38 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.
EDU 101TEACHERS AND TEACHING IN AMERICAN SCHOOLS
In this course students will gain an understanding of the role of teachers and teaching in American society. Students will explore the lives and vocations of teachers through teacher narratives, as well as articles highlighting the choices, challenges, and satisfactions of teaching. Over the course of the semester, students will examine five themes: (1) School Structure, Governance, and Purposes; (2) Curriculum; (3) Students, Families, and Community; (4) Building and Sustaining Positive School Cultures; (5) Teaching as a Vocation/Profession. Each theme will be developed through an examination of essential questions. EDU 101 is an introductory education course and fulfills a requirement for the Social and Historical Pillar of the Foundations program. The course is open to any interested student. It also serves as a beginning course in the sequence of Education courses for those students intending to declare their Education major. As such, the course-content correlates with some of the Massachusetts Professional Standards for Teachers. Counts in the Foundations Program as a social science. (Fall, Spring) Benestad, Stutz, Staff/Three credits
EDU 120TEACHING AND LEARNING IN THE ELEMENTARY SCHOOL
This course emphasizes the interrelated aspects of teaching and learning in an elementary school. Students examine the practices of effective elementary teachers and the purposes of the elementary school in educating children. Topics such as learning environments, the application of learning theories to instruction, and classroom management specific to students in elementary school are included. (Fall, Spring)
EDU 140TEACHING AND LEARNING IN THE MIDDLE/SECONDARY SCHOOL
This course emphasizes the interrelated aspects of teaching and learning in middle/secondary school. Students examine the practices of effective teachers and the purposes of the middle/secondary school in educating adolescents. Topics such as learning environments, the application of learning theories to instruction, and classroom management specific to middle/secondary students are included. (Spring)
This course is the second part of a 2-course sequence intended to prepare students to facilitate/lead the Assumption Institute of Mathematics (Camp AIM) in Summer 2025. The first course is MAT 190 Facilitating a Math Academy I. Students will select and refine activities, form instructor teams, establish team facilitation responsibilities, and finalize daily AUMA teaching plans. They will develop a theme for the Camp AIM program, select high school-level activities, and learn about how to facilitate groups of students in a collaborative team environment. This course will meet for one hour a week. (Spring) De la Cruz/One credit
In this course, students draw from contemporary teaching and learning theories to design and implement effective science lessons and units for elementary school children. An emphasis will be placed on four domains, 1) identifying appropriate science content relative to grade level, 2) understanding the common misconceptions that children harbor about scientific topics, 3) developing inquiry-based lessons to foster children’s conceptual learning, and 4) identifying varied ways of assessing children’s 102
EDU 222TECHNOLOGY INTEGRATION ACROSS THE CURRICULUM
This course examines methods for applying technological tools in teaching practices to enhance student learning and support teaching. The primary goal of the course is to provide an introduction to a variety of educational technology tools and their applications within the classroom, to emphasize criteria for evaluating the benefits and drawbacks of technological tools, and to develop the ability to design lessons that effectively integrate technology, not just for the sake of technology, but to solve a problem (e.g. difficulties with engagement, classroom management, level of abstraction, productivity, assessment, meeting diverse needs). Prerequisites: Pre-Edu or Education majors only. (Spring) de la Cruz, Staff/Three credits
EDU 302FPRE-PRACTICUM TEACHING ENGLISH LANGUAGE LEARNERS
This is a supervised, field-based component of EDU 302. Students spend 25 hours at the field site and complete pre-practicum tasks required. Students must be enrolled in EDU 302. (Fall/Spring)
EDU 323HISTORY AND SOCIAL SCIENCE IN THE ELEMENTARY CURRICULUM
This course is designed to familiarize students with the history and social science curriculum at the elementary level; examine the theoretical and research bases for effective teaching and learning in the field of social studies, and apply this knowledge in the 103
This course examines the teaching and learning of mathematical concepts in the elementary classroom. As informed by the standards in the Massachusetts Mathematics Curriculum Framework, students will draw upon various learning theories to design and implement effective mathematics lessons that seek to promote children’s conceptual awareness of mathematics concepts. Particular attention is given to developing students’ understanding of the varied methods (e.g., algorithms, manipulatives, problem-solving) of expressing conceptual understanding and the multiple ways of assessing children’s learning. There is a field- based component to this course. Prerequisite: MAT 150. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 324F. (Fall) de la Cruz/Three credits
EDU 324FPRE-PRACTICUM: MATHEMATICS IN THE ELEMENTARY CURRICULUM
This is the supervised field-based component of EDU 324. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 324. (Fall)
EDU 325FPRE-PRACTICUM: LITERACY DEVELOPMENT AND INSTRUCTION
This is the supervised field-based component of EDU 325. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 325. (Spring)
EDU 330FPRE-PRACTICUM: THE MIDDLE SCHOOL: CONCEPT AND CURRICULUM
This is the supervised field-based component of EDU 330. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 330. (Spring)
SED grad course** SED grad course** *Starred course required for middle (5-8) school license **Starred courses required for students in dual degree or 5th year special education program Underlined items must be taken in semester listed Grey highlighted courses highly recommended, not required for major TIPS FOR ADVISING MIDDLE/SECONDARY EDUCATION MAJORS: • Pre-requisite courses must be taken by end of sophomore year. They are EDU 101 and EDU 140. • Highly recommended PSY 281 to be completed by the end of sophomore year, since it is a pre- requisite for EDU 330, taken spring of junior year. • All coursework other than EDU 440/440S must be completed before spring of the senior year. MINOR IN EDUCATION (6) A minor in education is a good option for those students interested in studying the broader social and foundational dimensions of education, without the requirements for teacher licensure. A minor in Education is available in consultation with the Licensure Program Coordinator. The student who declares the minor in education must take a total of six courses (18 credits) in Education and related disciplines. The following four courses are required in addition to two elective courses selected in consultation with the Licensure Program Coordinator and approved by the Education Department Chairperson. REQUIRED COURSES (4)
