Northeastern University Professional Programs · Courses
EDU
112 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 6095Introduction to Practitioner Research4
Covers essential graduate-level skills, including digital literacy, technical proficiency, and social competence. Emphasizes strategic planning and critical reflection. Offers students an opportunity to develop and apply graduate-level research, writing, and presentation skills. Presents strategies for creating digital artifacts that maximize accessibility and engagement.
Introduces the concepts of social justice, especially as they relate to access to education. Explores educational institutions as systems and questions how individuals can be agents of change in teaching, learning, curriculum, and administration. Offers students an opportunity to engage in reflective discussion and begin to explore their own feelings and experiences with social justice and development of cultural intelligence to prepare them to influence and advocate for systemic change.
Offers teachers an opportunity to better understand and plan for the broad and varied range of student learning and behavioral styles found in every public school classroom. Emphasizes a commitment to and respect for all children and their families and a belief in the responsibility to create learning environments that support the academic and personal success of all children and youth. Examines the neurodevelopment functions underlying learning, along with their variations and pedagogical implications. Analyzes the historical perspective on special education; the role of the parent; the role of special education in crafting and implementing individualized education programs; and the responsibility of general education teachers to create partnerships across school, family, and community.
EDU 6117Collaborative Strategies for Effective Classroom Management3
Explores best practices in classroom organization and behavior management for creating productive classroom learning communities. Examines how to develop student-centered classrooms, routines, and space. Focuses on strategies for managing transitions, classroom dynamics, individual behaviors, and positive behavioral support systems in classrooms with diverse learners.
EDU 6121English-Language Learners in the General Ed Classroom3
Prerequisite(s): EDU 6112 with a minimum grade of C- ; EDU 6140 with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6135Teacher Agency, Reflection, and Community Engagement in Education3
Examines the historical, political, economic, and societal roles of schools while interrogating educational policies, inequities, and controversies that impact K–12 education. Studies the assets and funds of knowledge of diverse communities, families, and students. Engages students in reflection of their assumptions and beliefs about families, communities, and schools. Covers culturally responsive teaching and culturally and linguistically sustaining practices. Explores classroom and community opportunities for teachers to effect change, engage in teacher agency, and cultivate an activist mindset.
EDU 6140Child and Adolescent Development, Learning, and Teaching3
Surveys contemporary educational theory of human learning and accomplished teaching. Offers students an opportunity to develop a working understanding of teaching and learning as they occur in different types of schools and community settings. Investigates how children and adolescents learn, acquire knowledge, and make sense of their experience, as well as theories of teaching or pedagogy: how best to teach for understanding and learning achievement.
EDU 6202Faculty, Curriculum, and Academic Community3
Explores topics related to governance in higher education including academic structure, curriculum development, faculty work, and factors that affect faculty work in not-for profit and for-profit institutions. Examines collaborative approaches to developing and improving both curriculum and the delivery of curriculum.
Explores the role that learning designers play in building and managing collaborative working relationships with stakeholders, including other designers, educators, technologists, project managers, leaders, and subject matter experts. Assesses strengths and areas of needed growth in the areas of collaboration and communication. Offers students an opportunity to apply effective communication, collaboration, and project management practices to support productive working environments.
Explores the history, philosophy, and theoretical perspectives of open learning. Investigates and analyzes open learning exemplars. Offers students an opportunity to curate content from open resources and a collaborative forum for the design and development of open learning experiences.
Offers students an opportunity to explore in-depth a current educational issue, long-standing unresolved educational problem, and/or ways of considering innovation and change in education. Provides alternating topics; students are allowed to enroll each time the focus of the course changes. May be repeated up to five times for a maximum of 18 semester hours.
Subject
EDU
Credits (min)
1
Credits (max)
3
Credit unit
Hours
Type
course
Repeatable
May be repeated up to five times for a maximum of 18 semester hours.
