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2021-2022 Hill Book (Class of 2025) [ARCHIVED HILL BOOK]
Course Descriptions
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Education |
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EDU 104 - Early Care and Education Three Credits
Fall Semester
Covers historical, social and philosophical foundations of early childhood education and the integrated preschool. It examines a variety of instructional models in the field and looks at developmentally appropriate practice in terms of classroom environments, classroom management and constructivist learning theories.
Prerequisite(s)/Restriction(s): Open to first-year or sophomore-year students only.
Note: Pre-practicum recommended.
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EDU 130 - Introduction to Special Education Three Credits
Fall Semester
This course provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with disabilities ranging from mild, moderate to severe levels of varying disabilities. The course will study the impact of disabilities on academic and social/emotional performances. Field experience is required.
Note: Pre-practicum available.
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EDU 140 - Teaching the Adolescent Learner Three Credits
Fall Semester
This course focuses on students in secondary classrooms, and their unique developmental needs. Using a neuroscience lens, we will explore the challenging and exciting period of adolescence, with a specific focus on implications for education and the work of secondary teachers.
Note: This course has an optional 20-hour pre-practicum field experience in a setting with adolescents.
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EDU 201 - Developmental Theories Three Credits
Fall and Spring Semesters
Developmental Theories focuses on the cognitive, social, emotional, linguistic, physical and cultural development of children (from conception through adolescence) and how their development impacts the learning and teaching process. Course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms.
Note: Pre-practicum recommended.
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EDU 202 - Reading: Theory and Instruction Three Credits
Fall and Spring Semesters
Introduces principles and procedures for teaching the fundamentals of reading. Examines reading as a process. Emphasizes current reading research, methodology, multicultural concerns, reading disability, innovative practices, grouping patterns, and changing language philosophies. Emergent literacy through the intermediate grades.
Prerequisite(s)/Restriction(s): EDU 102 or EDU 104 or EDU 130 . Not open to first-year students.
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EDU 203 - The NUMB3RS Project One Credit
Fall Semester
The NUMB3RS Project provides students with opportunities to think in new ways about mathematics instruction. Students will design and implement problems of their own creation in local schools and programs. Through this service learning experience, students learn not only about the power and beauty of mathematics, but also about best practices in mathematics education. The goal is to move beyond rote memorization, and to develop deeper conceptual understandings of the BIG IDEAS in mathematics.
Prerequisite(s)/Restriction(s): Open to all students with approval of faculty member directing the project.
Note: Pre-practicum required.
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EDU 206 - Behavior Management Three Credits
Spring Semesters
This course explores how to identify, record, evaluate, and change social and academic behaviors of special and diverse populations. It explores theories of classroom management and various approaches to management including use of technological tools. The course emphasizes developing classroom and individual behavior-management plans.
Prerequisite(s)/Restriction(s): EDU 130 or EDU 209 or EDU 213 or EDU 214 .
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EDU 207 - English Language Learners in the Classroom Three Credits
Fall and Spring Semesters
Course will prepare teachers with knowledge and skills to accommodate English Language Learners in schools. Topics will include language and literacy development, vocabulary and academic language development, diversity issues and current policy requirements, with focus on implications for second language learners and Sheltered English Immersion (SEI) classrooms.
Prerequisite(s)/Restriction(s): EDU 102 , EDU 104 , EDU 130 , EDU 140 , or EDU 201 .
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EDU 208 - Planning for Multicultural Learning Three Credits
Fall Semester
Defines concerns regarding human diversity as they relate to the education process. Engages students in a personal and group process toward understanding differences. Extends student awareness for the variety, richness, and contrasts in cultures as a basis for appreciating the force of culture in identity, behavior, belief, and attitude. Develops ability to perceive and analyze the sources and consequences of prejudice, discrimination, and racism. Relates all the above to teaching concerns. Emphasizes students’ choice of material for reflection and examination.
Note: Course may be applied to the American Studies program.
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EDU 209 - Creating an Inclusive Learning Environment Three Credits
Fall and Spring Semesters
Examines disabling conditions, legal requirements, and the instructional methods/techniques used for serving exceptional children and youth in the regular classroom, with strong emphasis on inclusion, diversity, and multiculturalism. Fieldwork with students with special needs is required.
Prerequisite(s)/Restriction(s): EDU 207 . Not open to first-year students.
Note: Pre-practicum required.
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EDU 210 - Children in Preschools and Kindergarten Three Credits
Spring Semester
Course for Early Childhood majors and others interested in familiarizing themselves with the needs of preschool and kindergarten children as they apply to school environments. Explores the physical, emotional, social, cognitive, and creative needs of the child 3 through 5 years of age with and without disabilities. Focuses on typical and atypical development, early literacy, parents and families, the role of play and other concerns of the Early Childhood field. Field Work: One half day per week.
Prerequisite(s)/Restriction(s): Not open to first-year students.
Note: Pre-practicum required.
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EDU 213 - Inclusive Learning in Early Education Three Credits
Spring Semester
Provides students with a comprehensive study of issues surrounding children (ages birth to school age) who have special needs. Focus includes legislation, Early Intervention and the role of the family in the education of a young exceptional child. Fieldwork with preschool/ kindergarten students with special needs is required.
Prerequisite(s)/Restriction(s): EDU 207 . Not open to first-year students.
Note: Pre-practicum required.
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EDU 214 - The Inclusive Secondary Classroom Three Credits
Spring Semester
This course is a review of the legal requirements, assessment responsibilities and the instructional methods used for supporting students with special needs in secondary classrooms. There is a strong emphasis on collaboration, and universal design to include all students as well as differentiation to meet individual needs. Field Work is required of all students enrolled in this course. Students are placed in general education and resource classrooms to observe and assist.
Prerequisite(s)/Restriction(s): EDU 102 .
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EDU 215 - Language and Literacy in Special Education Two Credits
Fall Semesters
This 2-credit course is will help special education majors to understand and support the needs of students with language-based learning disabilities. Both assessment and intervention issues for school-age children and adolescents with language learning disabilities (LLD) will be discussed, with an emphasis on oral language and literacy connections.
Prerequisite(s)/Restriction(s): EDU 202 .
Corequisite(s): EDU 216 and EDU 217 .
