18 Course Descriptions
EDU 110: Introduction to Early Childhood Education:
This course presents an introduction to the field of early childhood education through an examination of the history and philosophy of early childhood programs and educational theorists with regard to cognitive, social, emotional, language, and physical development. Students will be introduced to the characteristics and instructional implications of moderately and severely disabling conditions. Emphasis will be placed on understanding the development of early childhood programs and environments in relation to the changing needs of modern digitally-dependent and ever-changing society.
Required observations at local preschools, child care facilities and public elementary schools will augment classroom activities.
EDU 130: Education, Schools, and Culture: This course provides students with background and context for thinking critically about the challenges facing elementary school educators and the cognitive, social-emotional, and linguistic needs of learners in the classroom. Students will develop an understanding of the characteristics and instructional implications of moderately and severely disabling conditions. With exposure to the major socio-cultural factors that continue to shape education within a complex, students will reflect on their role as future professionals in an ever-changing digitally-dependent society.
Observation/fieldwork is required.
EDU 211: Methods and Approaches in Teaching Children I: This early childhood course studies the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: philosophical constructs, program development, curriculum design and delivery, planning and organization, and instructional and classroom management techniques that meet the cognitive, social, and emotional needs of all learners. Students will be introduced to the Massachusetts Curriculum Frameworks. Students will participate in early childhood setting observations.
Prerequisite: EDU 110
EDU 212 Methods and Approaches in Teaching Children II: This course continues the study of the theoretical and practical aspects of teaching and caring for young children. Topics include: creative arts, mathematics, science and technology, history, early literacy and literature for young children. The Massachusetts Curriculum Frameworks are used to plan and design instruction. Students will participate in a 10-hour field experience at the preschool or kindergarten level.
Prerequisite: EDU211
EDU 250: Introduction to Special Education: This course deals with the implications of disabling conditions on optimal learning potential and daily well-being of children. Emphasis is on identification of disabling conditions and techniques used to promote successful integration of children with and without special needs in education settings. Topics covered include familiarity with individualized education plans, intervention and instructional strategies for diverse learners, including cognitive, social and emotional strategies, and collaborative partnerships with families and community resources.
EDU 300: Reading and Early Literacy: Students examine current research-based theories and instructional practices for developing proficient readers (phonics and word recognition, vocabulary, fluency, comprehension, and the reading-writing connection) in grades PK-2. Topics include theories, research, and instructional practices for supporting readers with diverse cultural and linguistic backgrounds, strengths, and challenges. Assessment, corresponding interventions, and differentiating literacy instruction to meet the needs of emerging readers will also be addressed. Observation/fieldwork is required.
Prerequisite: PSY 205 or one course in Education and junior status
EDU 310: Guiding Behavior in Early Childhood Classrooms: This course explores positive guidance techniques in early childhood classrooms. Looking at positive guidance from a maturationist, behaviorist and constructivist perspective, students will explore techniques to prevent behavior problems and develop strategies to incorporate positive interventions with young children.
Prerequisites: PSY 101
EDU 323: Reading and Language Arts for Elementary School: Students examine current research-based theories and instructional practices for developing proficient readers (phonics and word recognition, vocabulary, fluency, comprehension, and the reading-writing connection) in grades 3-6th. Topics include theories, research, and instructional practices for supporting readers with diverse cultural and linguistic backgrounds, strengths, and challenges. Assessment, corresponding interventions, and differentiating literacy instruction to meet the needs of developing readers will also be addressed.
Observation/fieldwork is required. Prerequisite: PSY 205 or one course in education
EDU 330: Designing Inclusive Learning Environments within Science, Engineering/Technology, and Social Sciences
Students will explore curriculum design and instructional strategies to facilitate learning that reflects the Massachusetts Curriculum Frameworks in both Science and Engineering/Technology and History and Social Science. Topics include anti-racist and anti-bias curriculum and instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication, and strategies for promoting classroom spaces that develop positive social identities based on membership in multiple groups.
Observations/fieldwork are required.
Prerequisites: Completion of all 100 and 200 level courses in education. This course must be taken at Bay Path University.
EDU 348: Reading and Language for English Language Learners: This course focuses on current theories and their applications related to the teaching of English Language Learners (ELLs). This course is designed to promote continuous improvement in educator practice, and to build confidence and familiarity with research – proven practices for working with ELLs. This course is framed around two module areas: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom and B) Academic Language and Literacy Development in the SEI Classroom.
Students are only endorsed for SEI if they complete an initial licensure program at Bay Path University.
EDU 350: Designing and Implementing Mathematics Instruction for Diverse Learners: Students will plan, implement, and assess curriculum and instruction in mathematics for diverse student populations that reflect the Common Core and the Massachusetts Mathematics Frameworks. Emphasis is on research-based mathematical pedagogical practices that develop literacy skills alongside math skills. Topics include anti-racist and anti-bias curriculum and instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication, and strategies for promoting classroom spaces that develop positive social identities based on membership in multiple groups.
Students are required to complete a fieldwork experience in mathematics at the early childhood or elementary level.
Prerequisites: EDU330 and Junior status. This course must be taken at Bay Path University.
Corequisites:
EDU 460: Child Care Administration: This course is designed to familiarize students with the basic values, structure, and organizational leadership needed to successfully operate an early childhood center. This course will explore: effective leadership, different styles of leadership and types of child care centers. It will also address topics such as: establishing and equipping an early childhood center, working with personnel, staff development, retaining and recruiting of quality teachers, supervisory responsibilities, curriculum development, ethical responsibilities, and working with families, volunteers and the community. We will also discuss ways of how to be active advocates for young children.
Observation/Fieldwork is required.
Prerequisite: PSY 205
EDU 465: Education Capstone: Students engage in this capstone course as they enter the final stage of their academic program. While completing an internship or working in the field of education, students demonstrate their growing expertise by observing the needs of an educational community. With these observations and knowledge of research-based best practices, students assess the needs, identify an area
to problem solve, develop a plan of action, and implement the plan. Reflection on personal and professional growth is encouraged
throughout the course and shared at the end. Students are expected to be interning or working in an educational site throughout the
course and must provide their own transportation to the site.
Prerequisite: Completion of a 300 level EDU course