EDU 341READING AND WRITING ACROSS THE CURRICULUM (5–12)
This course emphasizes the investigation of theory and research related to the processes of reading, writing, and responding to content area text in middle/secondary education. It addresses a variety of topics such as strategy development for reading and writing to learn, methods and materials, cultural influences, assessment and evaluation, and the roles of teachers and administrators. There is a focus throughout the course on linking theory and research to practice. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 341F. This course is offered during alternate odd fall semesters. (Fall 2025, Fall 2027)
EDU 341FPRE-PRACTICUM: READING AND WRITING ACROSS THE CURRICULUM (5–12)
This is the supervised field-based component of EDU 341. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 341. This course is offered during alternate odd fall semesters. (Fall 2025, Fall 2027)
The course is designed to help students examine the theoretical and research bases of the teaching of English and apply that knowledge in the design, implementation, and analysis of their English teaching. Topics include teaching about literature, reading, writing, and language use. Students also examine the Massachusetts English Language Arts Curriculum Framework and use it as a guide for their own lesson preparation. As the students work their way through these components, they also complete pre- practicum field work, observing and assisting an English teacher at a local middle or secondary school. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 342F. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 342FPRE-PRACTICUM: CURRICULUM AND METHODS IN ENGLISH5-12
This is the supervised field-based component of EDU 342. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 342. (Fall 2026, Fall 2028)
EDU 343CURRICULUM AND METHODS IN FOREIGN LANGUAGES (5–12)
This course is designed to help students examine the languages and apply that knowledge to the design and implementation of world language curricula. Topics include the evolution of world language pedagogy, theory of second-language acquisition, the role of grammar in contextualized instruction, understanding proficiency and the ACTFL guidelines, teaching for cultural understanding, the relationship between world languages and other areas of the curriculum, and state and national standards, including the Massachusetts World Languages Curriculum Framework. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 343F. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 343FPRE-PRACTICUM: CURRICULUM AND METHODS IN FOREIGN LANGUAGES (5–12)
This is the supervised field-based component of EDU 343. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 343. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 344CURRICULUM AND METHODS IN HISTORY AND SOCIAL SCIENCE (5–12)
This course is designed to help students become familiar with the history and social science curriculum at the middle/secondary level, examine the theoretical and research bases for effective teaching and learning in the field of social studies, and apply this knowledge in the design, implementation, and evaluation of their own instructional efforts. Topics emphasize teaching about local, United States and world history, geography, economics, and political science as well as the fundamental citizenship mission of social studies. Students also examine the Massachusetts History and Social Science Curriculum Framework and use it as a guide for their lesson preparation. Traditions, issues, and current curriculum concerns in social studies are explored as well. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 344F. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 344FPRE-PRACTICUM: CURRICULUM AND METHODS IN HISTORY AND SOCIAL SCIENCE (5–12)
This is the supervised field-based component of EDU 344. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 344. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 345CURRICULUM AND METHODS IN MATHEMATICS (5–8; 8–12)
This course considers the teacher’s role and responsibilities in teaching mathematics at the middle/secondary level. Emphasis is placed on curriculum, instructional techniques, and materials for mathematics instruction in middle/ secondary education in accordance with standards set by the National Council of Teachers of Mathematics (NCTM) and the Massachusetts Mathematics Curriculum Framework. The overall goal of this course is to prepare the student to teach middle/secondary level mathematics effectively. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 345F. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028) de la Cruz/Three credits
EDU 345FPRE-PRACTICUM: CURRICULUM AND METHODS IN MATHEMATICS (5–8; 8–12)
This is the supervised field-based component of EDU 345. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 345. (Fall 2026, Fall 2028)
EDU 346CURRICULUM AND METHODS IN SCIENCE AND TECHNOLOGY (5–8; 8–12)
This course is designed to provide students with an understanding of the role and responsibilities of the middle/secondary teacher of science. Emphasis is placed on curriculum, instructional techniques, and materials for middle/secondary science instruction. Drawing on their knowledge of the developmental stages of the adolescent, students design, implement, and evaluate instructional material to develop effective science lessons. Topics emphasized include methods and materials for teaching science, assessment of learning, relationships among the different disciplines of science, and professional development. Students also examine the Massachusetts Science and Technology/Engineering Curriculum Framework and use it as a guide in lesson preparation. There is a field-based component to this course. Limited to Education majors who have satisfied all the retention criteria. Students must concurrently take the associated pre-practicum course EDU 346F. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
EDU 346FPRE-PRACTICUM: CURRICULUM AND METHODS IN SCIENCE AND TECHNOLOGY (5–8; 8–12)
This is the supervised field-based component of EDU 346. Students spend at least 25 hours at the field site and complete pre- practicum tasks required. Students must be enrolled in EDU 346. This course is offered during alternate even fall semesters. (Fall 2026, Fall 2028)
This course addresses contemporary issues and instruction in PreK-12 education. It responds to specific interests designated by students, extensions of topics addressed in a general or discipline-specific education course (e.g., English, history, literacy, mathematics, science), or faculty research interests. Topics are selected based on timeliness, and relevance to elementary, middle, and/or secondary school education. The course allows students opportunities to investigate current PreK-12 issues and instruction in greater depth than is possible in existing courses within the discipline. A special topics course may have prerequisites.
