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  • EDU 365: Teac hing Students with Special Neds

    3.00 Credits
    Assumption University

    This course focuses on the various types of learning needs of students in the inclusive classroom and on what to do and how to do it with respect to instructional and management challenges facing the regular classroom teacher. This course addresses individual differences in children and adolescents and the need for modification of instruction across the curriculum. The course is designed to encourage proper understanding and acceptance of children and adolescents with exceptionalities. The course may include community service learning. (Fall, Spring) Koretz, Vander Hart/ Three credits
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  • EDU 420: Practicum and Seminar in Elementary Educati on

    3.00 Credits
    Assumption University

    The student will perform practicum activities under the general direction of a program supervisor and under the immediate guidance of a supervising practitioner. The practicum student will spend full school days at the field site for the spring semester. Students are required to attend a weekly seminar. Practicum students follow the elementary school calendar during their practicum and therefore are required to be at the elementary school each day it is in session, including those days when Assumption College classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption College sponsored events. Such requests must be made in writing and addressed to the Education Program Coordinator, and, if approved, the practicum student will extend his or her practicum placement beyond the typical ending date for the practicum. Limited to elementary education concentrators who have passed all required Massachusetts Tests for Educator Licensure (MTEL) by December 31 of the senior year. Education Practicum Fee: $100. (Spring) Lawrence, Mulry, Tsoules, Zern/ Twelve credits
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  • EDU 440: Practicum and Seminar in Midle/Secondary Educati on

    3.00 Credits
    Assumption University

    The student will perform practicum activities under the general direction of a program supervisor and under the immediate guidance of a supervising practitioner. The practicum student will spend full school days at the field site for the spring semester. Students are required to attend a weekly seminar. Practicum students follow the middle or secondary school calendar during their practicum and therefore are required to be at the school each day it is in session, including those days when Assumption College classes may not be in session. Prior to the beginning of the practicum, practicum students may request approval to attend Assumption College sponsored events. Such requests must be made in writing and addressed to the Education Program Coordinator, and, if approved, the practicum student will extend his or her practicum placement beyond the typical ending date for the practicum. Limited to middle/secondary education concentrators who have passed all required Massachusetts Tests for Educator Licensure (MTEL) by December 31 of the senior year. Education Practicum Fee: $100. (Spring) Danker, Howe/ Twelve credits
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  • EDU 499: Independent Study

    1.00 - 3.00 Credits
    Assumption University

    Open to all qualified junior and senior education concentrators with permission of the instructor, the Chairperson of the Education Department, and the Dean of Studies. Staff/ One to Three credits
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  • EDU 512: Introduction to Research in Educati on

    3.00 Credits
    Assumption University

    This course is designed to enable students to become critical readers of research in education. It also helps them to design and conduct research in an educational setting. Both quantitative and qualitative methodologies are addressed. Students are expected to analyze research reports and to design potential research projects. (Summer) Hill/ Three credits
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  • EDU 552: Foundati ons of Teac hing Reading

    3.00 Credits
    Assumption University

    This course introduces students to the theoretical and philosophical bases underlying reading development. Using the stages of reading development as a frame, students explore the role of phonemic awareness, phonics, vocabulary development, and reading comprehension at stages from emergent literacy to mature reading. Students also investigate the relationship of reading to writing, language and cultural influences on reading development, instructional models of reading, methods and materials for reading instruction, and the assessment and evaluation of reading development. There is a focus throughout the course on connecting theory and research to current practice and policy, with specific focus on the Massachusetts English Language Arts Curriculum Framework. ( Summer) Maynard/ Three credits
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  • EDU 572: Teac hing Children and Adolescents with Reading Dificulties

    3.00 Credits
    Assumption University

    Drawing from seminal research in reading and reading disabilities, students explore the theoretical and philosophical bases underlying reading development, including the relationship between reading and writing. They investigate etiology of reading difficulties, principles and tools of assessment, models of reading and instructional strategies that have proved successful with learners who have reading problems. Issues such as cultural and linguistic diversity, the influence of legislation regarding children with reading/learning disabilities, prevention vs. intervention vs. remediation of reading difficulties, implementation of the Massachusetts English Language Arts Curriculum Framework, and the critical role of the teacher are also considered. Prerequisite: EDU 325, EDU 552 or equivalent course in foundations of reading OR evidence of passing score on the Foundations of Reading Test of the Massachusetts Tests for Educator Licensure (MTEL). ( Summer) Staff/ Three credits
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  • EDU 574: Teac hing Children and Adolescents with Problems in Mat hematics

    3.00 Credits
    Assumption University

    This course serves to familiarize students with the theoretical and philosophical bases underlying acquisition of numeracy, with particular emphasis on the identification and prevention of children’s difficulty in mathematics. Drawing from seminal research in mathematics instruction and mathematics disabilities, students explore the acquisition of mathematics concepts and skills, etiology of difficulties in mathematics, principles of assessment, and instructional strategies that have proved successful with learners who have problems in mathematics. Issues such as cultural and linguistic diversity, the influence of legislation concerning children with learning disabilities, prevention vs. intervention vs. remediation of problems in mathematics, implementation of the Massachusetts Mathematics Curriculum Framework and the critical role of the teacher are also considered. (Summer) Staff/ Three credits
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  • ENG 100: Speech

    3.00 Credits
    Assumption University

    A course in the fundamentals of public speaking. Emphasis is on content and delivery of the most common types of short speeches, such as introducing a speaker, presenting information, persuading an audience, and demonstrating a technique or process, as well as impromptu speaking. Detailed evaluation, videotapes, and conferences will be used to encourage the process of improvement. (Offered each semester) Knoles, Santos/ Three credits
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  • ENG 201: Writing Workshop: Argument And Persuasion

    3.00 Credits
    Assumption University

    A course in exposition and argument dealing with the development of effective means of persuasion appropriate to specific audiences, the use of different styles of presentation, and the making of choices in language, arrangement, and style. Emphasis is on written argument, with some attention to reading, listening, and speaking. (Offered each semester) Hyland, Murphy, Lang/ Three credits
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