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Education (ED)


ED 1300 - Competencies for Prospective Educators - 1.5 credits

Fall Semester

Focuses on the development of academic competencies necessary for prospective educators who will be required to take and pass state-mandated tests in academic reading and writing skills. This course is required for all first year and transfer students who intend to apply to the educator licensure majors in Early Childhood (PreK-2), Special Needs (PreK-8) and Elementary Education (1-6). Topics in reading will include: pre-reading strategies, skill building in reading comprehension, vocabulary building, and test preparation. Topics in writing will include skill building in grammar, mechanics, summarizing, essay writing and text analysis.

Corequisite: PSY 1400.


ED 1500 - Foundations of Community Education - 3 credits

Fall Semester

This course examines educational and community-based programs and organizations and their role in supporting the health and well-being of individuals and groups of all ages. The various occupations and approaches within community education to achieve those goals will be explored. Students will examine the ways in which local, state, and national organizations live out their missions to address and support the needs of children, families, and youth.

Corequisite: ED 2344.


ED 2160 - Foundations in Early Intervention: Principles and Practice - 3 credits

Spring Semester

This course serves as an introduction to the early intervention process including referrals, service delivery, transition to public school services, the role of the service provider, evidence based practice, and family/child-centered services.

Pre-requisite: ED 2230.


ED 2161 - Educational Psychology - 3 credits

Fall Semester

This course applies developmental theories and psychological concepts as a basis for informing teaching practice and developing effective learning environments. Topics include: cognitive and social development, individual learning differences, intelligence, factors affecting achievement and motivation. This course is taught from a constructivist perspective with an emphasis on the role of creativity and critical thinking in learning.

This course meets the General Education Information Literacy Enhancement.

Prerequisite: PSY 1400.


ED 2230 - Infants and Toddlers - 3 credits

Fall Semester

This course focuses on the care and teaching of infants and toddlers in-group settings. The typical and atypical developmental characteristics of children from birth to age three will be the basis for planning developmentally appropriate learning experiences, organizing the physical environment, and recognizing the importance of the teacher-child relationship. This course will fulfill the DEEC coursework requirement for Infant-Toddler Lead Teacher and program requirement for DPH Early Intervention credential and also serves as an elective for Education majors and minors.

Prerequisites: PSY 1400, ED 2161.


ED 2235 - Early Assessment and Intervention - 3 credits

Fall Semester

An introduction to researched based screening and assessment tools and intervention strategies found to be effective in evaluating and supporting the cognitive, linguistic, social, and emotional needs of young children, including children who are at risk of or have been diagnosed with developmental delay birth to age three).

Prerequisites ED 2160, ED 2230.


ED 2301 - Children at the Center in Nottingham: Alice Yardley and the British Primary School - 3 credits

Offered periodically within a 3-year academic cycle

Students in this short term study abroad course explore the innovative work of teachers in Nottingham, England, who helped establish the British Primary School approach, one that influenced educators across the US, Canada, Italy, and around the world. Creating schools where a “liberation of learning” could take place was the mission of Nottingham educator and author Alice Yardley. Yardley’s contribution and those of her colleagues to the history, practice and continuing implementation of child-centered, project-based, and Reggio-inspired early childhood education in England and abroad is examined. An active component of the course will be visits to schools in Nottinghamshire for children 3 through 12 years old, and to cultural and historical sites in the area. Assignments include reports on school visits, reflections on readings, and journal responses. Students will complete a final research paper on a topic of their own choosing upon return to the US.

This course meets the General Education Global Interdependence or Active Learning requirements.


ED 2344 - Field Observation & Participation: Out of School Time Setting - 2 credits

Fall Semester

Students complete 6 hour a week field experience in an out- of-school time setting. Students work alongside practitioners in the field to better understand the components of effective environments for school age children and/or youth.

This course meets the General Education Active Learning requirement.

Prerequisites: SPE 2600, junior standing in major.

