All Graduate Courses

Whether you are looking to take classes in pedagogy or to develop your expertise in a particular content area, we have classes to help sharpen your skills and knowledge.

Students may take these courses as a part of their degree program, as electives to augment their course of study, as a part of one of our education institutes or add-on licenses, or as a stand alone class.

X.CMPTC-443 | Data Visualization: Presenting Data to Build Understanding and Insights

Description: While many organizations have data, it is not always easy to translate that into a format that is easy for non-data people to quickly understand and interpret. In this course, participants will learn about different kinds of data and data structures, explore the theory and principles behind good design, and be able to articulate why certain visual designs are appropriate or inappropriate based on the data type. The final project in this class is to build data visualizations and a dashboard based either on data provided or data that is chosen by the participant. While this class is focused on technical skills, no prior experience with data, coding or computer science is necessary.

Credits: 2

Offered: Summer 1  

Format: limited residency: online with a 3-day campus-based residency 6/7-6/9/2018  

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.COMM-405 | Speaking with Confidence: Leadership for Women

Description: This course helps women professionals develop effective oral communication skills necessary for delivering keynote speeches, panel presentations, conference talks and other public speaking situations. Drawing on a variety of theatre techniques used by experienced actors to relax, focus their message, and connect with an audience, this course will coach students in the art of confident and powerful communication. Students will be guided to uncover their unique strengths, develop an authentic and personalized speaking style, and overcome obstacles to delivering their message. Working closely together in a safe and supportive environment, students will complete the course with the presentation of an inspiring speech.

Credits: 1

Offered: January Intersession

Format: on-campus

Professional Development Option: Yes

X.COMM-413 | Building Bridges: Facilitating Courageous Conversations

Description: Building the capacity of groups to dialogue, create, and collaborate is an essential skill in professional settings across our region, nationally, and globally. This course offers a critical introduction to the principles and the role of intergroup dialogue and facilitation in creating transformative spaces for groups to explore differences and commonalities, increase awareness as individuals and as members of various social groups, build authentic relationships and identify actions that foster perspective taking and empathy. Through intergroup dialogue, role-play exercises, and assigned readings, participants will actively learn to engage in courageous conversations and facilitate groups across social divides to work together more effectively, collaboratively and compassionately.

Credits: 2

Offered: January Intersession

Format: on-campus 

Professional Development Option: Yes

X.COMM-436 | Persuasive Communications

Description: The goal of persuasive communications is to influence people’s beliefs, attitudes and behaviors. We are exposed to hundreds of messages meant to persuade us daily from organizations and on social media. So what works, and why does it work? In this course we will investigate research on persuasion, receptiveness, and ethical frameworks for this work. Participants will learn techniques for creating, analyzing and critiquing persuasive messages. The course culminates in a final project in which participants create a campaign to change a target audience’s attitudes or behaviors about a subject of the students’ choosing.

Credits: 2   

Offered: Summer 2     

Format: limited residency: online with a 3-day campus-based residency 7/22-7/24/2018    

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.EDUC-406 | TESOL Seminar: Foundations of Effective Teaching

Description: This is the first of a two-course TESOL program designed to provide participants with a foundation of practical pedagogy, linguistic knowledge, and classroom experience to prepare for a job as an English language instructor in an intercultural environment. The course includes lecture and discussion, materials development sessions, and teaching workshops. Participants will develop a teaching portfolio for use in their job search and receive a certificate of completion if they successfully complete both the seminar and practicum courses.

Credits: 2

Offered: January Intersession

Format: on-campus 

Professional Development Option: Yes

X.EDUC-411 | Policy Fluency: Current Issues in Education

Description: In this learning experience, teachers will work on building up their “education policy fluency” based on their own school context. Students will read education news from across the country, including Education Week and blogs from a range of teacher and education bloggers with varied perspectives. Then they will dig into deeper understanding through weekly dialogue with each other and article authors and current teacher leader experts in the field. This course aims to help teachers gain an even stronger understanding of the policy world that influences what we do in the classrooms, in both public and private school settings.

Credits: 3

Offered: Spring

Format: dynamic hybrid learning

 

X.EDUC-413 | Leading Colleagues Using Research: Bridging the Gap Between Research and Practice

Offered: Summer

Credits: 2

Description: Based on Domain 2 of the Teacher Leader Model Standards, this class helps build the skills, knowledge, and dispositions teacher leaders need to support colleagues in using the latest research and data to improve practice and student learning. Topics we will explore include types of research, examining the research process, the skills teacher leaders need to lead colleagues in using research to improve practice, research competencies, action research, data collection and analysis, how research makes instruction intentional and systematic, and how it allows us to make meaning out of numbers.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-414 | Research Design for Educators

Credits: 1

Description: This course provides an introduction to research methodology and design in applied educational contexts. Topics covered in this course include: ethical considerations in educational research, how to conduct comprehensive literature searches, measurement and interpretation of qualitative and quantitative data, and research report writing, Through this course, students will explore the research process from hypothesis development and literature review to publication. At the conclusion of this course, students will be prepared to develop and incorporate the elements of effective research designs into their own research projects.

X.EDUC-417 | Teaching With Technology

Offered: Summer

Credits: 2

Description: Students will read current research examining the effectiveness of teaching with technology in PreK-12 classrooms as they explore questions about the role of technology in 21st century education. Students will experiment with a variety of tools that allow teachers to design effective lessons for a diverse range of learners.  Students will focus on using technology to integrate students on IEPs, 504, and other learners with specific learning needs.

Restrictions: This course is limited to Mount Holyoke MAT students only

X.EDUC-419: | Independent Schools: New Teachers Seminar

Offered: Summer 2

Credits: 2

Description: This course helps new independent school teachers answer questions that all teachers ask themselves on a daily basis: How do we best serve our students and their learning needs, across the multiple dimensions of learning styles, ethnicity, race, gender and class? As we design an experience to welcome and engage all of our students, how do we also nourish and sustain ourselves in this important work? The course includes cohort meetings as well as time for reflection, designing lesson plans, exploring how we organize our classrooms, and discussing how we support ourselves and each other. 