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EDU 216 - Teaching Math to Students with Disabilities Two Credits
Fall Semesters
This two-credit course examines the causes and correlates of math difficulty, contemporary methods of assessment in the domain of math, and evidence-based instructional approaches and interventions for students with math learning disabilities. Students will acquire an understanding of typical development in the domain of mathematics, profiles of various mathematics learning disabilities, methods for assessing mathematical competencies, and research-proven instructional techniques for this population.
Prerequisite(s)/Restriction(s): MTH 143 .
Corequisite(s): EDU 215 and EDU 217 .
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EDU 217 - Professional Practice in Special Education Two Credits
Fall Semesters
In this two-credit course, students will develop skills of professional practice critical to the work of a special education teacher. Topics include collaboration with families and school/community professionals, cultural competence, and development of the individualized education plan.
Corequisite(s): EDU 215 and EDU 216 .
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EDU 220 - Children’s Literature Three Credits
Fall and Spring Semesters
Develops an awareness of and sensitivity to children’s literature. Builds skills necessary to guide children’s experiences with literature. Explores a variety of genres including multicultural literature.
Prerequisite(s)/Restriction(s): EDU 102 , EDU 104 , EDU 130 , or EDU 201
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EDU 301 - Assessment and Analysis in Education Three Credits
Fall and Spring Semesters
A systematic and comprehensive exploration that introduces the prospective teacher to the elements of measurement and elements of evaluation essential to good teaching. Course content also examines statistical reasoning as it applies to educational research and practice.
Prerequisite(s)/Restriction(s): EDU 102 or EDU 104 . Course requires junior status or higher.
General Education Attribute(s): Statistical Reasoning
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EDU 306 - Speech and Language Development Three Credits
Fall Semester
Investigates normal children’s acquisition of sounds, structures, and meanings of their native language. The stages of language acquisition discussed in light of: (a) the organization and description of adult language, (b) biological and cognitive development, and (c) universal and individual patterns of development.
Course Applies to: Speech Language Pathology
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EDU 307 - Classroom Management Three Credits
Fall and Spring Semesters
Relationship of classroom organization to academic achievement and classroom behavior. An analysis of alternative classroom designs, patterns of interactions, and hierarchies of learning to create a well-organized and effective learning environment.
Prerequisite(s)/Restriction(s): Not open to first-year students.
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EDU 308 - Assessment in Special Education Three Credits
Not Offered 2018-2019
This course addresses issues in the assessment of children and youth with special needs, and reviews norm-referenced and criterion-referenced assessments, developmental scales, and formal and informal observation techniques. Students will acquire an understanding of the issues related to selecting and administering a variety of assessment tools, and to interpreting, communicating and utilizing data from assessments to support the education of students with special needs.
Corequisite(s): EDU 309 .
General Education Attribute(s): Statistical Reasoning
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EDU 309 - Curriculum and Methods for Special Education Three Credits
Fall Semester
This course explores how curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them. Students will examine the teaching, instruction, and curricula required to meet the needs of diverse learners, who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.
Corequisite(s): EDU 308 .
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EDU 310 - Content Specific Pedagogy Three Credits
Fall Semester
Knowledge for teaching is both generalizable and specific. All teachers must have an understanding of pedagogy more generally, understanding theories of: learning, development, classroom management, assessment, and curriculum design. But teachers also need pedagogical knowledge that is content specific. This course will provide pre-service secondary education teachers an opportunity to explore pedagogical approaches particular to their discipline and to examine the pedagogical decisions that content teachers must make as they design, deliver, and reflect upon effective lessons.
Prerequisite(s)/Restriction(s): EDU 102 and junior or senior standing.
Note: Students are required to complete a 2-hour per week prepracticum placement
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EDU 312 - Art, Music and Movement Three Credits
Spring Semester
Course focus is on art, music and movement as creative processes, as expressive modalities and as educative and insight-building tools for children with and without disabilities. Course work stresses a developmental perspective of children’s art, music and movement expression.
Prerequisite(s)/Restriction(s): Not open to first-year students.
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EDU 315 - Curriculum and Instructional Design Three Credits
Fall and Spring Semesters
Course familiarizes PK-12 pre-service teachers with instructional and pedagogical approaches and materials for teaching. Develops beginning competence in designing and evaluating curricular programs and activities. Course emphasizes lesson planning, unit planning, and implementation in the PK-12 classroom. Computer literacy skills are addressed throughout the course.
Prerequisite(s)/Restriction(s): EDU 102 or EDU 104 , Junior status or higher.
Note: Pre-practicum: one full day per week required.
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EDU 320 - Teaching Math, Science & Technology Three Credits
Fall and Spring Semesters
Course focuses on developing content/pedagogy aligned with national standards in the STEM fields (science, technology, engineering & mathematics). Emphasis will be placed on how students learn within these disciplines. Course culminates in the creation of a community based STEM project.
Prerequisite(s)/Restriction(s): Not open to first-year students.
Note: Pre-practicum required.
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EDU 330 - Reading & Writing in the Content Areas Three Credits
Spring Semester
Development of techniques to meet the reading and writing needs of students across content areas. Emphasis is placed on strategies which teach students to improve learning through application of reading and writing techniques.
Prerequisite(s)/Restriction(s): EDU 102 . Not open to first-year students.
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EDU 333 - Topics in Education Three Credits
Offered Periodically
In depth coverage of a current educational topic. This course is an advanced education course for Education Studies majors / minors, as well as an educational elective for educational licensure candidates. Specific content focuses on cutting edge educational theory and practice in the specific sub-discipline of the faculty member teaching the course. Course is repeatable with consent of Department Chair. Course may be taken three times.
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EDU 430 - Practicum: Early Childhood Education Nine Credits
Fall and Spring Semesters
Supervised practicum leading to initial teaching licensure [Teacher: Early Childhood: Teacher of Students with and Without Disabilities, (PK-2)]. Practicum hours in two settings (1) PK/K & (2) 1st /2nd grade. Evaluation based upon Massachusetts DESE Initial License Teaching Standards.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Corequisite(s): EDU 440 .
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EDU 433 - Practicum: Moderate Disabilities PreK-8 Level Nine Credits
Fall and Spring Semesters
Capstone experience integrating the coursework of the Education Major into a clinical experience. Stonehill Students spend 15 weeks in a moderate-disabilities setting in the area and at the level of their intended license. They work with qualified practitioners in partner school districts to gain teaching experience while assuming gradual responsibility of the teacher role. The experience culminates with a three-week takeover of all responsibilities of the classroom teacher.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Corequisite(s): EDU 440 .
