledge economy, and human and intellectual capital policy development in educational institutions.
Graded
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ELP 678 - Contemporary Policy and Reform in Education Credits 3
Seminar / 3 hours per week
Study of the origin, nature and consequences of educational reform in the United States with a special focus on the movement towards increased accountability and development of national standards in education and professional preparation. Emphasis will be given to exploring current reform efforts, trends and policies and in imagining what is or should be happening next. Throughout seminar students will also review how leadership in education has evolved and where it might be headed.
Graded
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ELP 679 - Critical Curriculum Theory and Inquiry in Education Credits 3
Seminar / 3 hours per week
Critical theory in education, how it has evolved and its impact on curriculum theory and educational thought. Current issues and trends in the field will be examined. Special attention will be paid to the interface between critical frameworks and post-structural approaches. In this seminar students will be able to explore designing research projects on educational issues using the critical theory framework analysis and methodology.
Graded
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ELP 680 - Globalization, Cosmopolitanism, Democracy and Social Justice in Education Credits 3
Seminar / 3 hours per week
Examination of globalization as a web of multifarious forms underpinning global, local and regional institutions and regimes allowing space for transnational politics and policies. Students will be confronted with state of the art analyses involving several forms of globalization and examine how democracies have been a fundamental ideological, political, economic and cultural currency of social legitimization. The course will emphasize the relations and tensions between neo-liberal forms of globalization and globalization from below strategies and the impact of such tensions in democracy and social justice. We will explore issues such as social justice, economic justice, cultural justice and how these impact education policy and practice.
Graded
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ELP 682 - Indigenous Knowledges and Methodologies Credits 3
Seminar / 3 hours per week
Importance of epistemological and methodological approaches other than the traditional dominant research forms will be brought to the fore. The purpose is to open up spaces for the investigation of the larger empirical and theoretical implications of alternative systems of knowledge that emerge from global indigeneity. In this seminar students will also examine the differences between research done within an indigenous context using Western methodologies and research done using indigenous methodologies which integrates indigenous voices.
Graded
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ELP 683 - Educational Reform, Accountability and Achievement Gap Credits 3
Seminar / 3 hours per week
Students will examine the role(s) that the goal of eliminating the minority achievement gap has had throughout the ages in eliciting change and reform in contemporary American Education. They will also critically reflect on whether the focus on the minority achievement gap is still useful or whether a new paradigm shift is needed or is taking place in American schools, particularly that of benchmarking ourselves against other countries performance on educational efficacy to maintain or improve our international competitiveness and strategic advantages.
Graded
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ELP 691 - Dissertation Seminar I Credits 3
Seminar / 3 hours per week
Work on a specific dissertation topic searching interconnected previous and contemporary research. The course will help students develop a formal dissertation proposal that includes a draft of all parts of the dissertation.
Graded
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ELP 692 - Dissertation Seminar II Credits 3
Requirements: Prerequisite: ELP 691Seminar / 3 hours per week
Application of cumulative understanding and skills designed in the proposal. The seminar will help students to make a realistic transition from coursework to dissertation. They will master all the literature review mechanisms as well as methodological perspectives appropriate to the proposal’s conceptual framework.
Graded
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ELP 693 - Dissertation Seminar III Credits 3
Requirements: PreReq: Completion of all required coursework and ELP 691 and ELP 692 or permission of instructor.Seminar / 3 hours per week
Engaging students in data collection and analysis while producing their dissertations. Students will collect and examine data following the dissertation proposal. Students will work on methodological and conceptual chapters to describe the data collection and analysis and to explain how the data answers to the research questions.
Graded
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ELP 694 - Dissertation Seminar IV Credits 3
Requirements: Prerequisite: Completion of all required coursework and ELP 691, ELP 692 and ELP 693 or permission of instructor.Seminar / 3 hours per week
Completion of the dissertation by working on the final considerations of the research. The seminar will allow students to prepare and revise the entire dissertation manuscript for defense.
Graded
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ELP 700 - EdD - Dissertation I Credits 3
Requirements: PreReq: Completion of all required course work and dissertation seminars or permission of instructorSeminar / 3 hours per week
Research and writing of the dissertation. The dissertation must be an original and crucial contribution to the field of educational leadership and policy studies. Such intellectual exegesis is completed under the supervision of the dissertation committee chair/advisor and members.
Graded
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ELP 710 - EdD-Dissertation II Credits 3
Requirements: PreReq: Completion of all required course work and dissertation seminars as well as EdD-Dissertation I permission of instructorSeminar / 3 hours per week
Continuation of research and writing of the dissertation. The dissertation must be an original and crucial contribution to the field of educational leadership and policy studies. Such intellectual exegesis is completed under the supervision of the dissertation committee chair/advisor and members. After approval of the dissertation by the committee, the student will proceed to the defense.