X.EDUC-420AD | Human Development: 'Adolescent Development'

Offered: Summer

Credits: 2

Description: In this course you will develop a foundational framework of knowledge about physical, cognitive and social/emotional development that can inform your practice in the classroom. You will have opportunities to delve into the study of the age group that you intend to teach through individualized exploration, and we will discuss specific topics particularly relevant to education, such as language development, gender, moral development, the nature of intelligence, and motivation. By the end of this course, you should be conversant in developmental theory and able to use it to support the pedagogical choices you will make as an educator.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-420CD | Human Development: 'Child Development'

Offered: Summer

Credits: 2

Description: In this course you will develop a foundational framework of knowledge about physical, cognitive and social/emotional development that can inform your practice in the classroom. You will have opportunities to delve into the study of the age group that you intend to teach (preK-8th grade) through individualized exploration, and we will discuss specific topics particularly relevant to education, such as language development, gender, moral development, the nature of intelligence, and motivation. By the end of this course, you should be conversant in developmental theory and able to use it to support the pedagogical choices you will make as an educator.

Restrictions: This course is limited to Mount Holyoke MAT students only

X.EDUC-422 | Practicum Seminar on Teaching and Learning: Early Childhood and Elementary Education

Offered: Spring 

Credits: 4

Description: The Integrated Methods Seminar focuses on supporting and building on key aspects of the intensive full-time supervised student teaching experience. Teacher candidates learn how to develop integrated curriculum units, address complex behavioral and management issues with increasing sophistication, delve more deeply into theory and practice, develop peer coaching and mentoring skills, develop habits of reflection, and prepare for job interviews. Additionally, there is an emphasis on social studies content and pedagogy. Specifically, students will be studying content of a meaningful elementary and early childhood social studies curriculum and devising lessons and units that address multiple learning needs, planning effective and aligned assessments, infusing EL protocols and practices, and exploring integration opportunities. Linking critical learning from their work in social justice to issues of instructional equity and practice in the classroom is also part of the Seminar this semester.

Restrictions: This course is limited to Mount Holyoke MAT students only

Advisory prerequisites: Students may only register for X.EDUC-422 if concurrently taking X.EDUC-423.

X.EDUC-423 | Student Teaching in Early Childhood and Elementary Schools

Offered: Spring

Credits: 10

Description: Students participate in full-time student teaching in early childhood and elementary classrooms for 12 weeks. During this semester-long field-based placement, students hone classroom management skills, implement an extended integrated curriculum unit, deliver lessons in all content areas, and develop a wide range of assessment skills. The practicum culminates in two weeks of Lead Teaching, during which the student is responsible for managing all aspects of the classroom program. Students work with classroom teachers and college supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts' Pre-service Performance Assessment Program.

Restrictions: This course is limited to Mount Holyoke MAT students only

Advisory prerequisites: Students may only register for X.EDUC-423 if concurrently taking X.EDUC-422.

Comments: 5 days a week for 20 weeks full-time student teaching in school site (includes Mount Holyoke College's spring break). This course is graded on a credit/no credit basis.

X.EDUC-424 | Internship in Educational Settings

Offered: Spring

Credits: 4-10

Description: Graduate students undertake a supervised internship from January through June in an educational setting comprised of up to 600 hours. This would be a supervised, mentored experience, and tailored to the hours of the student, approved by a faculty member within the Professional and Graduate Education department. Evaluation of performance is determined by on-site visits, written assignments, as well as supervisor and mentor evaluations. Successful completion of the course is verified based on satisfactory submission of a final product/portfolio and presentation that demonstrates an integration of knowledge and skills gained through their program of study and internship experience.

Advisory prerequisites: For graduate students who will not be pursuing licensure.

Comments: This course is graded on a credit/no credit basis.

X.EDUC-426 | TESOL Practicum: Effective Teaching Strategies Field Experience

Description: This is the second of a two-course TESOL program designed to provide participants with the experience to prepare to be an effective English language instructor in an intercultural environment. In this practicum, students will hone their classroom management skills, implement curricular units and deliver lessons designed to support students' language acquisition, and develop assessment skills. Students will submit curriculum plans, videotaped lessons, and complete written assignments and reflections. Participants will develop a teaching portfolio for use in their job search and receive a certificate of completion if they successfully complete both the seminar and practicum courses.

Credits: 2

Prerequisites: X.EDUC-406

X.EDUC-430 | The Process of Teaching and Learning in Secondary and Middle Schools

Offered: Fall

Credits: 4

Description: This course is intended to help prepare prospective secondary and middle school teachers for effective classroom instruction. The focus of this course is to explore a range of philosophies of education and existing classroom practices. The course uses the current educational landscape in order for teacher candidates to examine culturally relevant teaching and learning practices, teaching in multicultural settings, establishing the classroom climate, choosing instructional approaches, and attending to the needs of a range of learners.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

Advisory prerequisites: Requires a field-experience in an educational setting.

X.EDUC-431 | Student Teaching in Secondary and Middle Schools

Offered: Spring

Credits: 10

Description: Students participate in full-time student teaching in middle or secondary classrooms for 12 weeks. During this semester-long field-based placement, students hone classroom management skills, design and implement curriculum, and develop a wide range of assessment skills. Students work with classroom teachers and college supervisors to address Professional Teaching Standards as required by the Commonwealth of Massachusetts' Pre-service Performance Assessment Program.

Restrictions: This course is limited to Mount Holyoke MAT students only

Advisory prerequisites: Students may only register for X.EDUC-431 if concurrently taking X.EDUC-433.

Comments: 5 days a week for 20 weeks; full-time student teaching in school sites (includes Mount Holyoke College's spring break). Credit/no credit grading.