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EDU 435 - Practicum: Elementary Education Nine Credits
Fall and Spring Semesters
Supervised practicum leading to initial teaching licensure [Elementary (1-6)]. Evaluation based upon Massachusetts DESE Initial License Teaching Standards.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Corequisite(s): EDU 440 .
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EDU 437 - Practicum: Secondary Education 5-12 Level Nine Credits
Fall and Spring Semesters
Supervised practicum leading to initial teaching licensure [Secondary (content area, e.g. foreign language, English, history): grades 5-12]. Evaluation based on Massachusetts DESE Initial License Teaching Standards.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Corequisite(s): EDU 440 .
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EDU 439 - Practicum: Secondary Education 8-12 Level Nine Credits
Fall and Spring Semesters
Supervised practicum leading to initial teaching license [Secondary (content area, e.g. Biology, Chemistry, Mathematics): grades 8-12]. Evaluation based on the Massachusetts DESE Initial License Teaching Standards.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Corequisite(s): EDU 440 .
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EDU 440 - Practicum: Reflective Seminar Three Credits
Fall and Spring Semesters
Series of evening seminars taken concurrently with appropriate practicum. Facilitated by Stonehill faculty and professional education practitioners, this capstone seminar will address current issues of best practice in education. Issues around assessment and evaluation of teaching as well as professional development and teacher support will be addressed.
Prerequisite(s)/Restriction(s): Senior standing, completion of all Education requirements, minimum 3.00 GPA, passing scores on all MTEL subtests, and consent of Director of Licensure, Placement and Supervision.
Note: Must be taken concurrently with EDU 430, EDU 435, EDU 437, or EDU 439.
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EDU 450 - Education Capstone Seminar Three Credits
Fall and Spring Semesters
In this seminar style class taken concurrently with a 3-credit (minimum) internship in education, students will explore contemporary issues in education. Over the course of the semester, students will review research related to a problem in a selected educational domain, conduct an investigation, and synthesize information gathered from field work and research in a product that will be shared with the Stonehill community.
Prerequisite(s)/Restriction(s): Junior or Senior Education Non-licensure majors only.
Corequisite(s): Must be taken with EDU 476 - Internship in Education
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EDU 475 - Senior Field Project Nine or Twelve Credits
Fall and Spring Semesters
Field experience for 15 weeks, 3 or 5 days per week. Student will design a field-based research project in consultation with an Education Department faculty member.
Prerequisite(s)/Restriction(s): Senior standing and permission of instructor and Department Chairperson required.
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EDU 476 - Internship in Education Three Credits
Fall and Spring Semesters
Research or practical experience in the field of education at an outside agency. The upper-class student is expected to carry out a supervised assignment based upon experiences in the field working alongside a supervising practitioner.
Prerequisite(s)/Restriction(s): Permission of instructor and Department Chairperson required. Not open to first-year students. Must complete the “U.S. Internship Request for Approval” process found under the myPlans tab in myHill to register for this Internship.
Note: An Intern will typically spend at least 8-10 hours/week for a minimum of 112 hours on site to earn 3 credits.
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EDU 490 - Directed Study - Education One to Four Credits
Offered as Needed
Investigation in a field of education for which the student has special interest not covered by a normally-scheduled course.
Prerequisite(s)/Restriction(s): Approval of a faculty member willing to supervise the project and the Department Chair or Program Director; and submission of the online Directed Study Application and Contract to the Registrar’s Office. Not open to first-year students.
Note: Students must complete 45 hours work/semester per credit.
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EDU 496 - Independent Research - Education One to Four Credits
Offered as Needed
Opportunity for upper-class students to carry out an advanced research project in a specialized area of education under the direction of a faculty member from the Education Department. The research may be part of an ongoing project being conducted by the faculty member, or the student and faculty member may develop an original project.
Prerequisite(s)/Restriction(s): Approval of a faculty member willing to supervise the research and the Department Chair or Program Director; and submission of the online Independent Research Application and Contract to the Registrar’s Office. Not open to first-year students.
Note: Students must complete 45 hours work/semester per credit.
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EDU 505 - MTEL Preparation Course Zero Credits
Periodically or As Needed
This is a preparation course to help students prepare for the required Massachusetts Tests for Educator Licensure. In this preparation courses, students will review strategies for taking various MTEL tests. The course will cover test-taking strategies and approaches, practice tests, and targeted feedback.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
Note: This course meets for 8 sessions.
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EDU 510 - English Learners in Classrooms Three Credits
Spring Semesters
This course covers current policy and practice related to English Learners (ELs) in schools with a special focus on Sheltered English Immersion (SEI) Settings. Topics will include diversity issues, content/academic vocabulary development and literacy skills (including listening, speaking, reading and writing) to provide teachers with the knowledge and strategies to support ELs in classrooms.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree. Undergraduate seniors planning to pursue the M.Ed. in Inclusive Education at Stonehill may be allowed to take the course with Departmental approval.
Course Applies to: M.Ed. in Inclusive Education
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EDU 609 - Educational Equity and Inclusivity Three Credits
Fall and Spring Semesters
This course introduces students to the reality of schools as diverse spaces encompassing a range of student needs and examine efforts to ensure equity in education. Issues of race, class, culture, language, gender, gender identity and expression, sexual orientation, and ability will be discussed and examined, especially how they intersect to reproduce inequality. Students will reflect on individual beliefs in relation to social justice education and democratic education and examine unintended consequences of policy/practice that create or perpetuate inequitable environments and opportunities in schools. Strategies for promoting educational equity and inclusivity will be discussed.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
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EDU 610 - Contemporary Issues in Education Three Credits
Fall Semester
This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the US education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards. Required field experience.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
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EDU 611 - The Individualized Education Program Three Credits
Spring Semesters
This graduate course focuses on the Individual Education Program (IEP) and the role of the special educator in the process, from pre-referral to eligibility determination and placement, as well as implementation. Federal and state laws related to special education will be explored. Collaboration, communication, building trust, and relationships with families and school/community colleagues will be an emphasis of the course.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
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EDU 612 - Positive Behavior Support and Strategies Three Credits
Fall Semester
This course explores supportive, preventative, and proactive approaches to addressing the social and academic behaviors of students with disabilities and other diverse populations. Strategies for developing a positive classroom climate to support social and emotional development, including trauma and anxiety, will be central to the learning of the course. A variety of approaches, including the connection between communication & behavior, identifying contributing factors to challenging behavior, FBA, and behavior support plans will be explored.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
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EDU 620 - Language & Literacy in Special Education Three Credits
This 3-credit course is designed for preservice special education teachers and other related service providers interested in expanding their knowledge base for understanding and supporting the needs of students with language-based learning disabilities. Both assessment and intervention issues for school-age children and adolescents with language learning disabilities (LLD) will be discussed, with an emphasis on oral language and literacy connections.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed. in Inclusive Education.
