The bachelor’s degree in educational studies is designed for undergraduates at AIC aspiring to enter one of the SOE’s graduate programs for their MEd to become teachers or counselors. The degree includes select courses, service learning, and campus/community experiences structured to help students make discerning decisions aligned with their career aspirations while achieving subject matter knowledge and the eligibility requirements for successful entry into one of SOE’s graduate programs offered at the post-baccalaureate level for the MEd degree. While Educational Studies is not offered to undergraduates for initial licensure purposes, the degree is required for those seeking to enter one of the state-approved educator preparation programs offered exclusively at the graduate level for this purpose. The undergraduate degree therefore includes a 5th year option which provides a rich foundation that prepares undergraduates for advanced studies in education aligned to their content area expertise and aspirations within the field of education.
In this course, students are introduced to the historical foundations and theories upon which public education is based. We will analyze the relationship between schools and the societies in which they exist. Our study will include a historical perspective and a sociological perspective that focuses on social structures, current social issues, social justice, and a real-world perspective that we get from the views of current educators. PREREQUISITE: None
A one-credit course offered for sophomores (and junior transfer students) in the fall for undergrad Education minors. This course is designed to introduce students to public school settings in suburban and rural locations. Partnerships are established with five school districts and students will take fieldtrips to the various locations for classroom observations (early pre-practicum fieldwork). A lab fee will be charged to cover transportation costs.
This seminar will include a study of current research in social-emotional learning (SEL) as well as first-hand observations and experiences in the implementation of SEL. Guest speakers will share district, school and classroom-level insights connecting current research to the effects on student learning. Following the orientation and in-classroom experience, the seminar will connect hands-on learning to readings and discussions. Students will draw on their own experiences as students, any classroom internship, readings, and presentations from guests to reflect on the impact that SEI has on academic success and personal growth. PREREQUISITE: None
This course will provide students with opportunities to reflect on and assimilate linguistic concepts and language structure. We will cover the basics of reading and writing as well as the purposes of receptive and written language. Students will create multisensory lesson plans that demonstrate their understanding. This course is designed for students considering teaching at the elementary, middle, and high school levels. PREREQUISITE: None
The MTEL preparatory course is a 3-credit course that prepares students for the communication and literacy portion of the Massachusetts Test for Educator Licensure (MTEL). While the course focuses on writing, reading, and the various types of MTEL questions, emphasis is placed on writing fundamentals (grammar, mechanics, punctuation) and on reading comprehension. Students write and edit essays, read, and summarize passages, learn test-taking strategies, and take practice exams. Students take the Communication and Literacy MTELs at the conclusion of the course.
An introduction to teaching that examines the dispositions, knowledge and skills of the 21st century educator. An overview of American education will focus on historical and contemporary trends in teaching, learning, and curriculum. Diversity in American classrooms, including students with special needs, limited English proficiency, economic or social disadvantage, gifted and talented, etc., will be examined in keeping with current practices such as, inclusion, differentiated instruction, ELL support, and response to intervention. Students will engage in initial lesson plan construction selecting topics in science, Massachusetts geography and social studies. Reference to the principles and learning standards of the Massachusetts Curriculum Frameworks (CCSS) is required. Field experience required.
An introduction to teaching that examines the dispositions, knowledge and skills of the 21st century educator. An overview of American education will focus on historical and contemporary trends in teaching, learning, and curriculum. Diversity in American classrooms, including students with special needs, limited English proficiency, economic or social disadvantage, gifted and talented, etc., will be examined in keeping with current practices such as, inclusion, differentiated instruction, ELL support, and response to intervention. Students will engage in initial lesson plan construction selecting topics in science, Massachusetts geography and social studies. Reference to the principles and learning standards of the Massachusetts Curriculum Frameworks (CCSS) is required. Field experience required.
In this course we will explore the specific challenges facing educators in today’s urban classrooms. We will analyze the relationship between schools and the society in which they exist. Our studies will encourage us to expand our understandings of diversity and the needs specific to urban school settings. PREREQUISITE: None
This course examines and assists the scientist and historian who have no teaching experience, but who would like to become a teacher in the PK through 12 setting. This course introduces the Methods for teaching Social Studies, History and Science and Inquiry-Based approaches following the Mass State Standards for curriculum and instruction. Constructivist lesson planning which engages students individually and in small groups will be emphasized. Students will explore inquiry-based learning and how it can be implemented in all classrooms. Research in subject specific education including different perspectives on learning and teaching will be explored. PREREQUISITE: None
This course offers a unique opportunity to investigate, in-depth, an Educational Studies topic of interest. The design of the course is to afford students a unique learning opportunity that exceeds that of other educational courses. The learning theme of the course is “active producers of knowledge and understanding.” The course structure focuses as much on the process of learning as it does on the content of learning. Due to the personalized and unique nature of this Capstone course, the instructor will be more closely aligned as your learning partner and classroom facilitator. As part of your experience, observations within the PK-12 classrooms will be completed based upon your identified project. PREREQUISITE: None
A survey of theories, practices, and techniques of reading instruction for children in grades preK-8. Various methods and materials used in the teaching-learning process will be examined, including the informal diagnosis and assessment of reading skills. The Massachusetts English Language Arts Curriculum Frameworks, as well as related documents for English language learners and guidelines for special education students will be central to developing and presenting reading strategy lessons. Instructional accommodations for diverse learners will explore methods in sheltered English language immersion, special education, gifted and talented enrichment, and compensatory strategies for rural and urban poverty populations. Field work experiences and a diagnostic case-study assignment will integrate all course components. On-line research of the National Reading Panel Report and other professional sources will supplement course learning. Field experience is required.
This course introduces classroom management techniques and strategies for teaching. Students will learn strategies to manage challenging behaviors, build relationships with students, teach self-regulation, create a positive learning environment, and create a pro-social classroom culture. PREREQUISITE: None
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