X.EDUC-433 | Practicum Seminar on Teaching and Learning: Middle and Secondary Education

Offered: Spring

Credits: 4

Description: This weekly seminar provides students with opportunities to design and discuss case studies involving adolescents in middle and secondary school settings, review researched-based models of instruction, and classroom management, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Additional topics covered include reviewing the legal obligations of teachers, addressing the needs of students with disabilities, English language learners, and developing effective communication between home and school.

Restrictions: This course is limited to Mount Holyoke MAT students only

Advisory prerequisites: Students may only register for X.EDUC-433 if concurrently taking X.EDUC-431.

X.EDUC-441 | Fostering a Collaborative Culture for Learning

Offered: Summer

Credits: 2

Description: This course is centered around Domain One of the Teacher Leader Model Standards, with an emphasis on creating cultures in our schools that support educator development and student learning. Modules include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, mitigating difficult discussions and building consensus, organizational change and the change process, building trust, and other skills to create inclusive cultures for professional growth (and student learning!).

Restrictions: This course is limited to Mount Holyoke MAT, MAMT and MATL students only

X.EDUC-442 | Fostering Partnerships, Collaboration, and Communication

Offered: January Intersession

Credits: 2

Description: This class focuses on how we promote and sustain meaningful partnerships centered around a community's students, and how we can lead our colleagues in doing the same thing. With modules in culturally responsive teaching, cultural sensitivity, bias, mobilization, collaboration, communication, and equity, this class helps teachers develop tools to help lead schools in forming deep and understanding partnerships with communities.  Students will use their skills from the courses on the past Teacher Leader Model standards including research, data, professional learning, equity, policy and advocacy, as this is a cumulative course.

Restrictions: This course is limited to Teacher Leadership MAT students only

X.EDUC-443 | Introduction to the Orton-Gillingham Approach to Reading and Dyslexia

Description: This course is an introduction to the Orton-Gillingham approach -- a systematic, structured, multisensory approach for teaching reading. In this course, participants will explore instructional methods to teach the hows and whys of reading to struggling readers, particularly those with dyslexia.In the course, participants will also review the history of reading and the English language, current research, and common reading assessments. Students who complete this course are eligible to apply for membership in the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) as a Subscriber member.

Credits: 1

X.EDUC-448 | Orton-Gillingham Associate Level Course Practicum

Description: This course is designed for practitioners and educators working with students of all ages and abilities. This course develops participants' knowledge of the Orton-Gillingham approach --a systematic, structured, multisensory method for teaching students with language-based learning disabilities. Students will engage in a 100 hour supervised practicum, during which they develop and implement lessons with supervision provided by the instructor. At the conclusion of this practicum, students are eligible to apply for their Orton-Gillingham certification.

Credits: 4

X.EDUC-449 | Equity and Social Justice: A Teacher's Role

Offered: Summer

Credits: 2

Description: In this course, participants will learn to address issues of social justice seamlessly and incorporate social justice into the design of their learning environments. This will be accomplished in three  steps: First, participants will be assigned a self-awareness partner to process socialization around social issues. Second, participants will produce narratives about their social justice development. Finally, participants will create action plans that will create learning environments that don't shut down dialogues about difference, but open them up. Participants will then take this new learning and self-awareness and apply it to education systems outside of their classroom.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-452AC | Advising & Counseling Students Beyond the Classroom (Topics in Social-Emotional Learning and Development)

Description: Educators serve in multiple roles to support students in their academic, extracurricular, and, in some cases, dorm lives. This course will provide an overview of the following: school counseling principles, widely adopted models of comprehensive developmental counseling curricula, social-emotional learning, approaches in multicultural counseling, and mentoring students on academic and professional issues. We will also address identification, prevention, intervention, and crisis management strategies for topics including: relationships, mental health, trauma, and substance use/abuse. Students will explore how to analyze various types of student performance data to inform academic and non-academic programming.

X.EDUC-452AT | Coaching & Athletics (Topics in Social-Emotional Learning and Development)

Description: Educators in public and independent schools often serve in multiple roles, including as coaches for competitive and intramural sports. This class will provide an overview of issues related to supporting the student athlete, including the following: administering sport programs, principles of effective coaching, promoting and coaching the college-bound student athlete, compliance with governing bodies in sport, equity in athletics, team-building, event management, and sport safety.

X.EDUC-453 | Foundations of Teacher Leadership and Global Education Reform

Offered: Fall

Credits: 4

Description: This dynamic course is an exploration of the foundational pieces of teacher leadership, including the history and theories of teacher leadership, an examination of education reform in the United States, and a study of teacher leadership and reform from a global perspective. Students will also research their local district or state to gain a better understanding of their local reform history and past waves of teacher involvement. This course will include several video-conference discussions with nationally recognized teacher leaders from across the country who will share their lessons learned and perspectives in teacher leadership. Embedded in practice and focused on your personal and professional growth.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-454 | Teachers as Agents of Change

Offered: Fall

Credits: 4

Description: Grounded in peer-reviewed research, this class helps build the knowledge, skills, and dispositions, for teachers to advocate for students, the teaching profession, and policies that benefit student learning. Students will engage in modules on entrepreneurial thinking, building a courageous mindset, the development of expertise, relationship-building, messaging, persuasive writing, and public speaking.  Students will also revisit the change process and explore multiple entry points for advocacy in and out of the classroom. This class includes several videoconference sessions with advocacy leaders in the field.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-455 | Outreach and Advocacy for Educational Change

Description: This course integrates Teacher Leader Model Standards for Domains VI and VII: assessing community needs and values, engaging families and colleagues in partnerships, and advocating for students and for the teaching profession. Participants will explore culturally responsive teaching approaches and strategies for collaborating with families to support meaningful and relevant student learning and development. Participants will also learn how to use research, policies, and persuasive communications to help build appropriate programs, interventions, and advocacy efforts that promote positive outcomes for both students and teachers.