Note: Fieldwork is required.
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EDU 621 - Teaching Math to Students with Disabilities Three Credits
This three-credit course provides an in depth look at the causes and correlates of math difficulty, contemporary methods of assessment in the domain of math, and evidence-based instructional approaches and interventions for students with math learning disabilities. Students will acquire an understanding of typical development in the domain of mathematics, profiles of various mathematics learning disabilities, methods for assessing mathematical competencies, and research-proven instructional techniques for this population.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed. in Inclusive Education
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EDU 622 - Literacy for Adolescents with Disabilities Three Credits
Fall and Spring Semesters
This course explores language and literacy for middle/high school students with disabilities. Reading and writing challenges for students in middle and high school, including literacy challenges that develop due to development, gaps in learning, English language acquisition, engagement and motivation, and identified disabilities such as Specific Learning Disabilities, Dyslexia, and Autism Spectrum Disorders will be addressed. The course will emphasize instructional design and techniques, RTI, and progress monitoring to boost student achievement and literacy outcomes, including comprehension, vocabulary, and writing for diverse student populations. Assessment for middle/high school students with disabilities will be addressed.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed. in Inclusive Education
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EDU 623 - Math for MS/HS School Students with Disabilities Three Credits
Fall and Spring Semesters
This course examines the pedagogy of math instruction for middle and high school aged students with disabilities. Contemporary methods of assessment in the domain of math as well as evidence-based instructional approaches and interventions for students with math learning disabilities. Students will acquire an understanding of typical development in the domain of mathematics, profiles of various learning disabilities involving mathematics difficulty, methods for assessing mathematical competencies and instructional techniques.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed. in Inclusive Education
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EDU 630 - Assessment in Special Education Three Credits
Fall Semester
This three-credit course addresses issues in the assessment of children and youth with special needs, and reviews norm-referenced and criterion-referenced assessments, developmental scales, and formal and informal observation techniques. Students will acquire an understanding of the issues related to selecting and administering a variety of assessment tools, and to interpreting, communicating and utilizing data from assessments to support the education of students with special needs.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
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EDU 631 - Curricular Innovations & Assistive Technology Three Credits
Fall Semester
This course focuses on increasing access to the curriculum using the lens of Universal Design for Learning (UDL) to help educators customize instruction to meet the needs of students with disabilities and other diverse learners. Course participants will determine how to deconstruct curricular barriers and create and apply curricular solutions that maximize access and academic success. Assistive technology and AAC will be explored and leveraged.
Course Applies to: M.Ed. in Inclusive Education
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EDU 640 - Graduate Practicum Three, Six or Nine Credits
Spring Semesters
Capstone experience integrating the coursework of the Inclusive Education Masters Program into a clinical experience. Stonehill Students spend 15 weeks in a special education placement. They work with qualified practitioners in partner school districts to gain teaching experience while assuming gradual responsibility of the teaching role. The experience culminates with a three week takeover of all responsibilities of the special education teacher.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree. Permission of Program Director or Advisor.
Course Applies to: M.Ed. in Inclusive Education
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EDU 641 - Reflective Seminar: Professional Practice Three Credits
Spring Semesters
This course is taken concurrently with a graduate practicum or internship. This capstone seminar will focus on social justice education, professional culture, family & community engagement, collaboration, and curriculum and planning for educational contexts. Students will reflect on experiences in the practica/internship site and current issues and best practice in education, including trauma and social emotional learning.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed. in Inclusive Education
Note: For graduate students pursuing a license: Completion of program/degree requirements, passing score on all MTEL subtests and/or approval of Director.
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EDU 651 - Disability and Democracy Three Credits
Periodically or As Needed
This course will disability through the lens of democratic education. The concepts of equity, ableism, and “othering” will be examined through philosophical educational theories to unpack pervasive disagreement about the best methods for Improving outcomes for students with disabilities. The course will explore repositioning schools as democratic spaces where diversity and individuality can be enhanced and better understood. Theories of democracy and democratic education will be explored as a means of a more socially just orientation of disability.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education, Certificate in Diversity, Equity, and Inclusion
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EDU 652 - Gender Identity, Expression & Sexuality in School Three Credits
Periodically or As Needed
This course will examine the complexities of gender, identity, expression, and sexual orientation in schools, as well as how their interrelated dynamics and complexities of unfold In the history of US schools to present day. The course will explore the concepts of Identity development and school structures that disenfranchise non-binary and LGBTQA+ students and examine constructions of gender identity, sexuality, and equality and binary/nonbinary conceptions. The course will examine inclusivity and exclusion through an examination of gender models, perpetuation of stereotypes, and implicit biases. The course analyzes key conceptual and methodological frameworks of gender, class, sexuality, power, and intersectionality.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education, Certificate in Diversity, Equity, and Inclusion
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EDU 653 - Race, Religion, Culture & Language Three Credits
Periodically or As Needed
This course focuses on race, religion, culture, and language through the lens of social justice education. This course will unpack bias explore the diverse ways in which power and traditional structures intersect with different cultural, social and religious practices. We will examine strategies for designing and creating safety in classrooms, schools, educational spaces and communities which honor students’ cultural backgrounds and lived experiences. The course will explicitly examine privilege, equity, and cultural responsiveness in educational spaces.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education, Certificate in Diversity, Equity, and Inclusion
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EDU 654 - Science Teaching and Learning in the Middle School Three Credits
Periodically or As Needed
This three-credit course provides an in depth look at the teaching and learning of science in the middle school (grades 5-8). Students will acquire an understanding of the content (Earth & Space Science, Life Science, Physical Science, Technology & Engineering) and practices of middle school science along with highly effective instructional practices for teaching science to early adolescents. This course is centered around inquiry learning, and authentic assessment for science in the middle school.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 655 - Mathematics Teaching and Learning in the Middle School Three Credits
Periodically or As Needed