EDU 6454Topics in Learning Design Skill Building1-3
Offers students an opportunity to build or strengthen learning design and related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as learning design frameworks, models, processes, tools, and strategies. Topics may vary by term. May be repeated twice.
Introduces accessible and inclusive learning frameworks across a variety of contexts. Examines the context for these frameworks, best practices, tools for their implementation, and future advancements in this area of study. Offers students an opportunity to engage in critical self-reflection, community building, and skill development. Explores Universal Design for Learning, culturally responsive pedagogies, and other topics critical for creating accessible and inclusive learning experiences.
EDU 6464Topics in Digital Tools and Technology Skill Building1-3
Offers students an opportunity to build or strengthen digital- and technology-related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as digital productivity, multimedia, collaboration, authoring and social media tools, content creation and management, and augmented/virtual reality. Topics may vary by semester. May be repeated twice.
EDU 6474Topics in Learning and Instruction Skill Building1-3
Offers opportunities to build or strengthen teaching, facilitation, and related skills through a variety of topical skill building labs (SBLs). Focuses on a key skill or knowledge base that aligns with industry needs and enhances professional competencies in areas such as teaching and learning pedagogy, tools, strategies, and processes. Topics may vary by semester. May be repeated twice.
EDU 6488Topics in Data and Learning Analytics Skill Building1-3
Offers students an opportunity to build or strengthen data literacy, analytic, and related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as data collection; preparation; analysis; visualization; digital storytelling; and learning analytics frameworks, models, and applications. Topics may vary by semester. May be repeated twice.
EDU 6510Strategic Leadership in Enrollment Management3
Examines strategies in student enrollment management, including predictive analytics models, branding and marketing, access and affordability, and market analysis and segmentation. Offers students an opportunity to learn the knowledge, skills, and perspectives necessary to lead and drive successful enrollment and retention strategies within educational institutions.
Covers the roles of supervisors, managers, and leaders. Emphasizes the skills required for successful supervision, including effective communication, staff motivation, and providing support to staff members. Offers students an opportunity to establish themselves as a new or aspiring supervisor.
Examines organizational change, how change affects employees, and how supervisors should respond. Offers students an opportunity to navigate the challenges of motivating staff through identified changes.
Presents an overview of how to navigate the challenges of working with and counseling underperforming employees. Offers students an opportunity to learn how to identify underperformance, understand its underlying causes, and develop strategies for counseling employees effectively.
Explores and identifies crises in higher education. Covers crisis management theories, strategies, and techniques. Presents guidance on customizing a response to a specific incident. Offers students an opportunity to develop and test a crisis management plan within a simulated environment.
Explores and experiments with emerging tools and technologies shaping and enhancing the future of learning. Evaluates the value-add of tools and technologies for targeted scenarios. Investigates the impact of copyright and licensing on resources. Offers students an opportunity to engage in research and collaborative projects to apply theoretical knowledge;to reflect on professional practice; and to develop strategies for continuous improvement, applying knowledge to individual contexts.
EDU 6629Foundations of Learning Experience Design3
Orients students to the learning design profession and introduces the foundational elements of learning experience design. Emphasizes core theories, design frameworks, delivery methodologies, and creates opportunities for students to practice introductory design-related skills.
EDU 6639Advanced Practices in Learning Experience Design3
Guides students through an entire learning design planning process, including an initial analysis of needs; the design of aligned objectives, learning strategies, and assessments; and resource development, delivery methods, implementation, and evaluation planning. Emphasizes creation of authentic learning-based solutions to identified problems of practice using design models that align with scope, content, learning context, and learner.
Explores the role that data plays in decision making. Emphasizes the use of data to determine needs, unpack performance data, and interpret course or program performance measures. Highlights data exploration and analysis methods that support data visualization storytelling. Examines ethical and cultural implications around data use.