Credits: 4

X.EDUC-456 | Promoting Professional Learning

Offered: Summer

Credits: 2

Description: This course is centered around Domain Three of the Teacher Leader Model Standards, with an emphasis on evaluating and creating school cultures for professional learning and professional development design. Modules for this class will include school climate and culture audits, the change process, analyzing school community and data to pinpoint professional development needs, and evaluating professional learning. Teachers will walk away with design plans for creating cultures of adult learning to improve student learning.

Restrictions: This course is offered for graduate students only.

X.EDUC-457 | Personal and Professional Leadership in Education

Description: This course is designed to help educators cultivate their skills as reflective practitioners as a means of enhancing personal leadership development. Students will examine personal leadership qualities and the role of storytelling as leadership. Course participants will create individualized learning plans that allow for deeper exploration of personal and professional leadership interests. The menu of options for personalized learning will include further reading in the domains of adult development, professional learning, motivation, leadership and related topics.

Credits: 1

Offered: January

Format: dynamic hybrid learning

X.EDUC-458 | Owning Assessments and Data for Student Learning

Offered: Summer

Credits: 2

Description: Built around Domain 5 of the Teacher Leader Model Standards, this course helps teachers build the skills to do just that, as we explore organizational improvement through assessment design. Learn to facilitate and support colleagues in using assessment tools to inform decisions to improve practice and student learning. One module of this class includes an exploration of Improvement Science, a new methodology brought to education from the health field, where teachers will learn how small ideas can be tested and taken to scale, potentially impacted organizational change. Embedded in practice, focused on your personal and professional growth.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-459 | Independent Schools: Experienced Practitioners Seminar

Offered: Summer 1

Credits: 2

Description: This course is designed for teachers with 2-5 years of classroom experience at independent schools. Building from participants’ experience, the course focuses on improving teachers’ use of evidence-based practices to support children’s progress. Topics include: focused observation, instructional support, emotional support, classroom organization, giving and receiving feedback and designing your ideal classroom. Participants will reflect on and share feedback about their teaching practices, and continue to develop their practice in this engaging learning community.

X.EDUC-460 | Subject Specific Methods 1 for Middle and Secondary Teachers

Offered: Fall/Spring

Credits: 2

Description: This course is the first of two methods courses. Firmly embedded within the EL Education Model, it will provide opportunities for participants to explore the links among the theoretical underpinnings of Expeditionary Learning, experiential learning, and project-based learning through an interdisciplinary approach, with a focus on arts integration.  Students will engage with the Understanding by Design (UBD) model of curriculum development, focusing on universal access to content for a full range of learners. Students will connect theory with practice and reflect on their practice.

Advisory prerequisites: Complete the EL slice in the summer, as well as be in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-461 | The Process of Teaching and Learning: Developing Literacy in Early Childhood And Elementary Schools

Offered: Fall

Credits: 4

Description: Through a balanced and integrated approach, students will learn to develop literacy in early childhood/elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and a variety formative and summative ways to assess learning. Course required for spring semester practicum students. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

Advisory prerequisites: Requires a field-experience in an educational setting.

Comments: Pre-practicum required

X.EDUC-462 | Subject Specific Methods 2 for Middle and Secondary Teachers

Subtopics:

  • Foreign Languages
  • The Arts (Dance, Theatre, Visual Arts all included)
  • The Sciences
  • Mathematics
  • English
  • History/Social Sciences

Offered: Fall/Spring  

Credits: 2

Description:This advanced course builds on the design principles and interdisciplinary approach of Subject-Specific Methods 1, and focuses on the development of  subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice.    

Advisory prerequisites: Subject Specific Methods 1 (X.Educ 460(1)), complete the EL slice in the summer, as well as be in a school setting (as many activities will require the participant to teach mini lessons etc.).

X.EDUC-463 | Teaching English Language Learners

Offered: Fall and Spring

Credits: 4

Description: This course is designed to support K-12 teachers in designing curriculum, instruction, and assessments for the growing number of English Language Learners (ELLs) assigned to content area classrooms in American Schools. There is a need for all teachers to develop a critical ability to teach disciplinary literacies to all students, including ELLs, former ELLs, and speakers of non-dominant varieties of English in the context of high stakes school reform. To achieve this goal, students will: learn about language and literacy development from a sociocultural perspective (including how this perspective contrasts with other views in the field); observe and reflect on the schooling experiences and literacy practices of ELL students; learn about critical language-based pedagogies; and develop a curricular unit that supports students’ academic literacy development as part of content teaching. This course is designed to be in compliance with the Massachusetts Department of Elementary and Secondary Education’s RETELL standards (Rethinking the Teaching of English Language Learners), and students who successfully complete this course will be recommended to the state for SEI endorsement.

Advisory prerequisites: Requires a field-experience in an educational setting.

X.EDUC-465 | Children's Literature for Educators

Offered: Fall

Credits: 4

Description: This course introduces various genres of children's literature, including literature for adolescents; explores equity and social justice issues; and examines approaches to using literature in the preK-8 curriculum with an emphasis on social-emotional learning and making literature accessible to all learners. Students will read a variety of texts across genres and discuss ways to integrate literature into curriculum and learning as they expand their knowledge and appreciation of children's literature. Literature will be examined from multiple perspectives.

Crosslisted as: EDUC-267

Restrictions: This course is limited to Mount Holyoke MAT students only

Advisory prerequisites: Requires a field-experience in an educational setting.

X.EDUC-467 | Coaching, Mentoring, and Facilitating Instructional Improvements

Offered: Summer

Credits: 2

Description: This course provides opportunities for teachers to design, develop, critique, implement, give, and receive feedback on professional development experiences that align with the Common Core standards and the particular needs of the school/district's participating staff. Modules include staying focused on content while developing collaborative relationships, engaging in reflective dialogue with teachers and administrators, developing leadership skills, professional growth, and technology for collaborative learning. Participants will be able to individualize their learning experience based on an area of choice for personal and professional growth: instructional coaching, mentoring, or peer coaching.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-468 | Leadership in Practice for Educators

Description: In this course students will develop their goals as teacher leaders and will engage in discussions, readings, modules, and activities that support professional growth. Critical course concepts will be introduced in a whole group book study format. Additionally, students will explore opportunities for leadership in education through conversations with guest experts in the field. At the culmination of the course students will complete an articulation of practice and professional development plan.