Graded
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ELP 711 - Thesis I Credits 6
Seminar / 6 hours per week
Research and writing of the dissertation. The dissertation must be an original and crucial contribution to the field of educational leadership and policy studies. Such intellectual exegesis is completed under the supervision of the dissertation committee chair/advisor and members. After approval of the dissertation by the committee, the student will proceed to the defense.
Graded
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ELP 712 - Thesis II Credits 6
Seminar / 6 hours per week
Continuation of research and writing of the dissertation. The dissertation must be an original and crucial contribution to the field of educational leadership and policy studies. Such intellectual exegesis is completed under the supervision of the dissertation committee chair/advisor and members. After approval of the dissertation by the committee, the student will proceed to the defense.
Graded
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ENL 501 - Rhetorical Theory Credits 3
Requirements: Prerequisite: Graduate Standing or permission of instructorLecture / 3 hours per week
Rhetorical precepts and notions as developed since antiquity and applied to contemporary professional writing and communication. Students will learn to identify and analyze rhetoric across a variety of discursive situations and in turn establish sound rhetorical practices within their own communication.
Graded
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ENL 503 - Language & Its Use Credits 3
Requirements: Prerequisite: Graduate Standing or permission of instructorLecture / 3 hours per week
Study of the structures and conventions of language use in context, including the social meaning of language variation. Course will offer a foundational “tool box” for working with language (phonetics, phonology, morphology, syntax, semantics). Attention will be given to both the functions of language in context (style, grammar, rhetoric, semantics, constraints, discourse, and genre) and historical, geographical and cultural variations in usage.
Graded
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ENL 505 - Stylistics Credits 3
Requirements: Prerequisite: Graduate Standing or permission of instructorLecture / 3 hours per week
This course explores the analytical and creative possibilities of language. Through both a theoretical discussion and practical application, we will examine how basic elements of writing, such as diction - including figurative language - syntax, structure, and rhetorical style, express and modulate meaning in a variety of writing forms. Students will analyze, create, and critique imaginative pieces, including advertising copy, written speeches, song lyrics, technical articles, short fiction poetry, drama, and literary nonfiction.
Graded
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ENL 510 - Thesis/Project Research Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
Principles of research, writing the thesis/project proposal, and initial thesis/project drafting. The course explores primary and secondary research methods. Course content includes in-depth and formal interviewing techniques, principles of field observation, content analysis, literature reviews, electronic data searches, historical analysis, focus groups, case studies, questionnaire design, use and abuse of statistical inquiry, fundamentals of logic and causation, and philosophical inquiry into qualitative and quantitative research perspectives. The course places major emphasis on how to write a proposal and thesis/project aimed at eventual publication.
Graded
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ENL 549 - Teaching English: Classroom Methods Credits 3
Requirements: Prerequisite: Graduate Standing or permission of instructorLecture / 3 hours per week
Theory and practice of teaching secondary English in its three dominant areas of reading, writing, and rhetorical analysis of literary works. Special focus will be upon how students acquire language and theoretical skills within the complex milieu of classrooms and how teachers can enhance that learning by translating sound theory into a broad range of learning activities and classroom strategies. This course is required for certification in secondary English teaching in the Commonwealth of Massachusetts. ENL 349
Graded
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ENL 550 - Special Area Study Credits 3
Independent Study
Under special circumstances, graduate students may take a maximum of two 300-400 level undergraduate courses for graduate credit. Students cannot do ‘independent study’; they must take a course, and they must arrange with the instructor to do more writing than required of the undergraduates to justify the graduate level credit. This option is not intended for students needing to make up deficiencies in order to perform at an appropriate level in graduate courses, but as an opportunity for students to explore specialized areas of interest. Before registering for this course, students must write a proposal that clearly delineates the writing projects they will undertake.
Credit / No CreditMay be repeated once with change of content.
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ENL 595 - Independent Study Credits variable; 1.00 to 6.00
Independent Study
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
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ENL 596 - Directed Study Credits 3
Independent Study
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
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ENL 600 - Technical and Business Writing Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture / 3 hours per week
This course introduces students to the many purposes, audiences, forms, and formats of technical documents and professional correspondence. They will receive practice in writing and designing a variety of documents to achieve worthwhile content, sensible organization, and readable style. Focus will be on techniques of audience-and-use analysis to adjust a message’s level of technicality to the needs and background of its audience. Focus throughout is on writing as a deliberate process of deliberate decisions.
Graded
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