Presents an in-depth foundation for understanding the structure, governance, and operations of higher education institutions in the United States. Offers students an opportunity to develop and apply graduate-level research and writing skills, including the critique of scholarly articles, the practice of concise writing, and the utilization of APA referencing and formatting guidelines. Facilitates a comprehensive examination of the intricate organizational structures within higher education, particularly focusing on how these structures are influenced by contemporary environmental, financial, technological, and competitive pressures.
EDU 6669The Demographics of the New College Student3
Presents learners with an opportunity to comprehend the shifting demographics of higher education matriculants, including first-generation college students, veterans, and international students. Examines critically the strategies and theories pertaining to college student access and success.
Explores the historical origins of higher education in the United States, from the colonial era to present day. Focuses on an array of topics including liberal arts, graduate education, community colleges, historically Black colleges and universities, Hispanic-serving institutions, study abroad, international students, online education, religious-affiliated institutions, and professional higher education associations.
EDU 6680Money Matters: Financial Management in Higher Education3
Offers students an opportunity to develop the practical skills and competencies necessary to build and manage budgets, advocate for and allocate both human/financial resources, and effectively articulate how strategic initiatives translate into budget requests. Studies how to link theory to practice, how to develop core financial management competencies, and how colleges/universities approach critical fiduciary responsibilities.
Offers an overview of the major aspects of the legal environments and policy implications that impact institutions of higher education from the student, faculty, and administrative perspective. Provides the opportunity to learn to read court cases, assess the impact of current cases and laws on the policy and operations of institutions, and evaluate the current state of major legal issues facing higher education. Offers students an opportunity to learn multiple approaches for addressing these requirements and understanding and influencing policy development at all levels, both internal and external.
EDU 6700Program Evaluation, Assessment, and Accreditation in Higher Education3
Examines the purpose and goals of program evaluation. Offers students an opportunity to explore the different methodologies of program evaluation and the application of results for continuous improvement at their workplace. Reviews various assessment tools. Explores the role and purpose of accreditation associations and their impact on colleges and universities.
EDU 6715Experiential Learning Theory and Practice3
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to design and facilitate engaging and meaningful learning experiences. Compares different theoretical foundations for how people learn through experience and how these theories are put into practice using different approaches for teaching through experiences including active learning, inquiry-based learning, service-learning, place-based learning, and project-based learning. Discusses the principles of deeper learning and how to support the development of deeper learning competencies through experiential learning.
EDU 6720Culturally Responsive Experiential Teaching and Learning3
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to design and facilitate engaging and meaningful student-centered learning experiences that meet the needs of a diverse range of learners. Explores the constructs of culture, equity, power, and positionality and how as educators facilitate the learning of others, it is important to understand who we are and how our own learning experiences shape our practices and perspectives. Discusses how to facilitate social emotional growth, agency, and self-authorship in students through culturally responsive experiential learning.
EDU 6730Applied Research in Experiential Teaching and Learning3
Covers the knowledge, skills, and competencies experiential educators need to collect, analyze, and use data as evidence to inform best practices in experiential teaching and learning. Studies the ethics of engaging in practitioner-oriented, applied, educational research. Students then explore how to monitor and measure student engagement and outcomes by collecting and analyzing both qualitative and quantitative data. Offers students an opportunity to learn more about how action research can be employed by educators to plan, implement, monitor, and evaluate experiential teaching and learning practices.
EDU 6740Leading Experiential Teaching and Learning3
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to engage in leadership practices to negotiate challenges and opportunities associated with experiential teaching and learning by applying the different leadership frameworks. Explores how to lead successful professional development experiences and how to establish and support effective professional learning communities. Offers students an opportunity to learn how to lead efforts to engage with, leverage, and contribute to different networks dedicated to supporting experiential teaching and learning.
