44 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This is a preparatory course to help students who are planning on taking the MTEL exam or the PRAXIS exam. In this course we will go over study techniques specific to these exams in order to give students more confidence while taking these standardized tests.
Examines cultural, social, and global questions and values in relation to curriculum, the teaching learning process, and educational purpose and philosophy. Includes topics in social and cultural diversity, multiculturalism, modernism, holism, democratic values, and learning communities.
This course helps to prepare pre-service teachers for the professional expectations in the field. Students will analyze the Seven Essential Elements used to evaluate pre-service teachers in Pre-Practicum and Practicum. Universal Design for Learning is emphasized in this course, focusing on how this design approach creates proficient teaching and learning opportunities. The role of special education and support services will be addressed, identifying how these different services work with the students and classroom teacher. Students will evaluate the interpersonal and intrapersonal skills required for being an effective teacher. The Communication and Literacy MTEL strategies will be threaded throughout the course to provide an opportunity to prepare for this requirement.
Introduces the student to the teaching profession by providing a series of integrated topics in discussion group and workshop formats. Modules will concentrate on subjects essential to effective teaching such as educational careers; requirements for Massachusetts teacher licensure; professional expectations and organizations; policies governing education at the local, state, and federal levels; early childhood, elementary, middle school, and secondary school curricula; ethical issues; diversity in the classroom; classroom management; lesson planning; and effective teaching practices and educational research. EDU 203 requires a 20-hour field experience.
This course will examine the role of arts integration to create effective lesson plans that help students express their knowledge and meet the needs of all learners. Students will learn how to utilize art, music, drama, theatre, and dance strategies to inform curriculum practices. Current trends and issues will be explored as well as how to work professionally with the arts team in a school setting. Universal Design for Learning will be an essential component of the course.
Introduces the history, development, and current trends in the teaching of children’s literature. Demonstrates strategies to integrate the teaching of all the language arts: reading, writing, 222
Focuses on the design of effective learning environments for the young child. Emphasizes the design of developmentally appropriate instruction and the role of play in instruction for the young child. Includes curriculum design in language arts, health education, mathematics, science, social studies, and creative arts. Discusses the role that physical environment plays in age appropriate preschool through second grade curriculum.
Integrates experiences and teaching approaches in mathematics and science. Emphasizes approaches that foster inquiry, investigation, problem-solving, comprehension, and skill development. Includes lesson planning and field experiences in Pre- K–2 settings. Massachusetts Curriculum Frameworks are used for reference.
Integrates experiences and teaching approaches in mathematics and science. Emphasizes approaches which foster inquiry, investigation, problem solving, comprehension, and skill development. Includes lesson planning and field experiences (EDU 400, Pre-practicum, 40-hour field experience, 1 credit) in public school settings.
This introductory course will provide students with a comprehensive overview of the federal and state laws pertaining to special education, as well as the role and responsibilities of the teacher of students with moderate special needs. Students will examine the characteristics of children with exceptional needs and approaches to intervention and remediation in inclusive and substantially separate programs. Students will become familiar with the development and implementation of IEP’s (Individual Education Plans), instruction on the appropriate use of augmentative and alternative communication and other assistive technologies, and teaching strategies and methods that are research-based and support a variety of learning styles. Prerequisite: PSY 207 or equivalent.
Introduces methods of reading instruction. Emphasizes the teaching of reading through literature. Includes the development of study centers, learning activity plans, and the reading/writing connection. Simulates classroom applications of reading instruction. Includes lesson planning and field experiences in public school settings. Prerequisite: Admission to Teacher Preparation Program.
This course reviews the connections between language and literacy. Participants examine the links between vocabulary, reading comprehension and writing for elementary students. The curriculum highlights research-based practices to develop proficient reading. Course work delves into theoretical models such as the rope model and the mental model while examining the 223
Students participate in a 40-hour field placement experience in conjunction with methods courses. Field placement is arranged, with student input, by the Education Programs Field Placement Coordinator.
