This course addresses core competencies outlined in the Massachusetts Department of Education's English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol, and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students. All participants will have opportunities to connect theory and practice.

This course introduces various genres of children's literature, including literature for adolescents; explores equity and social justice issues; and examines approaches to using literature in the preK-8 curriculum with an emphasis on social-emotional learning and making literature accessible to all learners. Students will read a variety of texts across genres and discuss ways to integrate literature into curriculum and learning as they expand their knowledge and appreciation of children's literature. Literature will be examined from multiple perspectives.

Discussions and fieldwork provide the student with an opportunity to understand the classroom as a learning community. The tutorial includes several meetings focusing on the student's participant observations and assigned readings. Fieldwork includes a minimum of 20 hours on site, individually scheduled in early childhood (pre K-2) or elementary (1-6) settings. Assessment includes in-progress reports and a final project related to fieldwork. Course graded on a credit/no credit basis.

Students will learn about inquiry-based science/math curriculum and use of technology in PreK-6 classrooms. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning.

This course addresses the question: what does teaching for understanding look like, and how can we plan for it? Informed by current research and effective teaching practice, students learn to plan and implement curricular units and lessons that engage adolescents, strengthen their literacy skills, and further their understanding of content.

This is a fieldwork-based independent study course. During the fall and spring semesters it involves 20 to 40 hours of individually scheduled fieldwork in a secondary or middle-school classroom or educational program. Students keep a reflective journal, read relevant articles and essays, meet regularly with the instructor, and write a final report.

This two-credit independent study course, which is the culminating experience of the educational studies minor, requires analysis and synthesis of key ideas that emerged during focused study in the minor. Students will work with a faculty advisor of the Educational Studies Program Committee as they plan, write, and present a capstone paper.

Did you really learn everything you needed to know in kindergarten? In this course we will explore how children's development, with a focus on early childhood (ages 0-8), is shaped by the family, school, community, cultural, and policy contexts in which they participate and live. We will read research conducted by psychologists, sociologists, and education researchers, as well as investigate representations of childhood in popular media and literature.

The prevalence of misinformation and disinformation has weakened the public's trust in science. This course will challenge media's coverage of three major topics -- sex, drugs, and psychopaths -- against the latest findings from neuroscience research. Through readings, podcasts, movies, and class discussions, students will challenge common misconceptions about our brains, by examining the science behind infidelity, gender identity, addiction, mental health, and murder.

What does it mean to be an adolescent? Popular culture has a lot to say about this life stage, not all of it rooted in evidence. In this course, we will examine the range of adolescent experiences in the United States and critically question common assumptions. We will consider how social context and relationships influence youth as they navigate school, college and career expectations, extracurricular activities, and social media. Our interdisciplinary approach will draw on readings from psychology, sociology, history, education as well as media resources.