Designed for classroom leaders, department leaders, curriculum coordinators, and instructional coaches who focus their efforts on the implementation of practices that positively impact student learning. Creates learning experiences that incorporate different combinations of innovative pedagogical approaches. Offers instructional leaders an opportunity to strengthen the competencies needed to shape a vision of academic success for all students; cultivate leadership capacity in others; and manage people, data, and processes to develop the skills, knowledge, networks, and experiences to design systems for greater equity.
EDU 6760Law, Policy, and the Ecosystem of Education3
Situates current local, state, and federal educational laws and policies in a larger social, political, economic, and historical context. Recognizes and addresses multiple structures across the education ecosystem that perpetuate inequalities in access to high-quality learning and instruction for all. Debates and recommends best practices to empower and protect teachers, students, and families from current laws, policies, and regulations.
Prerequisite(s): (EDU 6112 (may be taken concurrently) with a minimum grade of C- ; EDU 6140 (may be taken concurrently) with a minimum grade of C- ) or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6780Foundations of Literacy Development and Instruction3
Prerequisite(s): EDU 6112 (may be taken concurrently) with a minimum grade of C- ; EDU 6140 (may be taken concurrently) with a minimum grade of C- ; EDU 6860 (may be taken concurrently) with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
Examines the design and facilitation of English Language Arts curricula and instruction for students in grades 5–12. Explores how to engage students with culturally diverse backgrounds in meaningful learning; what methods best connect English Language Arts to students' lives and the real world; how to determine the best ways to teach and assess literacy, critical and creative thinking skills, and collaborative skills; how to teach in a holistic manner that considers trauma and socioemotional learning; and how to implement routines and procedures that support effective classroom management. Includes the Massachusetts Department of Elementary and Secondary Education Gateway Task II; students must receive a passing evaluation for the Gateway Task II to be eligible for the student teaching practicum.
Prerequisite(s): (EDU 6110 with a minimum grade of C- ; EDU 6120 with a minimum grade of C- ) or (EDU 6104 with a minimum grade of C- ; EDU 6107 with a minimum grade of C- )
Prerequisite(s): (EDU 6104 (may be taken concurrently) with a minimum grade of B ; EDU 6107 (may be taken concurrently) with a minimum grade of B ) or (EDU 6104 with a minimum grade of C- ; EDU 6107 with a minimum grade of C- )
Examines the role of inquiry and how children learn in elementary science and humanities curricula. Focuses on how appropriate curriculum is developed and implemented. Emphasizes the design of social justice curricula in the humanities. Explores instructional methods and materials and assessment strategies for teaching diverse learners in elementary science and humanities.
Prerequisite(s): EDU 6112 with a minimum grade of C- ; EDU 6140 with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6850Language, Culture, and Literacy in Middle and High Schools3
Examines the interrelationships among language, culture, and identity and explores the implications of those relationships for effective teaching in middle and high schools. Analyzes the disciplinary demands of the different content areas in secondary education. Considers issues of linguistic diversity of adolescents within the broad spectrum of academic, social, philosophical, and political contexts. Explores the processes of identity development in the context of schooling and literacy performance. Examines methods of helping linguistically diverse students to develop their oral and written language abilities within a learning environment that draws upon and celebrates their native language abilities and traditions.
EDU 6860Developmental Language, Literacy, and Writing: Assessment and Instruction3
Introduces fundamental theoretical instructional principles of developing oral and written language, reading, writing, and language arts skills. Offers students an opportunity to learn about materials, instructional strategies, classroom-based assessment for literacy development and instruction, and empowering both elementary and secondary readers. Links a focus on early literacy acquisition with clinical assessment and questions regarding English-language learners and students with mild-to-moderate learning disabilities and variations. Studies a multisensory, tiered evidenced-based reading program with a strong phonological foundation, including how specific dyslexia scales are used for early identification and monitoring.