Credits: 1

X.EDUC-469 | Models of Entrepreneurship in Education

Description: Today's challenges in education require creative, out-of-the-box ideas and entrepreneurial teachers are often best positioned to design and implement these solutions. In this course we will explore different models of entrepreneurship in education, including how it works within the contexts of working in classrooms and schools, in nonprofits, as authors and consultants, and in commercial endeavors. Through case studies and guest lectures students investigate entrepreneurial approaches to address existing problems, challenges, and opportunities in education. Students will develop their own ideas around new programming, services, advocacy, and/or ways to increase access to education.

Credits: 1

X.EDUC-470 | The Process of Teaching and Learning: Developing Math/Science/Technology Instruction and Curriculum

Offered: Fall

Credits: 4

Description: Students will learn about inquiry-based science/math curriculum and use of technology in PreK-6 classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. They will teach a minimum of three lessons to students in their pre-practicum setting. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction.

Advisory prerequisites: Requires a field-experience in an educational setting.

Comments: Pre-practicum required

X.EDUC-476 | Independent School: Beyond the Classroom

Offered: Summer

Credits: 2

Description: The independent school faculty member wears many "hats" in addition to that of the teacher.  Students in this course study the non-teaching aspects of independent school work, improving their ability to serve as stewards of their schools' missions. Guest speakers from independent schools will address these roles and facilitate students' investigation of other topics including school governance and administration, admissions, advancement, athletics, counseling, student and residential life, and more. Coursework will include analyzing case studies, budgets, interviewing various departments and jobs within an independent school, and an in-depth case study of the student's context based on  current independent school standards and best practices. Student work will culminate in the creation of a personal inventory and growth plan for successful career development in independent schools.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

Comments: This course will be held on campus at The Williston-Northampton School.

X.EDUC-477 | Seminar on Effective Teaching and Learning Strategies for Practitioners

Offered: Summer 2

Credits: 2

Description: In this hands-on course, participants working in classrooms explore issues and challenges of their professional and classroom practice, including: workshopping new curricular ideas, integrating evidence-based practices for effective classroom management and teaching, and ways to support other areas of the participants' administrative or co-curricular responsibilities. Participants attend group seminars and individual conferences intended to strengthen their confidence in the classroom and capacity to successfully engage diverse learners. Evaluation of performance is determined through course observations and by written assignments. This course is graded on a credit/no credit basis.

X.EDUC-489 | Catapult! Capstone Course

Offered: Spring  

Credits: 2-6

Description: This course is designed to catapult students' professional and personal leadership journey to the next level. It serves as an idea incubator, helping give teacher leaders the support and direction they need to propel themselves forward in their work and launch teacher-created ideas to improve education for all students. In this class, graduate students will demonstrate and document the impact of their knowledge gained throughout their journey at Mount Holyoke College. Students will choose a domain of the Teacher Leader Model Standards to focus their capstone work, then they will choose one of four pathways for the semester: a research study, a teacher-created project, a teacher leader internship, or National Board candidacy. They will apply their skill and knowledge under a teacher leader coach, who will support them and engage in weekly reflective practice of their teacher leadership work. At the end of the semester, teachers will complete and share a portfolio that demonstrates how their experiential learning experience has enhanced their practice as a leader and a teacher leader.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.EDUC-495 | Independent Study

Offered: Fall and Spring

Credits: 1-4

Description:

Instructor permission required for all who register.

Comments: Course can be repeated for credit.

X.ELL-403 | Research in Teaching English Language Learners

Description: This course introduces teacher candidates to the sociocultural context of schooling and examines current research in the field of ELL teaching and learning. The course will support teacher candidates in developing an orientation toward teaching as inquiry, as well as the ability to read and conduct classroom research. Critical qualitative methods (e.g., ethnography, case study, action research) will be considered and teacher research in the ELL classroom will be emphasized. Teacher candidates will develop and complete a qualitative inquiry project that investigates an aspect of language teaching or learning of interest to them.

Restrictions: This course is limited to graduate students; others may register with permission of the instructor.

Credits: 3

Offered: Summer 1  

Format: online

 

X.ELL-416 | Language Assessment and Classroom Practice

Offered: January Intersession  

Credits: 2

Description: Brief introduction to theory and practice in assessing students' academic English proficiency. Students will learn about purposes of and types of language assessments (e.g., large-scale standardized tests like WIDA ACCESS, alternative assessments like portfolios, formative assessments) and practice designing oral language assessment tasks and using rubrics  to evaluate student writing.

X.ELL-418 | Second Language Acquisition and Classroom Practice

Description: This course will a) introduce students to theories of second language acquisition (cognitive, social, and linguistic influences) and how these inform teaching practices, and b) introduce teaching methods and approaches to teaching ELLs so students can begin to make informed context-sensitive decisions about language teaching methods, techniques, lesson planning, materials, classroom management, etc.

Credits: 2

Offered: Summer 2  

Format: online

X.ELL-421 | Linguistics for Teachers

Offered: Fall

Credits: 2

Description: This course provides teacher candidates with an in-depth analysis of the structural and functional components of language: syntax, phonetics, phonology, morphology, semantics, register, and genre. Teacher candidates will apply concepts to language teaching and learning. The course will also include an in-depth look at functional linguistics and critical genre theory, focusing on how language functions in academic speech and writing.

Restrictions: This course is limited to graduate students only.