This three-credit course provides an in depth look at the teaching and learning of mathematics in the middle school (grades 5-8). Students will acquire an understanding of the content (ratio and proportionality; expressions and equations; statistics and probability; the number system; geometry; and functions) and practices of middle school mathematics along with highly effective instructional practices for teaching mathematics to early adolescents. This course is centered around high leverage routines problem-based learning and authentic assessment for mathematics in the middle school.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 656 - Teaching English Language Arts in the Middle School Three Credits
Periodically or As Needed
This three-credit course provides an in depth look at the teaching and learning of English language arts in the middle school (grades 5-8). This course will acquaint students with the objectives, content, and methods associated with literacy learning in the middle grades and characteristics of adolescent learners in middle school contexts. This course will blend best practice teaching methods with the Massachusetts Curriculum Frameworks and follow the recommended teaching practices advocated by the National Council of Teachers of English {NCTE) and its affiliated professional organizations.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 657 - Classroom Inquiry & Action Research in Education Three Credits
Periodically or As Needed
This course provides an opportunity to unpack academic content areas through action/inquiry research and will assist teacher candidates in developing professional voice through the inquiry process. Inquiry and action research provides educators, administrators, and community leaders a method to study classroom challenges using an emic, or “insider” perspective to investigate and improve practice.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 658 - Learning and Adolescence Three Credits
Periodically or As Needed
This course examines the role of school in adolescents’ identity development, middle school/middle level education and philosophy, including the historical context to current best practice. Emphasis is on the adolescent brain, the developmental, emotional, and intellectual traits of the diverse adolescent learner, and resulting implications for teaching and learning. Adolescent learners are examined in and out of school contexts, with an emphasis on diversity, culture, and inclusivity and historically minoritized groups.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Education
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EDU 659 - Teaching History & Social Science: 21st Century Three Credits
Periodically or As Needed
This course provides an introduction to the theory and practice of teaching the social studies, including history, civics and government, geography, and economics, at the middle level. The course begins with unpacking teacher candidate beliefs about teaching, learning, and history, and how they impact teaching and learning. Teacher candidates will design lessons, units of study, and assessment through the lens of UDL, democratic and social justice education, while attending to the diversity of today’s classrooms.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 660 - Neurodiversity, Collaboration, and Allyship Three Credits
Periodically or As Needed
This course provides class participants with an introduction to autism and neurodiversity, a grounding in the neurodiversity paradigm, and exposure to autistic self-advocates and perspectives. The course will include an examination of the sociopolitical context and the resulting ideals, conceptions, assumptions, and biases in education, media, and community. Course participants will unpack educational discourse, diagnosis, labels, and the ethics of different educational approaches and ideals. The course will explore tenets of collaboration and the complexity of different organizational approaches.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 661 - Communication and Competence Three Credits
Periodically or As Needed
This course will explore communication and competence, from the highly to the minimally or nonverbal autistic student, and the theoretical foundations of speech, language, and communication. Communication, communication reciprocity, core skills necessary for social communication and literacy development will be a focus. The course will examine frameworks for effective communication strategies and approaches, as well as the role of communication in social understanding/interaction and behavior. Collaborative and interdisciplinary models of support and service delivery will be examined and be guided by self-advocate accounts.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 662 - Social Understanding, Stress, Anxiety, & Trauma Three Credits
Periodically or As Needed
This course will review social understanding, stress, anxiety, and trauma in autistic people. The course will explore the role of anxiety, stress, and trauma on relationships, self-regulation, health/ well-being, and academic achievement This course will stress intersectionality and explore gender/culture/race influences on understanding autism. Course participants will develop social supports and curricula focused on neurodiverse social behavior that help to mitigate the effects of stress/anxiety/trauma and develop resilience.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree.
Course Applies to: M.Ed in Inclusive Education
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EDU 663 - Autistic Behavior, Sensory Needs, & Self-Regulation Three Credits
Periodically or As Needed
In this course, autistic behavior, including tenets of neurodiversity, sociocultural views of “normalcy,” and self-regulation will be explored. Participants in the course will examine a range of strategies and systems to support, develop, actualize, and sustain positive behavior. Participants will examine sensory development and regulation, connections to behavior, stress, and learn de-escalation techniques.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 664 - Self-Advocacy, Quality of Life and Transition Three Credits
Periodically or As Needed
This course explores quality of life considerations, measures, and supports for autistic students/persons. Educators will learn techniques to support autistic students moving from school to adult life including developing self-advocacy skills, educator advocacy/allyship, family advocacy, person-centered planning, and transition plans. Ethical issues and philosophical challenges relating to sociocultural context, theories, and positioning, anti-oppressive education, and involvement/lack of involvement of self-advocates’ perspectives will be explored in the development of pathways to higher education, career and technical education, employment, and independent living.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 665 - Practicum: Autism Certificate Three Credits
Periodically or As Needed
Practicum/Field Experience for Autism Stem Specialization/Certificate Program.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education
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EDU 675 - Graduate Education Internship Three of Six Credits
Periodically or As Needed
The graduate internship in education constitutes a practical field experience, and can be accomplished in a variety of settings which directly or indirectly serve school-aged children or the field of education. This may involve diverse educational contexts, such as community, religious or recreational programs, work at an education agency, or a research experience, among others. The internship can be untaken as a 3 or 6 credit experience, depending on several factors and in consultation with the student’s faculty advisor: prior course work, graduate requirements, interests, and previous experience in the field, and site considerations/expectations.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree. Approval of the Program Director is required.
Course Applies to: M.Ed in Inclusive Education
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EDU 690 - Graduate Directed Study One to Three Credits
Periodically or As Needed
This course provides an opportunity for the graduate student to undertake in-depth study in an area of education related to interest or skill. The course may constitute research, experience, or another opportunity proposed by the student/approved by the program. The directed study ranges from 1-3 credits, depending on several factors: prior course work, graduate requirements, interests, and previous experience in the field. A comprehensive written proposal and final project of thesis is required.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree. Approval of the Program Director is required.