EDU 6869Special Education: Role of Special Educators in an Inclusive School3
Constructed to enable teachers to plan for the broad and varied range of student learning and behavior and to build a foundation for inclusive schools. Offers students an opportunity to understand the policies and regulations in special education; the role of the special educator in writing and implementing individual education plans; the responsibility of special educators to create partnerships with families; and the role of the special educator in working within the school on curriculum across disciplines, service delivery for students with IEPs, and co-teaching models. Explores high- and low-tech assistive technology options and its integration into the practice and the facilitation of principles of universal design. Exercises a case-study approach to offer students an opportunity to analyze and problem-solve scenarios derived from field experience.
Explores the development of effective curriculum through the integration of sound educational theory and vision. Students develop lesson plans and assessments according to design frameworks in accordance with various Department of Education/state-mandated standards. Allows practice in the alignment of curriculum and evaluation at the classroom, school, and district level.
Explores the foundations of language and linguistics. Discusses theories of the origins of language and compares reading and writing systems of English and other languages. Offers students an opportunity to learn phonology (how sounds are produced), how English works in patterns (linguistics and phonetics), how meaning is conveyed (semantics), and how languages are used (pragmatics). Seeks to provide a foundation for courses related to teaching English as a second language.
EDU 6879Literacy Development and the Academic Domains3
Supplies in-depth knowledge of the structure and function of language and fundamentals to deliver successful literacy instruction aligned to evidence-based practices. Offers comprehensive, accurate, and accessible information on the underpinnings of language instruction. Studies the history of the English language and its effect on spelling and English phonology, including speech sounds and their distinctive features. Reviews how print represents speech in English and how meaning is conveyed with language as well as morphological aspects of words. Offers students an opportunity to learn how to adapt their instruction to the language needs of the students in their classes.
EDU 6881Stand-Alone Sheltered English Immersion in the General Classroom3
Designed to prepare Massachusetts teachers across preK–12 classroom settings to effectively teach and assess English-language learners, ensuring students’ abilities to access grade-level curriculum, equitable opportunities to achieve academic success across content areas, and opportunities to build upon and contribute their cultural strengths and skills to their learning settings. Examines factors that contribute to English-language learners' development in cultural, social, and emotional experiences, as well as limited or interrupted education. Offers participants an opportunity to plan Sheltered English Immersion lessons using Sheltered Instructional Observation Protocol, World-Class Instructional Development and Design English Language Development Standards, and evidence-based principles. Meets Massachusetts Department of Elementary and Secondary Education requirements for the SEI endorsement as a stand-alone course and requires fieldwork in an appropriate preK–12 setting.
Offers students an opportunity to reflect on professional goals and monitor progress toward meeting program- and concentration-level competencies, while facilitating the connection of theory and practice through the planning, implementation, and evaluation of a virtual experiential learning project. Students may work with a project sponsor to develop recommendations and an implementation plan for a virtual work-based experiential project that meets an identified authentic workplace need.
Emphasizes critical reflection and experiential learning. Presents a framework for students to use to reflect upon, assess, and provide examples of growth throughout their programs, in relationship to their program and concentration competencies. Offers students an opportunity to apply their knowledge and skills to an authentic experiential project of their choice. Provides space for students to share project experiences, showcase deliverables, and discuss future plans.
Offers students an opportunity to reflect on their development as scholars, practitioners, and leaders in the field of educational administration. Applies knowledge developed throughout the program to various contemporary issues in education. Requires students to demonstrate mastery of content through a significant project and present their final e-portfolios to showcase their work.
Prerequisite(s): (EDU 6869 with a minimum grade of C- ; EDU 6860 with a minimum grade of C- ; EDU 6873 with a minimum grade of C- ) or (EDU 6877 with a minimum grade of C- ; EDU 6879 with a minimum grade of C- ; EDU 6883 with a minimum grade of C- ; EDU 6860 with a minimum grade of C- )
Provides at least 300 hours of supervised student teaching in a public school system and a reflection seminar. Offers students a field-based assessment of teaching performance. Requires prior successful completion of all Commonwealth of Massachusetts licensure prerequisites. May be repeated once for up to 8 total semester hours.