Corequisite: ED 1500


ED 2345 - Field Observation & Participation: Early Education & Care - 3 credits

Fall Semester

Third year students pursuing DEEC Early Care & Education credentialling track participate in field work in a community based childcare program (two mornings / six hours weekly).  Additionally, students attend a weekly course meeting.  Topics focus on the principles of creating effective learning environments for young children, the design and arrangement of the physical space, developmentally appropriate transitions, routines and daily schedules, the value of play-based curriculum and its relationship to children's development, and the importance of teacher interactions in supporting learning and development.  

This course meets the General Education Active Learning requirement.

Prerequisite: ED 2411.


ED 2354 - Creative Arts in Early Childhood - 3 credits

Alternate Spring Semesters

Students gain a personal understanding of the arts as a discipline which offers a unique perspective for learning, through access to a variety of forms of expression and communication. The Arts are explored in the context of historically and culturally rich ways of seeing, thinking, and knowing about oneself as an individual, and as a member of the global community. The arts are explored as an important vehicle for enhancing children’s development and as a vehicle for learning. The course provides an overview of developmentally appropriate practices for integrating the arts (visual and performing arts) ininto early childhood and elementary classrooms including students with diverse needs. Students will be expected to demonstrate an ability to integrate the arts into all areas of the curriculum. 

Prerequisite or Corequisite : ED 2411  or ED 2412, or permission of the instructor.


ED 2355 - Children’s Literature: A Gateway to the World - 3 credits

Fall and Spring Semesters

This course will delve into the world of children’s literature through a comprehensive investigation of genres from picture books to historical fiction (for children birth to age twelve) written by classic and contemporary authors. Students will gain knowledge of and evaluate literary elements and gain an appreciation for the aesthetic values of literature. Students will explore and evaluate text for controversial historical and contemporary issues, analyze text for cultural and gender bias, and examine methods to facilitate the development of children’s perspectives of the world. This entails cultivating critical thinking and increasing engagement through the integration of the curriculum and the extension of literature through writing.

This course meets the General Education International/Global Interdependence requirement.


ED 2411 - Strategies for the Effective Educator: Early Childhood - 3 credits

Fall Semester

This course introduces beginning educators to the essential elements of best practice in Early Childhood Education (Birth- Grade 3). Students will be introduced to a variety of teaching strategies and effective practices including activity and lesson planning, writing effective learning outcomes, differentiated instruction, and assessment for young children. Students will develop and practice strategies to promote safe and effective learning environments for young children. Emphasis will be on culturally responsive teaching practices for young children. Students will begin to relate effective teaching practice to the Massachusetts Department of Early Education and Care Core Competencies and the Massachusetts Department of Elementary and Secondary Education Seven Essential Elements of the Candidate Assessment of Performance (CAP). The Massachusetts Guidelines for Early Learning Experiences (Infant, Toddler, Preschool, and Kindergarten) and the Massachusetts Curriculum Frameworks will serve as guideposts for planning learning experiences and lessons that promote equity for early learners. During this course, students will have opportunities for peer teaching, receive targeted feedback and begin to develop a digital portfolio to document professional experiences over the completion of their program.

Prerequisite or Corequisite: ED 2161.


ED 2412 - Strategies for the Effective Educator: Elementary and Secondary - 3 credits

Fall Semester

This course introduces beginning teachers to the essential elements of best practice. Foundational historical knowledge of the laws relating to current practice, as well as prominent theorists and philosophers in Education will be discussed and reinforced. Students will be introduced to a variety of instructional strategies that promote intentional and effective planning: lesson planning, writing effective learning outcomes, differentiated instruction, and assessment. Students will develop and practice strategies to promote safe and effective learning environments. Emphasis will be on culturally responsive practices for all learners.   Students will begin to relate teaching practice not only to the Massachusetts Department of Education’s Professional Standards for teachers and the Six Essential Elements of the Candidate Assessment of Performance (CAP) but also to the national initiatives for educational reform put forth in the past two decades. The Massachusetts Curriculum Frameworks will serve as guideposts for planning lessons that promote equity for all learners. During this course, students will have opportunities to teach lessons, receive targeted feedback, reflect on and adjust their teaching practice.  Students will be required to begin developing an e-portfolio to document professional experiences over the completion of their program.     

