Education Studies, B.A. (Non-Licensure) Requirements

Department Chairperson: Department Chairperson:
Margaret Pierce (Sabbatical, Spring 2018)

Office: College Center 110C

Phone: 508-565-1901
mpierce@stonehill.eduActing Department Chairperson Spring 2018:
Karen Anderson

Office: College Center 110B

Phone: 508-565-1073
karenanderson@stonehill.edu

The Education department offers a major in education studies for scholars who wish to study the social science of education. This non-licensure major is a flexible program designed to accommodate a variety of interests. Majors will be prepared for graduate study and/or careers in education related fields.

The non-licensure major requires the completion of 11 education courses (33 credits).

Complete One of the Following Foundational Courses

Students may only take one of these courses.

Code Course Credits

EDU 102

Foundations of Education

Offered: Fall and Spring Semesters

Introduces students to the field of education. Built both on abstract and concrete experiences: two-thirds of course time is devoted to historic, social, and philosophical foundations of education. Current issues and information concerning teacher certification are included in the course.

Pre-practicum recommended.

3

EDU 104

Early Care and Education

Offered: Fall Semester

Covers historical, social and philosophical foundations of early childhood education and the integrated preschool. It examines a variety of instructional models in the field and looks at developmentally appropriate practice in terms of classroom environments, classroom management and constructivist learning theories.

Pre-practicum recommended.

3

EDU 130

Introduction to Special Education

Offered: Fall Semester

This course provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with disabilities ranging from mild, moderate to severe levels of varying disabilities. The course will study the impact of disabilities on academic and social/emotional performances. Field experience is required.

Pre-practicum recommended.

3

Complete One of the Following Child Development Courses

Students may only take one of these courses.

Code Course Credits

EDU 140

Teaching the Adolescent Learner

Offered: Fall Semester

This course focuses on students in secondary classrooms, and their unique developmental needs. Using a neuroscience lens, we will explore the challenging and exciting period of adolescence, with a specific focus on implications for education and the work of secondary teachers.

This course has an optional 20-hour pre-practicum field experience in a setting with adolescents.Students may not take both EDU 125 and EDU 140.

3

EDU 201

Developmental Theories

Offered: Fall and Spring Semesters

Developmental Theories focuses on the cognitive, social, emotional, linguistic, physical and cultural development of children (from conception through adolescence) and how their development impacts the learning and teaching process. Course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms.

Pre-practicum recommended.

3
(Note: PSY 201 or PSY 203 may be taken to waive this requirement, but it cannot count as one of the 11 courses in the major.)

Complete at Least One of the Following Courses on Special Populations

Code Course Credits

EDU 207

English Language Learners in Classrooms

Offered: Fall and Spring Semesters

Course will prepare teachers with knowledge and skills to accommodate English Language Learners in schools. Topics will include language and literacy development, vocabulary and academic language development, diversity issues and current policy requirements, with focus on implications for second language learners and Sheltered English Immersion (SEI) classrooms.

3

EDU 208

Planning for Multicultural Learning

Offered: Fall Semester

Defines concerns regarding human diversity as they relate to the education process. Engages students in a personal and group process toward understanding differences. Extends student awareness for the variety, richness, and contrasts in cultures as a basis for appreciating the force of culture in identity, behavior, belief, and attitude. Develops ability to perceive and analyze the sources and consequences of prejudice, discrimination, and racism. Relates all the above to teaching concerns. Emphasizes students’ choice of material for reflection and examination.

Course may be applied to the American Studies program.

3

EDU 209

Creating an Inclusive Learning Environment

Offered: Fall and Spring Semesters

Examines disabling conditions, legal requirements, and the instructional methods/techniques used for serving exceptional children and youth in the regular classroom, with strong emphasis on inclusion, diversity, and multiculturalism. Fieldwork with students with special needs is required.

Pre-practicum required.

3

EDU 213

Inclusive Learning in Early Education

Offered: Spring Semester

Provides students with a comprehensive study of issues surrounding children (ages birth to school age) who have special needs. Focus includes legislation, Early Intervention and the role of the family in the education of a young exceptional child. Fieldwork with preschool/ kindergarten students with special needs is required.

Pre-practicum required.