X.ELL-422 | Practicum Seminar in Teaching and Learning - Elementary ELL Education

Offered: Spring

Credits: 4

Description: This licensure-level weekly seminar provides teacher candidates with opportunities to examine curriculum development models, develop curricular units utilizing state and national content area standards, review research based models of classroom management, and engage in dialogue with practicing teachers regarding various aspects of teaching and learning. Additional topics covered will include: implementing translanguaging pedagogy, developing productive partnerships between ELL and content area teachers, legal obligations of teachers, and home-school communication.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only. Students may only register for X.ELL 422 if concurrently taking X.ELL 423.

X.ELL-423 | Student Teaching ELLs in Elementary Schools

Offered: Spring

Credits: 10

Description: Teacher candidates (TCs) participate in full-time supervised student teaching of grades PK-6 ELLs from January to June. TCs will hone classroom management skills, implement extended curricular units designed to support students’ development of disciplinary literacies, deliver lessons to support disciplinary English development in all content areas, and develop a wide range of assessment skills. Evaluation of performance is determined by on-site visits and written assignments. Successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only. Students may only register for X.ELL 423 if concurrently taking X.ELL 422.

X.ELL-426 | Methods in Teaching English Language Learners (ELL Methods)

Offered: Fall  

Credits: 4

Description: This course focuses on applying theories, principles, and evidence-based methods of second language acquisition to the development of materials, lessons, and curricula for teaching disciplinary English to K-12 speakers of other languages. Teacher candidates will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer-assisted materials, and realia, and demonstrate their understanding of critical issues in teaching ELLs. Teacher candidates must simultaneously be participating in pre-practicum observations.

Restrictions: This course is limited to Mount Holyoke graduate students only. Students must complete X.ELL 426, X.ELL 418, X.ELL 421.

Advisory prerequisites: Requires a field experience in an educational setting.

X.ELL-431 | Student Teaching English Language Learners in Secondary Schools

Offered: Spring

Credits: 10

Description: Teacher candidates (TCs) participate in full-time supervised student teaching of grades 5-12 ELLs from January to June. TCs will hone classroom management skills, implement extended curricular units designed to support students’ development of disciplinary literacies, deliver lessons to support disciplinary English development in all content areas, and develop a wide range of assessment skills. Evaluation of performance is determined by on-site visits and written assignments. Successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Restrictions: This course is limited to Mount Holyoke MAT students only. Students may only register for X.ELL 431 if concurrently taking X.ELL 433.

X.ELL-433 | Practicum Seminar in Teaching and Learning - Secondary English Language Learner Education

Offered: Spring

Credits: 4

Description: This licensure-level weekly seminar provides teacher candidates with opportunities to examine curriculum development models, develop curricular units utilizing state and national content area standards, review research based models of classroom management, and engage in dialogue with practicing teachers regarding various aspects of teaching and learning. Additional topics covered will include: implementing translanguaging pedagogy, developing productive partnerships between ELL and content area teachers, legal obligations of teachers, and home-school communication.

Restrictions: This course is limited to Mount Holyoke MAT students only. Students may only register for X.ELL 433 if concurrently taking X.ELL 431.

X.ELL-436 | Teaching English Language Learners Internship 1

Offered: Fall  

Credits: 2

Description: Students pursuing an additional license in teaching English language learners are expected to complete a supervised field experience of at least 60 hours in an approved ELL program in a public school setting (e.g., ELL content classroom, push-in teaching, pullout to separate classroom). In addition to the field experience component, students attend biweekly course meetings, during which they will have the opportunity to learn more about ELL program models and policy trends, English language development standards (e.g., WIDA, Next Generation ESL), tracking student development, advocacy, professional collaboration, and leveraging an additional license on the job market.

X.ELL-438 | Teaching English Language Learners Internship 2

Offered: January Intersession or Spring  

Credits: 3

Description: Students pursuing an additional license in teaching English language learners are expected to complete a supervised field experience of at least 100 hours in an approved ELL program in a public school setting (e.g., ELL content classroom, push-in teaching, pullout to separate classroom). In addition to the field experience component, students attend weekly course meetings, during which they will have the opportunity to learn more about  language development in the four domains (listening, speaking, reading, writing), planning curriculum for effective English language instruction in K-12 standards based settings, and ELLs and technology.

X.ELL-451 | English Language Development Standards and Assessment Framework

Offered: January  

Credits: 1

Description: This course introduces teacher candidates to the WIDA English language development standards and assessment framework, with a particular focus on understanding the large-scale standardized assessment of English language learners (e.g., WIDA ACCESS 2.0). This course will prepare teacher candidates to understand test design, prepare to participate in administrator training, and interpret score reports in ways that support their ability to use assessment to inform instruction and communicate with students and families about students’ English language development needs and progress.

Restrictions: This course is limited to graduate students only.

X.ELL-463 | Teaching English Language Learners: Sheltered English Immersion Endorsement (standalone course)

Description: This course is offered for teachers seeking SEI endorsement. It serves as the ReTELL course that provides an overview of pragmatic pedagogical strategies for including English Language Learners in content area classroom instruction. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation  Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.

Advisory prerequisites: This course is offered for licensed Massachusetts teachers and teacher candidates seeking SEI endorsement

Credits: 3

Offered: Summer 1  

Format: on-campus

X.MATH-400 | Developing Mathematical Ideas: Building a System of Tens

Description: Participants will explore the base-ten structure of the number system, consider how that structure is exploited in multi-digit computational procedures, and examine how basic concepts of whole numbers reappear when working with decimals. They will study the various ways children naturally tend to think about separating and combining numbers and what children must understand in order to work with numbers in these ways.

Credits: 2

Offered: Summer  

Format: Live classes on campus or online via Zoom   

 

X.MATH-401 | Developing Mathematical Ideas: Making Meaning for Operations

Description: This course provides opportunities for participants to examine the actions and situations modeled by the four basic operations. The course will begin with a view of young children's counting strategies as they encounter word problems, moves to an examination of the four basic operations on whole numbers, and revisits the operations in the context of rational numbers.