Prerequisite or CorFallequisite: ED 2161. 


ED 2420 - School, Family and Community - 3 credits

Spring Semester

This course will allow students to understand and view the child as a member of the family system and the greater social system. It will explore the structure of the contemporary families and will examine the issues and challenges impacting today’s families. Emphasis is on parent-teacher relations, working with families from diverse backgrounds, and the role of the teacher and community agencies in providing family support.

Prerequisites: PSY 1400, ED 2161, or permission of instructor.


ED 2450 - Planning and Programming: Early Education & Care - 3 credits

Fall Semester

This course focuses on the principles of planning successful learning environments for young children. Emphasis will be placed on designing spaces that allow for optimal growth in children’s physical, social, emotional and cognitive development. Design and arrangement of the physical space, creating developmentally appropriate transitions, routines and daily schedules, the value of play and its relationship to children’s development, and the importance of teacher interactions in supporting play and learning will be addressed. This course includes a field observation and participation component in a setting for young children.

Prerequisite: ED 2411.

Corequisite: ED 2345.


ED 2455 - Programming for Positive Youth Development - 3 credits

Fall Semester

This course is intended to familiarize students with the various aspects of out-of-school time programming for children and youth including but not limited to after school programming and community/youth organizations. By examining the criteria for effective learning environments for children and youth, students will gain an understanding of the factors that contribute to programming for positive youth development. Students complete a six (6) hour a week field observation and participation field component in conjunction with this course in an after school program, or youth organization.

Prerequisite:s ED 2411 or ED 2412.

Corequisite: ED 2344.


ED 2510 - Guiding Behavior - 3 credits

Alternate Fall Semesters

This course will provide students with an understanding of the factors that influence children’s behaviors and develop positive strategies and techniques to help children become more competent problem solvers. Emphasis will be on a sound understanding of development and its relationship to behavior as well the impact of family and culture.

Prerequisite: PSY 1400.


ED 2530 - Education Advocacy and Action - 3 credits

Spring Semester

This course examines how educators and others can confront inequities and become agents of change in their schools and communities. It will explore structural barriers to justice and pathways for change and examine education advocacy efforts which promote the development of community and support services for individuals and groups. Students will consider how community needs are identified, addressed, and explore how collaboration between educational institutions and community organization result in better outcomes for children, youth and families. Course content will also investigate how advocacy efforts can reimagine and transform communities where its people are included, safe and valued.

Prerequisite: ED 1500 or permission of the instructor.


ED 2700 - Early Childhood Language Arts and Literacy Development - 3 credits

Spring Semester

In this course, students will acquire foundational knowledge of language and literacy development and the factors which influence communication skills in speaking, listening, reading, and writing. Students will learn how to design evidence-based, developmentally appropriate learning experiences for literacy development for children from Birth through Grade 2. Methods of encouraging engagement and enjoyment of literature for young children and promoting interest in reading and writing will be developed, along with literacy instruction. Methodologies for teaching young children with a broad range of abilities and learning differences including first and second language acquisition will be introduced.

Pre or Corequisite: ED 2411 or ED 2412, or permission of instructor.


ED 3115 - Early Childhood Curriculum: Preschool - 3 credits

Spring Semester

This course focuses on the planning and implementation of developmentally appropriate learning experiences for preschool aged children. Students will develop teaching strategies and techniques that will foster the development of children’s emerging skills in language and literacy, mathematical-logical thinking, science and social sciences. With an emphasis on active learning, students will develop strategies for extending children’s learning and understanding through dialogue and questioning.

This course meets the General Education Reading/Writing Enhancement requirement.

Prerequisites: ED 2342, ED 2450; or ED 3700, ED 3701.

Corequisite: ED 3451.