Provides opportunities for student teachers to work in teams to observe and assist in classrooms, to plan learning activities across a variety of curriculum areas, and to reflect on their teaching experiences. Includes reflection and dialogue on classroom teaching-learning activities with student teachers, classroom teachers, and college instructors and/or supervisors. Taken concurrently with Teaching Practicum and aligns with the Department of Elementary and Secondary licensure requirements.
Engages teacher education students in observing, assisting, and teaching in early childhood classrooms for 300 or more hours during the semester, including 100 hours at the preschool or K level and 200 hours at the grade 1 or 2 level. Directed by school personnel and program supervisors from the college. The Department of Elementary and Secondary Education Candidate Assessment of Performance is the assessment tool for this experience.
Engages teacher education students in observing, assisting, and teaching in elementary classrooms for 300 or more hours during the semester, including a minimum of 100 hours of direct teaching. Directed by school personnel and program supervisors from the college. The Department of Elementary and Secondary Education Candidate Assessment of Performance Pre- Service Performance Assessment is the assessment tool for this experience.
An opportunity for senior students who are on non-licensure track to gain experience in a public or private educational setting.
Students participate in a 40-hour field placement experience in conjunction with methods courses. Field placement is arranged, with student input, by the Education Programs Field Placement Coordinator.
Introduces the student to the teaching profession. Explores selected philosophical and historical movements in education that inform various educational programs and practices. Examines current understandings of the processes of human learning and growth and the implications for teaching. Focuses on educational philosophy and practice in light of fundamental social and cultural questions. Addresses ethical issues, diversity in the classroom, classroom management, and effective teaching practices.
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Integrates experiences and teaching approaches in mathematics and science. Emphasizes approaches that foster inquiry, investigation, problem solving, comprehension, and skill development. This course includes field experiences in Pre-K-2 settings – EDU 500. Massachusetts Curriculum Frameworks and Common Core are used for reference.
This course explores the science of reading with a focus on foundational word recognition skills essential for literacy development in PreK–6 learners. Participants will examine key theoretical models including Scarborough’s Reading Rope, the Simple View of Reading, and Ehri’s Phases of Word Reading, while engaging in research-based practices for phonics, phonemic awareness, morphology, fluency, and culturally responsive instruction. Emphasis will be placed on the use of assessment tools to identify and support students with reading difficulties, including dyslexia, and to inform tiered interventions. Through coursework and applied assignments, students will deepen their understanding of evidence-based literacy instruction aligned with state guidelines and multilingual learner needs.
Studies the principles and practices in the teaching of integrated language arts and children’s literature. Focuses on the development of children’s listening, speaking, and writing skills. Examines both traditional and modern literature for children.
Investigates math and science learning activities through demonstrations, discussions, presentations, reflective and critical thinking. Explores theory and process for activities and assessments for students in Pre-K through Grade 6, and includes special needs strategies. Includes a field experience – EDU 500. Massachusetts Curriculum Frameworks and Common Core are used for reference.
Applies principles, methods and instructional strategies in a 300- hour teaching experience in an elementary school with the collaboration of a school-based supervising practitioner and a college-based supervisor.
Applies principles, methods and instructional strategies in a 300hour (100 hours in PreK-K, 200 hours in 1-2; at least one setting must include children with disabilities) teaching experience in an early childhood school with the collaboration of a school-based supervising practitioner and a college-based supervisor. 327
Presents a series of topics in seminar format. Focuses on the integration of various interdisciplinary subjects in elementary and early childhood curricula. Topics include social studies, the arts, health, cooperative learning, classroom management, cultural diversity, and parent partnerships. Discusses issues and questions arising from the teaching practicum. Emphasizes reflection in planning, implementing, and evaluating learning activities. Taken concurrently with EDU 618, EDU 619, EDU 680, or EDU 682.
This Introductory course will provide students with a comprehensive overview of the federal and state laws pertaining to special education, as well as the role and responsibilities of the teacher of students with moderate special needs. Students will examine the characteristics of children with exceptional needs and approaches to intervention and remediation in inclusive and substantially separate programs. Students will become familiar with the development and implementation of IEP’s (Individual Education Plans), instruction on the appropriate use of augmentative and alternative communication and other assistive technologies, and teaching strategies and methods that are research-based and support a variety of learning styles.