Course Applies to: M.Ed in Inclusive Education
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Engineering |
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EGR 100 - Introduction of Engineering Systems Three Credits
Both Fall and Spring
In this course, students work in small groups, taking an interdisciplinary approach Involving tools from engineering, management, the social sciences, and other areas to develop skill at solving complex real-world problems. Examples of such problems Include environmental issues, design of health care delivery systems, and coordination of critical Infrastructure systems such as mass transit systems or water supply management.
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EGR 201 - Introduction to Electrical Engineering Three Credits
Both Fall and Spring
This course serves as an Introduction to the field of electrical engineering through various hands-on experiences. Students will gain skills In using breadboards, electronic components and electrical test equipment. Students will be introduced to concepts In both electrical systems and devices that will be developed more-completely in later courses.
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English |
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EDU 650 - Diversity, Disproportionality, and Discipline Three Credits
Periodically or As Needed
This course will examine intersectionality and the complex racial, gendered, and class based dimensions that perpetuate inequitable environments and opportunities In schools. We will explore critical race theory (CRT) and its theoretical relevance as a framework to examine and challenge disparate educational opportunities for students of color. The course will offer an examination of the policies, procedures and structures that perpetuate disproportionality and overrepresentation. This course will analyze assumptions about race, gender, and class, as well as how these dynamics unfold In U.S. schools through political, sociological, theoretical, and pedagogical lenses.
Prerequisite(s)/Restriction(s): Completion of a bachelor’s degree
Course Applies to: M.Ed in Inclusive Education, Certificate in Diversity, Equity, and Inclusion
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ENG 100/110 - Island Living/Island Leaving (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This seminar explores the literature of islands. This will be a semester-long inquiry into how the unique conditions of island living shape literature and culture. We will study texts about castaways, pirates, tourists, islanders, and adventurers to discern what makes stories about islands so compelling and enduring.
Prerequisite(s)/Restriction(s): ENG 110 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 110, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/112 - First Person: Film Theory/Film Practice (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This seminar will introduce students to film, and film representation, through theory and practice: intensive study of film language, technique, and theory will be followed by a basic introduction to film-making (creating short films). This will enable students to apply the theories and techniques they have learned in class.
Prerequisite(s)/Restriction(s): ENG 112 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 112, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/113 - Machine Culture: Our Technology, Ourselves (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course explores the representation of technology as created by artists from ancient Athens to the 21st century. Questions we will pursue: is technology the friend or foe of humanity? Will machines enable our perfection or enhance our flaws? Should our machines be more or less like us?
Prerequisite(s)/Restriction(s): ENG 113 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 113, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/116 - Literature in Translation? (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Many of the texts that you read in your core courses are translations into English. What exactly does it mean to read a text in translation? We will ask and answer that question, using these 19th-century texts: Baudelaire, Les Fleurs du mal/Flowers of Evil; Flaubert, Madame Bovary; Tolstoy, Anna Karenina.
Prerequisite(s)/Restriction(s): ENG 116 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 116, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/119 - Gods and Monsters (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course focuses on the dialogue between classical authors and later artists who re-visit, revise, re-voice the epic tradition. We will work on certain skills: close reading, engaging with and applying secondary literature, thinking through complex ideas, formulating readings of these texts. Authors will include Euripides, Homer, Ovid, Virgil, and Anne Carson We will also examine film, music, and dance.
Prerequisite(s)/Restriction(s): ENG 119 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 113, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/120 - “The Lunatic, the Lover, and the Poet”: Metaphor and the Unconscious (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course explores the connections between reading strategies encouraged by lyric poetry, fairy tales, and Freud’s account of the operation of dream narratives. Texts to be examined include drama, fiction, and essays by such authors as William Shakespeare, Charles Perrault, Sigmund Freud, and Angela Carter, as well as poetry by W.H. Auden, W.S. Merwin, Sylvia Plath, Wallace Stevens, Adrienne Rich, and William Carlos Williams. We will also look at films from Alfred Hitchcock, David Kaplan, and Wes Craven.
Prerequisite(s)/Restriction(s): ENG 120 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 120, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/121 - Violence and Nonviolence (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
We only have to look around us to see that our world is defined in a fundamental way by violence. Writers and thinkers from various historical moments have both recognized the problem of violence in society and have offered critiques of it. Our study this term will be guided by the following question: what perspective does literature provide on the issues of violence and nonviolence in the world? We will encounter novelists, poets, playwrights, and essayists whose work contains original, thought-provoking, and moving representations of and reflections on violence and nonviolence. We will pose a number of additional questions of our readings: how do these texts represent the causes and consequences of violence? How do the texts convey the relationships among different types of violence - interpersonal, political, psychological, and socioeconomic? Is nonviolence a viable ethical position in these texts? How is nonviolence defined, and what, if any, are the impediments to lessening the violence of the world? Lastly, what might the role of literature, and art more generally, be in our imagining of nonviolence?
Prerequisite(s)/Restriction(s): ENG 121 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 121, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/123 - “In Sickness and in Health”: Bodies in Literature (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course presents an introduction to the study and appreciation of literature. Our thematic focus is the representation of human bodies in the works of poets, dramatists, novelists, and essayists at various significant moments in western cultural history. As we read some famous and influential literary texts alongside less familiar works, we will become acquainted with key concepts and methodologies employed in literary studies. We follow, more or less, a historical track and begin the semester with Ovid’s Metamorphoses, which set the standard for literary representations of the body, before turning to one of Shakespeare’s more obscure works, Titus Andronicus, a bloody revenge drama, Miss Evers’ Boys, a play about the infamous Tuskegee experiment, and finally Franz Kafka’s The Metamorphosis, a tale about a man who wakes one morning to find that he has turned into an insect. Midway through the course we will also read poetry by physicians and other health care workers. We examine films that deal with questions about human embodiment, but most of our time is devoted to the close reading of texts, to formulating arguments about literature, and to exploring methods of interpretation.
Prerequisite(s)/Restriction(s): ENG 123 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 123, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/124 - On the Road: Encounters with the “Other” (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
In this course we will ask how authors from Homer to Kerouac write about journeying and encounters with “other” people, places, ideas, values, and modes of conduct. The texts we read come from disparate historical periods and from a variety of cultural contexts. As we investigate their formal and stylistic elements and their possible meanings, we will become acquainted with different literary modes, from poetry, to drama, to prose. Although the overarching theme of the course is the journey and the encounter with “otherness,” the individual texts we read present very different engagements with the subject. The journeys about which we read may be mythic, factual, intellectual, spiritual, and/or artistic; they may constitute a rite of passage or initiation; they may be brief or interminable, alienating or rewarding; they may end tragically or lead to new understanding. The course emphasizes close reading and open questioning of cultural meaning. And these are some of the works you will encounter this semester: Homer’s Odyssey; selections from Chaucer’s Canterbury Tales; Shakespeare’s Tempest; Goethe’s Faust; and Kerouac’s On the Road.