ED 3150 - Classroom Management - 3 credits

Spring Semester

This course focuses on three distinct areas of student support and success. The first focal area is on classroom management strategies that enhance student success in the inclusive classroom. The second focal area is on supporting/teaching prosocial behaviors that meet the social, emotional, and academic needs of all learners. The third focus will be on behavior management principles that support the individual student in the inclusive setting utilizing positive behavior supports and interventions. Teacher candidates will identify the academic, social/emotional, and behavioral challenges students experience in classrooms environments and explore specific ways to create strong learning communities that support diverse learners. Candidates will examine current behavioral and therapeutic approaches that provide students feedback and promote their success.

Corequisites: ED 3196, ED 3197, SPE 3451.


ED 3190 - Classroom Assessment - 3 credits

Fall Semester

Students will explore the importance of assessment for classroom instruction and learning. Students will be given practical and theoretical foundations of assessing school age children. Implications of race, class, and language in resultant data will be emphasized.

Corequisite: ED 3290.


ED 3195 - Fundamentals of Curriculum: Instructional Methods in Social Studies and Language Arts - 3 credits

Spring Semester

This course provides students the opportunity to examine philosophies, organization and planning for children in public schools. The general principles and practices of teaching social studies and language arts are presented. Lesson and unit planning is aligned with the Massachusetts Curriculum Frameworks. Through this course, prospective teachers will have opportunities to observe, reflect on and practice planning and teaching.

This course meets the General Education Reading/Writing Enhancement requirement.

Prerequisite: Junior standing in the major Co-Requisite: ED 3196 or 3197


ED 3196 - Pre-Practicum I: Early Childhood - 1 credit

Spring Semester

Students accepted into the early childhood licensure major complete an early field experience in the spring semester of the third year of study. The early field experience is 2 full days per week in an approved classroom setting.

This course meets the General Education Active Learning requirement.

Prerequisite: ED 3700.

Corequisites: ED 3190, ED 3195.


ED 3197 - Pre-Practicum I: Elementary - 1 credit

Spring Semester

Students accepted into elementary licensure will complete an early field experience in the spring semester of third year of study. The early field experience will be 2 full days a week in an approved setting.

This course meets the General Education Active Learning requirement.

Prerequisite: ED 3700.

Corequisites: ED 3190, ED 3195.


ED 3200 - Administration of Childcare Programs - 3 credits

Alternate Spring Semesters

This course is designed to acquaint students with the administrative elements in establishing and managing various childcare programs. Using the Massachusetts Department of Early Education and Care Regulations for Licensure of Group Care Programs, students become familiar with the administrative responsibilities associated with these regulations. Topics include, but are not limited to: health and safety issues and policies, staffing issues, working with parents, program quality and evaluation, and overview of business practices.

Prerequisites: ED 2450 or 2455 or permission of instructor


ED 3250 - Pedagogy and Specialized Instruction in Mathematics - 3 credits

Fall Semester

This course emphasizes the factors that contribute to creating effective learning environments for increasing conceptual development in mathematics. Using content in geometry, measurement, probability, data analysis, and statistics as illustrative examples, students will design a unit of study that is developmentally appropriate for the population of students with whom they intend to work. Students will be charged with broadening and deepening their own college-level understanding of the content in an effort to both utilize data for instructional decision-making and to identify the structure and relationships between ideas that they will communicate to students. In addition, effective instructional methods, formative and summative assessment techniques, and intervention strategies will be explored. (Same course as MATH 3250).

This course meets the General Education Social Science Breadth and Quantitative Literacy Enhancement requirements.

Prerequisites: MATH 1550, MATH 2550.


ED 3290 - Classroom Assessment Lab: Literacy - 1 credit

Fall Semester

This course provides students with theory and methodology in the teaching of reading. Individual differences (including, but not limited to, language and cultural difference) are an on-going component of all assessments and instructional practices. A required field lab is an integral part of this course.

Corequisites: ED 3190, ED 3700.