This course will focus on competencies which enable teacher candidates to teach successfully in an environment which includes children with special needs. Central issues will include theories of learning and development, typical/atypical patterns of child development and assessing activities to enhance and measure development and learning. The course will emphasize activities which will develop the student’s understanding of individual differences in development and learning as well as examine a full range of inclusive strategies to include instruction on the appropriate use of augmentative and alternative communication and other assistive technologies to assist the student in developing academic accommodations as in differentiated learning, and scaffolded instruction.
Examines and evaluates various research methodologies. Focuses on school-based, applied research. Includes the design, implementation, and reporting of a school-based applied research project.
Focuses on the design of effective learning environments for the young child. Emphasizes the design of developmentally appropriate instruction and the role of play in instruction for the young child. Includes curriculum design in language arts, health education, mathematics, science, social studies, and creative arts. Discusses the role that physical environment plays in age appropriate preschool through second grade curriculum.
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Students in this course will explore trends and transitional services related to developmental disabilities. They will be introduced to the concepts of cognitive disabilities, developmental delays, and emotional disturbance. They will become familiar with landmark legislation, special education history, and how to design and facilitate an academic achievement assessment. Lastly, they will apply accommodations and modifications to each developmental disability to include the appropriate use of augmentative and alternative communication and other assistive technologies.
This course is designed to provide content area teachers and aspiring teachers with the latest theory and practice on the best educational methods to teach Multilingual and to move towards achieving a passing score on the ESL MTEL. Students will demonstrate knowledge concerning: identify the foundations of second language acquisition; analyze the impact of students’ cultural background on education and academics; identify specific research-based best practices to support MLL students; design formal and informal assessments to help MLL students effectively demonstrate individual growth; discuss federal and Massachusetts laws and regulations pertaining to MLLs; identify sheltered/structured English immersion (SEI) theories, programs, and instructional approaches. Includes a field experience – EDU 400 or EDU 500.
Studies the identification and remediation of specific learning problems that impact a student’s ability to listen, think, speak, read, write, spell, or do mathematics. Reviews the federal and state regulations and definitions of a specific learning disability, eligibility criteria for services and strategies to enhance student learning. Administration of an individual achievement test will enable students to recognize learning differences and the need for IEP goals and objectives. Criminal Justice & Forensic Criminology Bachelor of Science in Criminal Justice The criminal justice major provides students with an interdisciplinary perspective on criminal justice that balances both theoretical knowledge and practical application. It prepares them for the criminal justice/human service professions and provides a solid foundation for graduate or professional studies. Courses develop a sense of global awareness and a commitment to social justice and responsibility while promoting respect for the dignity of all persons involved in the criminal justice system. Small classes promote the interchange of ideas between students and faculty members, all of whom bring practical experience to the learning environment. Students take six core criminal justice courses in the first and second years. These courses provide foundational knowledge in the areas of organization and structure of the American justice system, adult and juvenile justice process, theories of criminology, law enforcement and policing, criminal law and judicial procedure, constitutional law and corrections. In the third and fourth years, students, in consultation with their academic advisor, develop a plan of study that furthers the student’s intellectual interests and professional goals through the choice of six elective courses. A minimum of three electives must be taken in upper-level criminal justice courses (300 or 400 level). The remaining three may be from criminal justice or related fields such as forensic criminology, psychology, social work, legal studies, public policy, political science, and business. 225
Students in this course will investigate the philosophy of differentiated instruction and learn how to assess and plan for meeting individual student needs. Students will design and implement Response to Intervention (RTI) plans, and they will analyze Individualized Education Plans (IEPs) and create Present Level of Educational Performance (PLEP) statements. Students will also explore math, science, and social studies content and learning standards outlined in the Massachusetts Curriculum Frameworks and Core Standards and then implement effective differentiated instructional strategies, including the use of augmentative and alternative communication and other assistive technologies. In addition, as our student population continues to grow more diverse – students with disabilities, English learners, LGBTQ students, students of different races, ethnicities, cultures, and socioeconomic backgrounds – so does the need for teachers to modify and adapt their classroom practices accordingly. This course focuses on how to implement differentiated instructional strategies to meet a wide range of academic, physical, and social needs in the classroom. 329
This course will address the needs of K-12 educators to analyze and evaluate data to provide targeted instruction for all students. The course content will focus on key areas of data analysis as outlined by the U.S. Department of Education. Students will learn to evaluate relevant data, identity what the data represents, and select effective instructional approaches identified through the data. This course will use research-based strategies to guide practitioners to interpret and create data driven decisions for their students and school community.