EDU 420 includes twelve weeks of supervised candidate teaching in an elementary classroom. Each candidate is matched with a supervising practitioner (classroom teacher). Under the direct supervision of both a program supervisor (University supervisor) and supervising practitioner, the candidate observes, assists, and teaches elementary school pupils. The candidate is responsible for designing and teaching a range of lessons in the core academic subjects to elementary pupils with diverse learning needs. The candidates’ lesson plans and instructional units will demonstrate their connection to the Massachusetts Curriculum Frameworks. Over the course of the practicum, each candidate’s performance will be assessed jointly by both the program supervisor and supervising practitioner through the Massachusetts Candidate Assessment of Performance (CAP) for the Initial License The candidate will spend full school days at the field site for the spring semester. Teacher candidates follow the elementary school calendar during their practicum and therefore are expected to be at the elementary school each day it is in session, including those days when Assumption University classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption University sponsored events. Such requests must be made in writing and addressed to the Licensure Program Coordinator, and, if approved, the practicum student will extend the practicum placement beyond the typical ending date for the practicum. Limited to Elementary Education majors who have satisfied all retention criteria, including taking all required Massachusetts Tests for Educator Licensure (MTEL) by January 15 of the senior year. Students must concurrently take the associated 3-credit seminar, EDU 420S. Education Practicum Fee: $565 (Spring)
Practicum students are required to attend a weekly seminar, where they will integrate theories and practices of elementary teaching and learning. The seminar affords candidates opportunities to discuss a range of pedagogical issues, and to reflect upon their own growth as beginning teachers. Program supervisors will focus on CAP requirements and may identify themes for candidates’ discussion and analysis. Candidates may also identify particular teaching issues for further discussion. Students must be concurrently enrolled in EDU 420. (Spring)
EDU 440Practicum in Middle/Secondary Education includes twelve weeks of supervised candidate teaching in a
middle/secondary classroom. Each candidate is matched with a supervising practitioner (classroom teacher). Under the direct supervision of both a program supervisor (University supervisor) and supervising practitioner, the candidate observes, assists, and teaches middle/secondary school pupils. The candidate is responsible for designing and teaching a range of lessons to pupils with diverse learning needs. The candidates’ lesson plans and instructional units will demonstrate their connection to the Massachusetts Curriculum Frameworks. Over the course of the practicum, each candidate’s performance will be assessed jointly by both the program supervisor and supervising practitioner through the Massachusetts Candidate Assessment of Performance (CAP) for the Initial License. The teacher candidates will spend full school days at the field site for the spring semester. Teacher candidates follow the middle or secondary school calendar during their practicum and therefore are expected to be at the middle or secondary school each day it is in session, including those days when Assumption University classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption University sponsored 107
EDU 440SPRACTICUM SEMINAR IN MIDDLE/SECONDARY EDUCATION
EDU 440S: Seminar in Middle/Secondary Education requires candidates to meet each week with their program supervisor to discuss, analyze, and evaluate their own and others’ teaching. The seminar affords candidates opportunities to discuss a range of pedagogical issues, and to reflect upon their own growth as beginning teachers. Program supervisors will focus on the CAP requirements and may identify particular themes for candidates’ discussion and analysis. Candidates may also identify particular teaching issues for further discussion. Students must be concurrently enrolled in EDU 440. (Spring)
In this course the student will conduct the research project that was proposed and approved during the Honors Seminar (HON 300). The research project will be an original research thesis or creative work under the supervision of a faculty mentor. A summary of the capstone work will be presented at the Honors Colloquium at the end of the semester. This course will count as an elective in the Education Major. Prerequisite: HON 300; membership in Honors Program.
Open to all qualified junior and senior education majors with permission of the instructor, the Chairperson of the Education Department, and the Dean of the d’Amour College of Liberal Arts and Sciences. Staff/One to Three credits 108