Credits: 2

Offered: Summer   

Format: on-campus

X.MATH-402 | Developing Mathematical Ideas: Examining Features of Shape

Description: Participants examine aspects of two-dimensional and three-dimensional shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The course includes a study of angle, similarity, congruence, and the relationships between three-dimensional objects and their two-dimensional representations. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Offered: Summer  

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-404 | Developing Mathematical Ideas: Working With Data

Offered:  Not Scheduled for This Year

Credits: 2

Description: Students will work with the collection, representation, description, and interpretation of data. They will learn what various graphs and statistical measures show about features of the data, study how to summarize data when comparing groups, and consider whether the data provides insight into the questions that led to data collection.

Restrictions: This course is limited to Mount Holyoke MAMT students only

X.MATH-405 | Developing Mathematical Ideas: Measuring Space in One, Two and Three Dimensions

Description: Participants will examine different aspects of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume.  They will also explore conceptual issues of length, area, and volume, as well as their complex interrelationships.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-406 | Developing Mathematical Ideas: Patterns, Functions and Change

Description: Participants discover how the study of repeating patterns and number sequences can lead to ideas of functions, learn how to read tables and graphs to interpret phenomena of change, and use algebraic notation to write function rules. With a particular emphasis on linear functions, participants also explore quadratic and exponential functions and examine how various features of a function are seen in graphs,tables, or rules. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MATH-407 | Reasoning Algebraically About Operations

Description: Participants examine generalizations at the heart of the study of operations in the elementary grades.  They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers.

Offered:  Summer

Credits: 2

Format: Live classes or online via Zoom

X.MATH-411 | Mathematics for Elementary Teachers

Description: This course equips educators planning to teach mathematics at the elementary (K-6) level with the foundations for teaching math and an understanding of the "why" underlying the formulas, procedures, and reasoning. Using an inquiry-based approach, future teachers learn about a range of topics relevant to elementary school (K-6) math pedagogy and curricula. Topics covered include: number sense, operations, data analysis, functional relationships, algebraic thinking, and geometry/measurement. At the end of the course, students are prepared to meet both federal Common Core standards and Massachusetts state standards, and to support their students by using best practices in math education.

Credits: 2

Offered: Summer 1     

Format: online      

X.MATH-424 | Developing Mathematical Reasoning

Description: Developing Mathematical Reasoning builds on and extends the work of X.MATH-460 | Connecting Arithmetic to Algebra. Students will work with a five-phase model for instruction in mathematical argument: Noticing, Articulating, Representing Specific Instances,Creating Mathematical Argument, and Comparing and Contrasting Operations. They will examine and implement a set of lessons designed to engage their own students with generalizations about the operations using these phases of instruction. Developing Mathematical Reasoning investigates how this approach to mathematics thinking supports a range of mathematics learners including those who have difficulty with grade-level mathematics and those who need additional challenge. A major focus of the course are student thinking assignments in which participants describe the thinking of their own students and the teacher moves they utilize to support them.

Credits:  4

Offered:  Spring

Format:  Online, mostly asynchronous with four live sessions

X.MATH-460 | Connecting Arithmetic to Algebra

Description: Connecting Arithmetic to Algebra (CAA) is a year-long professional development experience in which teachers consider generalizations that arise from the study of number and operations in grades 1 through 7. They examine cases of students who are engaged in the process of articulating general claims, working to understand those claims, and learning how to prove them. The course also focuses on how this approach to mathematical thinking supports a range of mathematics learners, including those who have difficulty with grade- level mathematics and those who need additional challenge.

Offered: Fall

Credits: 4

Format: Online, mostly asynchronous with four live sessions


X.MEDIA-411 | Visual Literacy and Media

Offered: Not Scheduled for This Year  

Credits: 2

Description: Most of us are constantly inundated by visual messages, but do we know or understand the design, intent and the impact of these communications? This intensive, interdisciplinary course provides theories and tools to critically analyze, interpret and read/understand visual messages presented through a variety of forms of media, such as film, photography, video, digital games, and the internet. Students will develop critical and cultural visual literacy analysis skills mainly through the language of cinematic conventions such as composition, lighting, movement, editing and symbolism in Chinese film and apply them to other cultural contexts and their own lives. They will also examine the role and influence of media and how social dimensions such as gender, race, class and ethnicity are portrayed.

X.MEDIA-413 | Use-Centered Design

Description: User-centered design is a framework used by organizations that create digital and physical goods and services. It focuses on how to create solutions that are well designed for an intended audience. This course will introduce students to key considerations, including how your product is organized (the architecture), how people will interact with it (the interface), and how easy-to-use and useful it is (the usability). In this course, participants will learn about the principles of user-centered design, what it means to frame both problems and solutions in a user-centered design perspective, and how to implement it into your practice.

Credits: 2

X.MEDIA-426 | New Media & Activism

Description: New media technologies such as video-sharing websites, podcasts, and social media have altered how we interact and consume news and information. While activists use these tools to raise awareness, educate citizens and mobilize support, these efforts can be overshadowed by corporations or political action groups with their own agendas and well-funded media campaigns.In this course participants explore how to use new media strategically to address social, economic and environmental issues, how to analyze media representations of these issues, and how to design media campaigns that build communities, organize efforts, and influence policy.

Credits: 2

Offered: Summer 1  

Format: limited residency: online with a 3-day campus-based residency 6/7-6/9/2018  

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MEDIA-428 | Citizen Journalism

Description: Citizen journalists can drive media coverage on social, environmental, health, and community issues. Not only does citizen journalism inform people, it can spark citizen engagement and give them a voice in decisions about public policies and priorities. Whether focused domestically or abroad, increasingly citizen journalists must master not only the art of writing, but also storytelling, multimedia skills, and how to do well-founded research. This course is an introduction to the field and covers the stages of news production (from collecting, verifying and analyzing data to packaging, distribution and audience development) and how technology is used to improve both reporting and storytelling.