ED 3320 - Elementary Curriculum: Instructional Methods in Science - 3 credits

Fall Semester

This course is designed to enable students to broaden their planning and teaching repertoire for Grades 1- 6 in the inclusive classroom. The course will use the Massachusetts Curriculum Frameworks and local area curricula as guideposts for planning and teaching. Although students will integrate all content areas of the curriculum into lesson planning and assessment throughout the course, students will focus on science, technology, and engineering (STE) content areas. Inquiry-based teaching strategies will be emphasized, and whenever possible, students will carry out and evaluate their related planning, teaching, and assessment in their field placement. Fee.

Pre-requisite: ED 3195.

Co-requisites: ED 3332.


ED 3330 - Early Childhood Curriculum: Instructional Methods in Science - 3 credits

Fall Semester

This course is designed to enable students to broaden their planning and teaching repertoire for the Grade PreK-2 inclusive classroom. The course will use the Massachusetts Curriculum Frameworks and local area curricula as guideposts for planning and teaching. Although students will integrate all content areas of the curriculum into lesson planning and assessment throughout the course, students will focus on science, technology, and engineering (STE) content areas. Inquiry-based teaching strategies will be emphasized, and whenever possible, students will carry out and evaluate their related planning, teaching, and assessment in their field placement. Fee.

Prerequisite: ED 3195.

Corequisite: ED 3331.


ED 3331 - Pre-Practicum II: Early Childhood - 1 credit

Fall Semester

Students accepted to the early childhood licensure major complete a second pre-practicum field experience in the fall semester of the last year of study. The early field experience will comprise of 2 days a week in an approved setting.

This course meets the General Education Active Learning requirement.

Prerequisites: ED 3195, ED 3196.

Corequisite: ED 3330.


ED 3332 - Pre-Practicum II: Elementary - 1 credit

Fall Semester

Students accepted to the Elementary Major/DESE Initial Academic Teacher 1-6 License complete a second pre-practicum field experience in the fall semester of the last year of study. This field experience will comprise 2 days a week in an approved setting.

This course meets the General Education Active Learning requirement.

Prerequisites: ED 3195, ED 3197.

Corequisite: ED 3320.


ED 3451 - Practicum I: Preschool - 3 credits

Spring Semester

Third year students in the Early Childhood major spend twelve hours per week (two full days) in a preschool setting. This field experience allows students to apply concepts of curriculum development to lesson planning and implementation. Equates to nine months of work experience toward Department of Early Education and Care preschool teacher qualifications.

This course meets the General Education Active Learning requirement.

Prerequisites: ED 2342 or ED 2344; ED 2450 or 2455 or ED 3700 or ED 3701.

Corequisite: ED 3115.


ED 3510 - Community Leadership - 3 credits

Alternate Fall Semesters

This course will engage students in discussion and readings that explore effective leadership qualities for professionals who work in community-based education programs. It draws upon the disciplines of psychology, sociology and education in understanding the factors that contribute to sound community- based initiatives that support the health and welfare of children and youth. Through direct interaction with service providers, students will gain a deeper understanding of how organizations meet the diverse needs of their communities. Topics include, but are not limited to, identifying community needs, working collaboratively with related service organizations, advocacy issues, and how to promote purposeful change.

Prerequisites: ED 2420, or permission of instructor.


ED 3530 - Community Education: Context, Issues and Influences - 3 credits

Fall Semester

This course explores issues that impact public policy relating to children, families and communities and examines qualities and characteristics of leadership necessary to become allies and partners within community organizations to create meaningful change for children, families and communities.

Pre- or corequisite: ED 4568.


ED 3570 - Support and Collaboration in Student Learning - 2 credits

Every Year

This course focuses on supporting the academic needs of individual learners in an elementary classroom. Focal areas include building relationships and creating a sense of belonging, supporting social and emotional learning, and reducing anxiety, frustration while promoting grit and motivation.  
Skills necessary for the role of Education Support Specialist include communication with student teams and collaboration with lead teacher and specialists, monitoring student progress, maintaining instructional and behavioral data, and supporting students who are non-compliant by using a positive and preventative approach. 

Prerequisite: ED 3700 .