This ethics centered course examines education systems and educator choices in light of current issues and controversies: Poverty, Disaffected Students, Role Models, High Stakes Testing, School Budgets, Organizational Skills, Charter Schools, Critical Race Theory, Accountability, Decision Making, Learning Environments, Mentors, Community Cultures, Core Standards, Regulations, Criteria for Teachers, Individualization, Disabilities, Dysfunctional Families. Students in EDU 663 should expect to consider actions, reactions, and interactions for teachers and other educational stakeholders based on individual codes of ethics, cultural mores, and system expectations.
This course will focus on the process of developing an Individual Education Program (IEP) for a student requiring special education services. It will cover how a student is referred, evaluated, diagnosed, and then how an IEP is developed to meet the identified needs of the student. The class will explore special education assessments, interpret the results, and then represent the data in an IEP. The members of a student's Team will be discussed, as well as each of their roles in the implementation of the IEP.
This course introduces components and outcomes of an evidence-based student self- management, school discipline, and classroom management initiative. Students will become knowledgeable on how to teach students Social, Emotional, and Behavioral Self-Management Skills-- needed to address student issues related to trauma, teasing, discipline, mental health, engagement, and success. Students will become familiar with SEL program outcomes to include interpersonal skills, social problem- solving skills, conflict prevention & resolution skills, emotional control & coping skills, and Cognitive Behavior Therapy.
This course is open to students interested in learning techniques for teaching and assessing students with special needs both in and out of the general education environment. Class sessions will be devoted to lectures, demonstrations, discussions, audiovisual material, and topics of particular interest within the area of assessment. We will focus on students who are not experiencing success within the standard academic setting and on identified special needs students in need of (re) evaluation. Students are expected to become familiar with standard assessments, interpretation of evaluation data, and the regulations governing the assessment and evaluation process.
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Applies principles, methods, diagnostic and instructional strategies in 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate or substantially separate setting for students with moderate disabilities with the collaboration of a school-based supervising practitioner and a college-based supervisor. A professional development workshop will be designed and implemented as a component of the seminar.
This course reviews the connections between language and literacy. Participants examine the links between vocabulary, reading comprehension and writing for elementary students. The curriculum highlights research-based practices to develop proficient reading. Course work delves into theoretical models such as the rope model and the mental model while examining the components of literacy instruction. (EDU 400, Pre-practicum, 40-hour field experience, 1 credit) Master of Science in Health Emergency Management The Master of Science in Health Emergency Management program offers a hybrid cohort model curriculum. The hybrid curriculum prepares the graduate to take a leadership role reflective of their specialty through rigorous course work and hands on simulation lab exercises. The program overall is designed to foster the development of resilient, sustainable communities, and that produce an effective response when events exceed a community’s ability to cope with disasters, hazards, and threats. The Master of Science in Health Emergency Management promotes the mission of the college; addresses the key functions of health emergency management; and reflect the best practices, vision, and principles of the discipline. The program is comprehensive in that it addresses leadership and best practice standards, and includes rigorous simulations and hands-on skills needed to inform, plan and prioritize the use of resources within the field of health emergency management. There are one of two tracks a student can be accepted, the Direct Track and Mid-Career Track. Direct Track: an undergraduate degree from a regionally accredited institution in a related field such as but not limited to Paramedic, Emergency Management, Fire Science, Nursing, Public Safety, well as other fields. Mid-Career Track: Providing evidence of 4 years or more of progressive work experience in disaster, disaster medicine or concentration in pre-hospital/emergency areas. If accepted into the mid-career track, 331
Source: Anna Maria College's catalog, linked per course · table learning_unit · CourseShelf publish 61