Prerequisite(s)/Restriction(s): ENG 124 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 124, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/125 - The Imaginary Primitive (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Our seminar will focus on how the modern idea of Western “civilization” took shape in response to the image of the non-European, “native.” Specifically, we will examine the “primitive” (and the related figures of the “cannibal,” the “savage,” and the “barbarian”) in British and French literature and visual art as the essential-if often invented-figure at the heart of modern concepts of empire, subjectivity, aesthetics, ethics, and culture. Although much of our work will concentrate on the nineteenth and twentieth centuries, we will begin by examining several foundational early modern and Enlightenment-era texts to see how images of first contact between so-called “natives” and European explorers influenced more contemporary discourses of anthropology, biology, social science, psychoanalysis, and imperial politics. Readings will examine several key contact zones between European and non-European peoples: Africa, India, Oceania, and the Middle East. Our semester will end with a section devoted to contemporary responses to European constructions of racial ‘Otherness’ from the Sudan, France, and England. Authors to be covered include William Shakespeare, Michel de Montaigne, Montesquieu, Jean-Jacques Rousseau, Rudyard Kipling, Paul Gauguin, Joseph Conrad, W. Somerset Maugham, E.M. Forster, George Orwell, Marjane Satrapi, Tayeb Salih, and Zadie Smith. We will also look at art by Gauguin, Jean-Léon Gérôme, Man Ray, and Pablo Picasso, among others, as well as films such as Cannibal Tours and Dirty, Pretty Things.
Prerequisite(s)/Restriction(s): ENG 125 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 125, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/126 - Love and Other Difficulties (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
What does it mean to desire something-or someone? What is the nature of the relationship between the enamored and the object of desire? In this course, we will explore love and desire as fundamental aspects of identity and self-awareness as well as central themes of literature across diverse cultures and historical periods. Through readings in poetry, drama and fiction, we will examine desire in its many forms, from desire for friendship and familial connection to romantic and libidinal desire, to the desire for material goods and power. Authors to be considered may include Plato, Ovid, Shakespeare, Keats, Brontë, Freud, Rilke, Joyce, Kafka, Nabokov, Wilde, Mann, Duras, Neruda, García Márquez, and Morrison.
Prerequisite(s)/Restriction(s): ENG 126 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 126, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/127 - The Art of Memory (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course will be an interdisciplinary study of memory that encourages students to investigate both critically and creatively how different artists, writers, and filmmakers depict memory. We will discuss not only how it’s used in their work, but also how they represent the way it functions and how different approaches and mediums reveal or expose different aspects of experience. Artists, writers, filmmakers and composers we may explore include: Jonathan Caouette’s Tarnation, Chris Marker’s La Jetee, poet Marie Howe’s What the Living Do, Marcel Proust’s In Search of Lost Time, Joe Brainard’s I Remember, as well as various essays (by authors such as Joel Agee and bell hooks). We will also examine the artwork of Christian Boltanski, Felix Gonzalez-Torres, and Harry Dodge and Stanya Kahn, as well as composer William Basinski’s Disintegration Loops.
Prerequisite(s)/Restriction(s): ENG 127 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 127, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/128 - Wonderlands (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
A portal opens to another world: what wonders will we find there? In this course, we will travel down rabbit holes, through secret doorways, across borders, and back in time, encountering the stuff of dreams-and sometimes nightmares. Along the way, we will ask what these alternate realities tell us about our own world and our own imaginations. Texts may include: Shakespeare’s A Midsummer Night’s Dream, Lewis Carroll’s Alice’s Adventures in Wonderland, J.M. Barrie’s Peter and Wendy, The Wachowskis’ The Matrix, Neil Gaiman’s Coraline, Hayao Miyazaki’s Spirited Away, Guillermo Del Toro’s Pan’s Labyrinth, Octavia Butler’s Kindred, and short works by Margaret Cavendish, Jorge Luis Borges, Ray Bradbury, and Adrienne Rich.
Prerequisite(s)/Restriction(s): ENG 128 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 128, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/132 - Altered States: Literature and Intoxication (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Various types of altered states of consciousness have long been reflected in Western literature. Changes to identity – not just states brought about by alcohol or drugs, but also spiritual or other intensely emotional experiences – have been a broad theme explored by many authors, from Homer’s Lotus eaters to the enchantments of Shakespeare’s A Midsummer Night’s Dream to contemporary confessional memoir. In this course, we will explore the many ways in which altered states have been represented by authors, ranging from the celebratory to the repentant, and the ways in which they construct or challenge the identities of authors, characters and audiences. We will also consider the acts of writing and reading as themselves challenges to conventional identity.
Prerequisite(s)/Restriction(s): ENG 132 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 132, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/139 - “Getting the Joke”: Satire and Sentimentality (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
In this course, we’ll read short works and excerpts of canonical Western literature in their social, historical, and literary contexts in order to “get the joke.” Through careful reading and close analysis, students will explore intersections of satire and sentimentality in both their literary and colloquial contexts. Be forewarned: very often, the joke will be on us.
Prerequisite(s)/Restriction(s): ENG 139 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 139, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/140 - Daddy’s Girls (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course focuses on the relationship between fathers and daughters as represented in literature from the classical age to the present day.
Prerequisite(s)/Restriction(s): ENG 140 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 140, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/142 - Between Two Worlds: Multi-Ethnic Literature and Film (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
In this course we study the work of contemporary writers and filmmakers from Native American, African American, Caribbean immigrant, and Asian American communities. We will examine how these artists explore questions such as community, belonging, and identity; race, nation, and assimilation; power and representation; colonization, history, and institutionalized racism; and writing and resistance. Students are expected to read at least one novel, a number of short stories, poems, and personal essays in preparation for class discussion, as well as watch documentary and feature films, mainstream as well as independent. There will be weekly response papers, at least one presentation, and two or three longer papers.