Corequisites: ED 3XXX and SPE 3350.


ED 3700 - The Teaching of Reading - 3 credits

Fall Semester

This course provides future educators with the content and evidence-based practices and instructional materials to facilitate the development of reading and writing.  A major focus area is on the relationship of language comprehension and word recognition that develops lifelong skilled readers and writers. This course supports teaching readers with diverse cultural and linguistic backgrounds, strengths, and challenges. 

Prerequisite: ED 2700.

Corequisite: ED 3190.


ED 3750 - Sheltered English Immersion - 3 credits

Fall Semester

This course is designed to prepare teachers to shelter content in the SEI classroom by considering the individuality of English Language Learners including social and cultural considerations, second language acquisition processes, and English Language arts and Literacy development in the PreK-8 classroom. This course is aligned with the Massachusetts Curriculum Frameworks, the WIDA English Language Development Standards and envelops best practice in the field of ELL instruction.

Prerequisites: ED 2700, ED 3700.

Corequisites: ED 3331, ED 3332, ED 3455.


ED 3905 - Special Project in Education - 3 credits

Requires an approved proposal for a field-based project designed to provide students the opportunity for in-depth investigation of a special topic. A major paper is required. The project may be linked to concurrent work in the field.


ED 3985 - Seminar Education Capstone: Integrating Research Based Practices - 3 credits

Fall Semester

This capstone course enables students to consider, discuss, and debate educational issues related to teaching practices and theories of instruction. Students will design and implement library research projects which integrate their major area of study with education coursework and field experiences and then translate this research into action plans for their senior practicum.

Pre-requisite: Senior standing in the major.


ED 4200 - The Impact of Curriculum on Teaching and Learning in Contemporary Schools - 6 credits

Every Year

This 6-credit field-based course will analyze data and explore the tools that outline performance expectations for educators in contemporary schools. Using a research-based lens, course participants will analyze commercial curriculum in use and its impact on student learning and instructional practices. Students will participate in reflective examination of one’s own pedagogical content knowledge, principles of Universal Design for Learning, and 21st Century Learning skills. Course participants will become critical consumers of commercial curriculum and develop skills to augment learning through the creation of related supplemental learning experiences. 

This is a 6-credit experience including a 12 hour per week field experience and a weekly 2.5-hour seminar.  

Prerequisite: Permission of Instructor.  


ED 4560 - Practicum II: Infant/Toddler Setting - 6 credits

Fall and Spring Semesters

Students in the Early Education and Care major may choose to complete practicum of 18 hours a week field placement in an infant/toddler setting. Students have the opportunity to plan and implement curricula that enhances all the areas of development as well as create learning environments that foster children’s growth. Field hours may be counted toward required work experience for Massachusetts DEEC Lead Teacher certification/qualification for Infants and Toddlers.

This course meets the General Education Active Learning requirement.

Prerequisites: ED 3451, ED 2230. Corequisite: ED 4560 SM.


ED 4560 - SM Practicum Seminar - 0 credits

Fall and Spring Semesters

This weekly, one-hour seminar is taken in conjunction with Senior Practicum. Weekly assignments and discussions focus on various aspects of working with children and families. Topics of discussion may include, but are not limited to: professional role and responsibilities, communicating & collaborating with parents, identifying community resources, leadership and advocacy.

Corequisite: ED 4560.


ED 4561 - Practicum II: Preschool Setting 6 credits

Fall and Spring Semesters

Students in the Early Education and Care major complete an 18 hour a week field placement in a preschool setting. Students have the opportunity to plan and implement curricula that enhances all areas of development as well as create learning environments that foster children’s growth and learning. Field hours may be counted toward required work experience for Massachusetts DEEC Preschool Lead Teacher certification/qualifications.

This course meets the General Education Active Learning requirement.

Prerequisite: ED 3451.

Corequisite: ED 4561SM.


