Introduction to the theories of second language and literacy development. Critical examination of language learning to develop the ability to analyze classroom discourse and to work collaboratively as an expert and leader in class classroom second-language learning.

TEAMS Tutoring Leadership Seminar.

Introduces theories and research on college students' development and their college experience. Theories describing patterns of growth and development and their application in higher education.

Student Teaching practicum for students enrolled in the ECE BA based in PreK/K settings

Seminar develops the interpersonal and organizational leadership skills of experienced undergraduate tutors who are serving as site coordinators, group leaders, researchers, or administrators in the TEAMS Project.

Course surveys typical and atypical child and adolescent development in PreK-12 school environments. It provides students opportunities to learn current theories and applications related to the specific helping professions work settings that students will enter.

School-Based Prepracticum. This course features pre-student teaching experiences in a middle or high school classroom under the supervision of experienced public school teachers. Candidates observe teachers, work with large and small groups of students, and develop lessons that incorporate NCATE and Massachusetts learning standards.

An orientation to the profession of school counseling. Information and experience on how counseling services help people understand themselves and others. Knowledge from education, psychology, philosophy, history, and sociology examined and applied to guidance and personnel programs.

The purpose of this course is to give students in the social sciences and, in particular, education, skills in statistical reasoning so that they will be critical readers of research literature in their fields and in a position to design research studies and analyze data on their own.

This course aims to prepare ELL and mainstream teachers to address the challenge of helping bilingual and emergent bilingual learners succeed in regular academic content classes. We will consider research supporting the view that second language acquisition is enhanced by rigorous academic content instruction.