Prerequisite(s)/Restriction(s): ENG 142 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 142, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/143 - Literature and the American South (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course looks at literature about the American South from the colonial era through contemporary culture. We will particularly focus on race and gender in literature and film about the Civil War, Reconstruction, and the emergence of the “New South.”
Prerequisite(s)/Restriction(s): ENG 143 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 143, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/144 - Literary Evolutions (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Etymologically (at the word’s root), literature is associated with “humane learning” and “literary culture” (see OED). Our primary goal in this course is to recognize the interdependence of literary evolution and human culture. We will explore how literature evolves over time and across discourses. Close readings of core texts and their offshoots will offer insight into the concepts of adaptation, intertextuality, and cultural capital. Finally, we shall analyze how authors revise key literary themes in the context of poetry, prose, drama, music, film and the graphic novel, and television.
Prerequisite(s)/Restriction(s): ENG 144 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 144, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/146 - Telling It Slant: Unreliable Narrators in American Literature (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Should we trust the narrators of the literature we read? Why or why not? What about the “speakers” in poetry or the characters on stage in a play? In these works of fictions, moreover, is there a way to assess the reliability or unreliability of the voices telling us the story? How do these issues affect our experience of reading literature? This course uses these questions to examine a diverse set of texts: selections from Emily Dickinson’s poetry; Herman Melville’s Benito Cereno; Henry James’s The Turn of the Screw; Nella Larson’s Passing; a play by Anna Deavere Smith; as well as short stories by Sherman Alexie, Kate Chopin, Junot Díaz, and Toni Morrison. Along with exploring these works, we will also read and discuss relevant secondary and theoretical work (from Wayne Booth, Peter Rabinowitz, and others) that can shed light on the challenges-and pleasures-of negotiating reliable and unreliable voices in literature.
Prerequisite(s)/Restriction(s): ENG 146 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 146, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/147 - Romanticism and How to Live (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This cornerstone literature course reads major texts of the Romantic Age as explorations of paths toward the good life, broadly and diversely construed. Works by authors such as Blake, Wordsworth, Godwin, the Shelleys, Keats, and Austen will be read and analyzed in terms of the insights they provide on large and relevant topics such as justice, science, beauty, violence, among others; while responses to these Romantics texts from the Victorian Age through the present will be considered as well. We will not only learn to read Romantic texts carefully and thoroughly, but we will also begin to grasp the legacy of Romanticism in the present – such as, for example, how Godwin’s dilemma in “Political Justice” (whom would you save from a burning house if you had to choose between X and Y) provides the opening set-piece for Michael Sandel’s influential contemporary exploration of justice.
Prerequisite(s)/Restriction(s): ENG 147 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 147, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/148 - Sport Stories (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course centers on the study of contemporary fiction and literary nonfiction that is about sports by authors such as Sherman Alexie, John Edgar Wideman, Joyce Carol Oates, and David Foster Wallace, among others.
Prerequisite(s)/Restriction(s): ENG 148 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 148, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/149 - Women in Literature: A Home in the Word Three or Four Credits
Offered Periodically
This course includes some of the most widely-read and influential American women authors of the last hundred years. While novels form the backbone of the course, we will also read poems, short stories, essays, memoirs, recipes, advice literature, and a graphic memoir. The course will function as an introduction to reading critically and to writing about literature; additionally, we will use our texts as a lens onto the condition of women over time, and attend to the relationship of women’s writing to the evolution of gender politics in the twentieth century. Throughout, we will attend to issues of social location such as race and class, with an emphasis on intersectional thinking. The course is loosely organized around the theme of “home” conceived broadly-as a literal dwelling, the locus of productive and of creative work, and as an important historical site of female meaning-creation.
Prerequisite(s)/Restriction(s): ENG 149 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 149, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/150 - Writing About Film (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
Our goal this semester will be to develop an easy fluidity with the language of cinema, and explore how to use this language to think and write critically about film. We’ll spend substantial time examining the work of five great directors, learning how these filmmakers use and experiment with the vocabulary of cinema.
Prerequisite(s)/Restriction(s): ENG 150 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 150, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/151 - In Passing: Performed Identities in Literature (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
What does it mean to pass as someone you’re not? Or to not pass as someone you are? Focusing on gender, race, and ethnicity, this course will explore how identity can be performed. Through readings in drama, fiction, and poetry, we will consider the experiences of the gender-bending character in disguise, the mixed-race person passing as white, and the assimilating immigrant adapting to a new culture. By looking at ways identity can be literally enacted (through costuming, affectation, and language), we will examine the underlying social constructs that reveal how identity is performed in everyday life. What is at stake in these performances and what is their relationship to authenticity?
Prerequisite(s)/Restriction(s): ENG 151 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 151, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/152 - Site-Specific Literature (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
This course will explore literature about space and place. How do writers craft the feeling of a particular place in their work? What is our experience of this place in our imaginary-or what is the experience of reading this literature in the very place it was written about? We will examine how being “here” or “there” relates to issues of identity, community, belonging, displacement, power, and privilege. We will find ourselves in Joyce’s Dublin, compare Dickens’s and Woolf’s London to the city as experienced by a West Indian immigrant, contemplate geography with John Green, and read a poem about Boston’s Public Garden in the Public Garden itself, all the while discovering how we locate ourselves in and outside of these texts.
Prerequisite(s)/Restriction(s): ENG 152 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 152, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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ENG 100/153 - Border Stories: Transcultural Literature (Core/First-Year Seminar) Three or Four Credits
Offered Periodically
In many ways, globalization and technological advances have made the world a more open and interconnected place than ever before. Yet around the world borders remain sites of contestation. The course asks two interrelated questions: how authors represent borders, and how the genres in which they work shape our understandings of the issues themselves. Topics include the ethics of dividing culture along ethnic, linguistic, and national lines on the one hand and the problems of the universalizing category of “the global” on the other. We will also examine the relationship between creative production and such topics as empire, travel/diaspora, translingualism, and literary reconfiguration. Readings may include works by Judith Butler, Michel Foucault, Arjun Appuadurai, Suketu Mehta, Suki Kim and Teju Cole.
Prerequisite(s)/Restriction(s): ENG 153 is a First-Year Seminar and open to First-Year Students only.
General Education Attribute(s): ENG 100, for 3-credits, fulfills the Literature Cornerstone.
ENG 153, for 4-credits, fulfills the First-Year Seminar and Literature Cornerstone.
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