ED 4561 - SM Senior Practicum Seminar - 0 credits

Fall and Spring Semesters

This weekly, one-hour seminar is taken in conjunction with Senior Practicum. Weekly assignments and discussions focus on various aspects of working with children and families. Topics of discussion may include, but are not limited to: professional role and responsibilities, communicating & collaborating with parents, identifying community resources, leadership and advocacy.

Corequisite: ED 4561.


ED 4564 - Senior Practicum: Elementary - 9 credits

Spring Semester

Students will complete a five day a week practicum in a setting approved to meet the requirements for licensure as Elementary Teacher, levels 1-6.

This course meets the General Education Active Learning requirement.

Corequisites: ED 4564SM


ED 4564 - SM Senior Practicum Seminar - 3 credits

Spring Semester

Taken in conjunction with Senior Practicum, ED 4564 SM is a weekly seminar focused on reinforcing components of teaching practice and professional development of teacher candidates. Seminar topics and assignments focus on teaching practices outlined in the Candidate Assessment of Performance (CAP). Topics include, but not limited to child observation and assessment, subject-matter knowledge, curriculum planning, well-structured lessons, adjustment to practice, meeting diverse student needs, high expectations, reflective practice, safe learning environments, family interactions, professional responsibilities and career planning. Practicum students are guided through planning, reflection, discussion and documentation processes related to their observation and daily teaching practices.

Corequisite: ED 4564.


ED 4567-Senior Field Experience: ESP - 9 credits

Spring Semester

The students will complete a five day per week field experience in an appropriate elementary setting in order to further develop skills for the role of an Education Support Professional.

This course meets the General Education Active Learning Requirement.

Prerequisite: ED 3334.

Corequisite: ED 4567SM.


ED 4567SM-Senior Field Experience Seminar - 0 Credits

This weekly, one hour seminar is taken in conjunction with Senior Field Experience, ED 4567. Weekly Assignments and discussions focus on working with and supporting instruction and student learning. Topics of discussion may include and are not limited to, professional role and responsibilities, specialized support and instruction, co-teaching models, meeting diverse student needs, maximizing small group instruction, supporting positive behavior, communicating and collaborating with families , support persons and agencies.

Prerequisite: ED 3334.

Corequisite: ED 4567.


ED 4568 - Senior Practicum: Community-Based Setting - 6 credits

Fall and Spring Semesters

Students complete a 9-hour a week field placement in a community-related educational setting. Students gain work experience in programs, agencies and organizations that support the health, education, and well-being of the community and its members.

This course meets the General Education Active Learning requirement.

Prerequisite: Senior standing in major.

Corequisite: ED 4568SM.


ED 4568 - SM Practicum: Seminar - 0 credits

Fall and Spring Semesters

This weekly, one-hour seminar is taken in conjunction with Senior Practicum. Weekly assignments and discussions focus on various aspects of working with children and families. Topics of discussion may include, but are not limited to: professional role and responsibilities, communicating & collaborating with parents, identifying community resources, leadership and advocacy.

Corequisite: ED 4568.


ED 4570 - Senior Practicum: Early Childhood - 9 credits

Spring Semester

Students will complete a five-day a week practicum experience in settings approved to meet the requirements for licensure as Early Childhood teacher (Pre K-2). Students will be placed in a Pre K/K setting and a grades 1 or 2 setting.

This course meets the General Education Active Learning requirement.

Prerequisites: ED 3330, ED 3331.

Corequisites: ED 4570SM.


ED 4570 - SM Senior Practicum Seminar - 3 credits

Spring Semester

Taken in conjunction with Senior Practicum, ED 4570 SM is a weekly seminar focused on reinforcing components of teaching practice and professional development of teacher candidates. Seminar topics and assignments focus on teaching practices outlined in the Candidate Assessment of Performance (CAP). Topics include, but not limited to child observation and assessment, subject-matter knowledge, curriculum planning, well-structured lessons, adjustment to practice, meeting diverse student needs, high expectations, reflective practice, safe learning environments, family interactions, professional responsibilities and career planning. Practicum students are guided through planning, reflection, discussion and documentation processes related to their observation and daily teaching practices.

Corequisite: ED 4570.