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Course Criteria
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1.00 - 3.00 Credits
Topics in education that are not offered on a regular basis are examined. The course may be repeated for credit if the topic varies. 1-3 cr.
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3.00 Credits
Prerequisite: Senior standing and acceptance into the Secondary Education Program. This course is a study of the process of teaching, utilizing the Massachusetts Curriculum Frameworks and the Learning Standards. Topics include: objectives of teaching; class control and management; lesson preparation and planning; instructional design and strategies; curriculum development; techniques of questioning; materials of instruction; use of media; legal and moral responsibilities of the teaching profession; preparation of individualized instructional lessons; evaluation procedures and MCAS testing; and the role of the teacher in different classroom situations. Clinical experiences such as communications exercises, simulation, and micro teaching are provided. A required field study is integrated with the practicum experience. Student performance is assessed by written assignments and an examination. 3 cr.
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3.00 Credits
Prerequisite: ED 301; PSY 304; ED 403. Open only to those students in the Secondary Education Program. This is a practicum in teaching under the supervision of experienced teachers. The student teacher is observed, guided, and evaluated by a teacher from the high school, who is the supervising practitioner, and by a college faculty member, who is the program supervisor. Both will use the Massachusetts Professional Standards in their assessment. This course and SW 412 may not both be counted toward the minimum 122 credit hours required for the degree. 9 cr.
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3.00 Credits
Prerequisite: ED 301; PSY 304; ED 403; ED 409. Students doing the secondary teaching practicum participate in a weekly seminar. As a result of taking this course, students are able to analyze and refine teaching strategies, curriculum designs, classroom management, and assessment. Students demonstrate skills as reflective practitioners of the teaching process. They are assessed by weekly classroom participation, a teaching journal that is handed in at the end of the semester, and a professional portfolio. 3 cr.
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3.00 Credits
Prerequisite: Senior standing, acceptance in the Elementary Education Program, ED 301, PSY 201, PSY 304, ED 350, ED 375. This is an investigation of instructional strategies for teaching the arts, health, physical education, and technology for grades 1-6, using the Massachusetts Curriculum Frameworks. As a result of taking this course, students are able to identify curriculum models and instructional materials for these content areas; they design and demonstrate appropriate lesson plans. Students also design strategies for addressing the needs of special education students and strategies for the general management and organization of the elementary classroom. An important component in the course is a pre-practicum fieldwork experience undertaken at a local elementary school. Student performance is assessed by written assignments, lesson plans, 25 hours of pre-practicum fieldwork at a local elementary school, and a fieldwork journal. 3 cr.
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3.00 Credits
Prerequisite: ED 301, PSY201, PSY 304, ED 350, ED 375, ED 425 and senior standing, completion of all preliminary elementary education course work. This is a practicum in teaching under the supervision of qualified teachers. As a result of taking this course, students are able to design and teach content-appropriate lesson plans, utilize a variety of instructional techniques, organize and manage a classroom fairly and effectively, address a range of student learning needs, assess the performance of the students in the classroom, and conduct themselves in a professional manner. Student performance is assessed by unit and lesson plan designs based on the Massachusetts Curriculum Frameworks, as well as by regular observation and evaluation by an elementary teacher, who is the supervising practitioner and by a college faculty member, who is the program supervisor; both use the Massachusetts Professional Standards in their assessment. Open only to those students in the Elementary Education Program, this course and SW 412 may not both be counted toward the minimum 122 credit hours required for the degree. Includes 300 hours of full-time practicum fieldwork (student teaching) at a local elementary school. 9 cr.
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3.00 Credits
Prerequisite: ED 301, PSY 201, PSY 304, ED 350, ED 375, ED 425 and senior standing, completion of all preliminary elementary education coursework, concurrent involvement in ED 479. This is a weekly seminar for students doing the elementary teaching practicum. As a result of this course, students are able to analyze and refine teaching strategies, curriculum designs, classroom management, and assessment. Professional issues and preparation for job search are explored. Students demonstrate skills as reflective practitioners of the teaching process. Student performance is assessed by weekly classroom participation, a teaching journal that is handed in at the end of the practicum, and completion of a professional portfolio. Includes 300 hours of full practicum fieldwork (student teaching) at a local elementary school. 3 cr.
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3.00 Credits
Prerequisite: PHYS 134; MATH 134, MATH 236 or concurrently. The course is designed for both EE majors and nonmajors. This course is the first of a sequence of two courses designed to give students basic analytical tools used in electrical engineering. Students analyze circuits containing resistors, op amps, and DC sources using Ohm's law, Kirchoff's laws, and several network theorems including Thevinin's theorem, Norton's theorem, and superposition. Students analyze simple circuits and use computer simulation to analyze more complex circuits. They learn to perform transient analysis of simple RL and RC circuits. Students also learn to accomplish AC steady-state analyses of simple linear circuits. In the laboratory, students become proficient in the use of simple electrical test equipment including digital multimeters and oscilloscopes. The methods of assessing student learning in this course are homework assignments, quizzes, tests, laboratory experiments, and written reports on experiments. Three class hours, three lab/tutorial hours. 4 cr.
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3.00 Credits
Prerequisite: EE 205; corequisite MATH 236. This course builds on the knowledge gained and analytical skills developed in EE 205. Students learn to analyze circuits in steady state with alternating voltages and currents including determining frequency responses of circuits and analyzing resonant circuits. Students learn to model transformers and include them in steady state analysis of AC circuits. Students use computer simulation as a tool for both transient and AC steady state analysis and use electrical test equipment to verify the theory learned. The methods of assessing student learning in this course are homework assignments, quizzes, tests, laboratory experiments, and short reports on experiments. Three class hours, three lab/tutorial hours. 4 cr.
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3.00 Credits
Prerequisite: MATH 236; EE 206 concurrently. This is the first of a sequence of two courses that is developed to introduce students to the concepts of signal modeling and the interaction of signals and linear systems. The focus is on the continuous-time cases such as voice and music. Students learn signal and system modeling concepts; time-domain analysis including concepts of convolution and superposition; system response to different stimuli including impulse and step; frequency-domain analysis including concepts of Fourier series, Fourier transforms, and Laplace transforms; and applications of analytical tools such as signal representations, transfer functions, and filtering. Throughout the semester, MATLAB, a computational software program, is used to emphasize and to help in understanding important concepts of the course as well as a tool for solving homework problems. The methods of assessing student learning in this course are homework assignments, quizzes, in class exams, and a final exam. 3 cr.
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