Subject
EDU
Credits (min)
4
Credits (max)
4
Credit unit
Hours
Type
course
Repeatable
May be repeated once for up to 8 total semester hours.
Prerequisite(s): (EDU 6112 with a minimum grade of B ; EDU 6690 with a minimum grade of B ) or (EDU 6310 with a minimum grade of B ); (EDU 6790 with a minimum grade of B ; EDU 6800 with a minimum grade of B ; EDU 6810 with a minimum grade of B ; EDU 6815 with a minimum grade of B ) or (EDU 6619 with a minimum grade of B or EDU 6107 with a minimum grade of B or EDU 6219 with a minimum grade of B or EDU 6122 with a minimum grade of B or EDU 6124 with a minimum grade of B or EDU 6127 with a minimum grade of B or EDU 6129 with a minimum grade of B or EDU 6310 with a minimum grade of B or EDU 6323 with a minimum grade of B or EDU 6425 with a minimum grade of B )
EDU 7100Introduction to Doctoral Studies for Social Justice3
Introduces the role of scholar-practitioner and change agent. Develops a problem of practice and evaluates and synthesizes empirical peer-reviewed literature as the foundation of a research study. Considers the nature of positionality, organizational systems, and stakeholder engagement in action research. Examines action research as a reflexive, sustainable, transformative methodology.
Prerequisite(s): (EDU 7100 with a minimum grade of C- ; EDU 7130 with a minimum grade of C- ); EDU 7150 with a minimum grade of C- or (EDU 7207 with a minimum grade of C- ; EDU 7218 with a minimum grade of C- ; EDU 7225 with a minimum grade of C- )
Prerequisite(s): (EDU 7130 with a minimum grade of C- ; EDU 7140 with a minimum grade of C- ) or (EDU 7207 with a minimum grade of C- ; EDU 7218 with a minimum grade of C- ; EDU 7219 with a minimum grade of C- ; EDU 7225 with a minimum grade of C- ; EDU 7226 with a minimum grade of C- )
EDU 7610Global and Historical Perspectives on Higher Education3
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C- or EDU 7209 with a minimum grade of C-
EDU 7815Learning and AI: Theory, Ethics, Implementation3
Examines artificial intelligence in learning contexts through three phases: AI fundamentals (machine learning, prompt engineering, AI literacy); ethical considerations (bias, privacy, responsible use);and practical implementation (policies, assessment, change management). Offers students an opportunity to complete hands-on projects including creating AI literacy modules, developing ethical frameworks, and designing implementation plans. Designed for educators and learning professionals to responsibly integrate AI into educational environments.
EDU 7825AI in Educational Research and Practice: Critical Inquiry and Applied Practice3
Examines artificial intelligence applications in educational contexts. Through empirical research of current, use-inspired projects, incorporates engagement with a variety of AI tools and methodologies and critical analysis of AI to enhance learning and research. Encompasses a comprehensive review of AI's role in pedagogy, learning systems design, and educational research. Includes original research on AI's efficacy in enhancing student engagement and learning outcomes including substantive literature review, data collection, and analysis. Offers doctoral candidates an opportunity to advance the integration of AI in educational theory and practice.
Offers students an opportunity to carry out an individual reading and research project under the supervision of a faculty member. The directed study format allows for the in-depth analysis of a particular topic not covered in-depth or the study of a subject not typically covered in the curriculum. A directed study proposal must be approved by the faculty sponsor, division head, and senior associate dean for academic affairs.
EDU 9930Dissertation Readiness and Candidacy Review3
Prerequisite(s): EDU 7100 with a minimum grade of C- ; EDU 7120 with a minimum grade of C- ; EDU 7130 with a minimum grade of C- ; EDU 7140 with a minimum grade of C- ; EDU 7150 with a minimum grade of C-