3

EDU 214

The Inclusive Secondary Classroom

Offered: Not Offered 2017-2018

This course is a review of the legal requirements, assessment responsibilities and the instructional methods used for supporting students with special needs in secondary classrooms. There is a strong emphasis on collaboration, and universal design to include all students as well as differentiation to meet individual needs. Field Work is required of all students enrolled in this course. Students are placed in general education and resource classrooms to observe and assist.

3

Complete at Least One of the Following Practicum Strand Courses

Code Course Credits

EDU 315

Curriculum and Instructional Design

Offered: Fall and Spring Semesters

Course familiarizes PK-12 pre-service teachers with instructional and pedagogical approaches and materials for teaching. Develops beginning competence in designing and evaluating curricular programs and activities. Course emphasizes lesson planning, unit planning, and implementation in the PK-12 classroom. Computer literacy skills are addressed throughout the course.

Pre-practicum: one full day per week required.

3

EDU 320

Teaching Math, Science & Technology

Offered: Fall and Spring Semesters

Course focuses on developing content/pedagogy aligned with national standards in the STEM fields (science, technology, engineering & mathematics). Emphasis will be placed on how students learn within these disciplines. Course culminates in the creation of a community based STEM project.

Pre-practicum required.

3

Complete Three of the Following 200-level Education Courses

To be selected in consultation with the advisor.

Code Course Credits

EDU 201

Developmental Theories

Offered: Fall and Spring Semesters

Developmental Theories focuses on the cognitive, social, emotional, linguistic, physical and cultural development of children (from conception through adolescence) and how their development impacts the learning and teaching process. Course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms.

Pre-practicum recommended.

3

EDU 202

Reading: Theory and Instruction

Offered: Fall and Spring Semesters

Introduces principles and procedures for teaching the fundamentals of reading. Examines reading as a process. Emphasizes current reading research, methodology, multicultural concerns, reading disability, innovative practices, grouping patterns, and changing language philosophies. Emergent literacy through the intermediate grades.

3

EDU 207

English Language Learners in Classrooms

Offered: Fall and Spring Semesters

Course will prepare teachers with knowledge and skills to accommodate English Language Learners in schools. Topics will include language and literacy development, vocabulary and academic language development, diversity issues and current policy requirements, with focus on implications for second language learners and Sheltered English Immersion (SEI) classrooms.

3

EDU 208

Planning for Multicultural Learning

Offered: Fall Semester

Defines concerns regarding human diversity as they relate to the education process. Engages students in a personal and group process toward understanding differences. Extends student awareness for the variety, richness, and contrasts in cultures as a basis for appreciating the force of culture in identity, behavior, belief, and attitude. Develops ability to perceive and analyze the sources and consequences of prejudice, discrimination, and racism. Relates all the above to teaching concerns. Emphasizes students’ choice of material for reflection and examination.

Course may be applied to the American Studies program.

3

EDU 209

Creating an Inclusive Learning Environment

Offered: Fall and Spring Semesters

Examines disabling conditions, legal requirements, and the instructional methods/techniques used for serving exceptional children and youth in the regular classroom, with strong emphasis on inclusion, diversity, and multiculturalism. Fieldwork with students with special needs is required.

Pre-practicum required.

3

EDU 210

Children in Preschools and Kindergarten

Offered: Spring Semester

Course for Early Childhood majors and others interested in familiarizing themselves with the needs of preschool and kindergarten children as they apply to school environments. Explores the physical, emotional, social, cognitive, and creative needs of the child 3 through 5 years of age with and without disabilities. Focuses on typical and atypical development, early literacy, parents and families, the role of play and other concerns of the Early Childhood field. Field Work: One half day per week.

Pre-practicum required.

3

EDU 213

Inclusive Learning in Early Education

Offered: Spring Semester

Provides students with a comprehensive study of issues surrounding children (ages birth to school age) who have special needs. Focus includes legislation, Early Intervention and the role of the family in the education of a young exceptional child. Fieldwork with preschool/ kindergarten students with special needs is required.

Pre-practicum required.

3

EDU 214

The Inclusive Secondary Classroom

Offered: Not Offered 2017-2018

This course is a review of the legal requirements, assessment responsibilities and the instructional methods used for supporting students with special needs in secondary classrooms. There is a strong emphasis on collaboration, and universal design to include all students as well as differentiation to meet individual needs. Field Work is required of all students enrolled in this course. Students are placed in general education and resource classrooms to observe and assist.

3

EDU 220

Children's Literature

Offered: Fall and Spring Semesters

Develops an awareness of and sensitivity to children's literature. Builds skills necessary to guide children's experiences with literature. Explores a variety of genres including multicultural literature.

3

Complete Three of the Following 300-level Education Courses

To be selected in consultation with the advisor.

Code Course Credits

EDU 301

Assessment and Analysis in Education

Offered: Fall and Spring Semesters

A systematic and comprehensive exploration that introduces the prospective teacher to the elements of measurement and elements of evaluation essential to good teaching. Course content also examines statistical reasoning as it applies to educational research and practice.

3

EDU 306

Speech and Language Development

Offered: Fall Semesters

Investigates normal children's acquisition of sounds, structures, and meanings of their native language. The stages of language acquisition discussed in light of: (a) the organization and description of adult language, (b) biological and cognitive development, and (c) universal and individual patterns of development.

Course may be applied to the Speech Language Pathology minor.

3

EDU 307

Classroom Management

Offered: Fall and Spring Semesters

Relationship of classroom organization to academic achievement and classroom behavior. An analysis of alternative classroom designs, patterns of interactions, and hierarchies of learning to create a well-organized and effective learning environment.

3

EDU 312

Art, Music and Movement

Offered: Spring Semester

Course focus is on art, music and movement as creative processes, as expressive modalities and as educative and insight-building tools for children with and without disabilities. Course work stresses a developmental perspective of children's art, music and movement expression.

3

EDU 315

Curriculum and Instructional Design

Offered: Fall and Spring Semesters

Course familiarizes PK-12 pre-service teachers with instructional and pedagogical approaches and materials for teaching. Develops beginning competence in designing and evaluating curricular programs and activities. Course emphasizes lesson planning, unit planning, and implementation in the PK-12 classroom. Computer literacy skills are addressed throughout the course.

Pre-practicum: one full day per week required.

3

EDU 316

Classroom Theater

Offered: Not Offered 2017-2018

An introduction to dramatic literature suitable for use in grades K-6. The use of this type of material has been shown to increase reading skills, self-image, and sense of community. To experience this type of learning, students undergo the process involved in classroom drama so that they might better utilize this teaching philosophy in their own classrooms.

3

EDU 320

Teaching Math, Science & Technology

Offered: Fall and Spring Semesters

Course focuses on developing content/pedagogy aligned with national standards in the STEM fields (science, technology, engineering & mathematics). Emphasis will be placed on how students learn within these disciplines. Course culminates in the creation of a community based STEM project.

Pre-practicum required.

3

EDU 327

Diagnosis and Remediation of Reading Disabilities

Offered: Not Offered 2017-2018

Examination of diagnostic techniques used in the identification of reading disabilities. Students will develop a remedial plan based on diagnostic information.

3

EDU 330

Reading & Writing in the Content Areas

Offered: Not Offered 2017-2018

Development of techniques to meet the reading and writing needs of students across content areas. Emphasis is placed on strategies which teach students to improve learning through application of reading and writing techniques.

3

EDU 333

Topics in Education

Offered: Offered Periodically

In-depth coverage of an up-to-date advanced educational topic. This course is an advanced education elective for Education majors / Secondary Education minors. Specific content focuses on cutting edge educational theory and practice in the specific sub-discipline of the faculty member teaching the course. Course is repeatable with consent of Department Chair.

3

Complete One Capstone Seminar and One Internship in Education

Students take the Capstone Seminar and Internship in the Spring semester.

Code Course Credits

EDU 450

Education Capstone Seminar

Offered: Not Offered 2017-2018

In this seminar style class taken concurrently with a 3-credit (minimum) internship in education, students will explore contemporary issues in education. Over the course of the semester, students will review research related to a problem in a selected educational domain, conduct an investigation, and synthesize information gathered from field work and research in a product that will be shared with the Stonehill community.

Corequisite(s): Must be taken with EDU 476 - Internship in Education

3

EDU 476

Internship in Education

Offered: Fall and Spring Semesters

Research or practical experience in the field of education at an outside agency. The upper-class student is expected to carry out a supervised assignment based upon experiences in the field working alongside a supervising practitioner.

Must complete the "U.S. Internship Request for Approval" process found under the myPlans tab in myHill to register for this Internship.

3