Credits: 2

X.MEDIA-429AP | Media Production Topics: Audio Production

Description: In this course, participants will explore both the artistic and technical issues relevant to preparing music and sound for podcasts, video, and the web. Topics will include: acoustic theory, audio animation and sound effects, sound design, multichannel sound, mixing audio and audio processing techniques. No prior experience is necessary to take this course. This course will prepare participants to work with music and sound for both artistic and professional purposes.

Credits: 2

Offered: TBD 

Format: limited residency: online with a 3-day campus-based residency 

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MEDIA-429VP | Media Production Topics: Video Production

Description: This is a hands-on foundational class exploring every step of video production for educators, artists and other professionals in the community who want to create engaging, eye-catching videos. We will cover all of the components of production, including aesthetics and mechanics, narrative development, the role of audio, and the conceptual and technical aspects of editing. You are invited to come with a story to tell or a product, service or brand to promote. Plan to dedicate a significant amount of time outside of class sessions to readings, viewings, and practical assignments to expand your perspective of the power of communication through video. Students will complete a series of in-class exercise pieces, and each will make a short video as a final project.

Comments: Please come to class with your own external hard drive with a minimum capacity of 500GB, and also bring any equipment with video capabilities that you would like to use, including cell phones, tablets, DSLR cameras, camcorders, etc.

Credits: 2

Offered: January Intersession

Format: limited residency: online with a 5-day campus-based residency 

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options

X.MEDIA-429WD | Media Production Topics: Web Design

Description: This project-based course on web design emphasizes standards-based, accessible design. Participants will learn how to create and design webpages, manage web files, use CSS, work with different kinds of media, select a web hosting service, publish web pages, and evaluate website quality. Content will be provided, but participants with a project in mind are encouraged to bring content (text, images, media files) to use in the course. This course is designed for people interested in web design for either personal or professional settings

Credits: 2

Offered: Spring

Format: online

Professional Development Option: Yes

X.MEDIA-431 | Storytelling: Crafting Effective Narratives Across Media

Description: While storytelling comes in many forms, one of its notable characteristics in any form is the power it has to help ground and orient us. Narrative frames are used not only in entertainment and media, but also in disciplines as wide ranging as psychology, medicine, social change and business. In this course participants will learn how stories are constructed and created, how to assess a story’s strengths, and how to apply the elements of narrative across different media (writing, audio, images and video) to enhance the story you want to tell. This course will prepare participants to work with narrative and storytelling for personal projects, to promote change, and in professional settings.

Credits: 2

Offered: Summer 1  

Format: limited residency: online with a 3-day campus-based residency 6/10-6/12/2018  

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MGMT-416 | Participatory Community Development

Description: Participatory community development (PCD) is an approach to working with local communities, in partnership with government and non-government agencies. The goal of PCD is to empower local community members to be involved in the research, design, implementation, advocacy, monitoring, and evaluation of community projects, including those that generate sustainable sources of new income, food, and services. In this course, participants will explore different benefits and forms of PCD through case studies and methods of facilitating participatory project planning, and develop their ability to anticipate and evaluate the impacts/consequences of the projects.

Credits: 2   

Offered: Summer 2     

Format: limited residency: online with a 3-day campus-based residency 7/22-7/24/2018    

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MGMT-418 | Project Management for Nonprofits and Social Entrepreneurs

Description: There is one clear skill that all exceptional project managers (PMs) possess, "the ability to formulate alternatives." Those PMs with either the innate or developed ability to provide multiple solutions to problems and further create contingency plans if their solutions are not successful, find themselves working on projects that are delivered on-time, at or under-budget, and within the functional and/or technical satisfaction of their customer. Your goal is to identify and begin to develop this ability during this course. More importantly, it will provide you a platform to continue to grow, refine and implement this skill all under the umbrella of good project management approaches and practices. You will be able to identify, plan, schedule, cost estimate, implement and manage projects of virtually any size.

Credits: 2

Offered: January Intersession

Format: limited residency: online with a 5-day campus-based residency 

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options

X.MGMT-426 | Policy Advocacy for Small Organizations

Description: Description: For many small organizations, getting involved in policy advocacy can be a challenge because of limited budgets and modest staff sizes. Without attention though, critical issues and the interests of small organizations and their constituencies can be overlooked when policy analysis and issue development are framed without their voices. In this course, participants will learn how to get involved and exert influence in how legislative and regulatory policies are developed and implemented. Participants will learn about the principles and frameworks of advocacy, community education, constituency organizing, legal class actions, and how to put together an advocacy campaign.

Credits: 2

X.MGMT-429CP | Building Effective Organizations: Creativity, Problem Solving, and Decision Making

Description: Being a good leader often requires creativity, problem solving and decision making in contexts where there often are limited resources, not enough information, and urgency. This is a cognitive psychology approach to understanding how mental processes, including attention, perception, creativity, and problem solving can be harnessed to improve decision making for individuals and organizations.

Credits: 2

Offered: Summer 2  

Format: limited residency: online with a 3-day campus-based residency 7/22-7/24/2018  

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MGMT-429CU | Building Effective Organizations: Inclusion and Cultural Competency

Description: Research indicates that organizations with greater diversity and inclusion outperform their peer organizations in terms of financial performance, innovation, and the ability to develop talent. In order to build an inclusive organization, it is critical that leaders are able to understand how to effectively engage and support culture and diversity in their organizations. In this course students will learn to define, assess and enhance cultural competence in their own work, their organizations and in community efforts. Student will examine case studies, learn to conduct a strategic audit, and build a cultural competency toolkit that will focus on relevant foundational and strategic issues.

Credits: 2

Offered: January Intersession

Format: limited residency: online with a 5-day campus-based residency 

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options

X.MGMT-429MM | Building Effective Organizations: Mentorship Models to Grow Leadership

Description: Mentorship is a powerful tool for personal and professional growth; it provides support, insights, feedback, and helps people develop their knowledge, networks and capacities. People taking on new challenges can benefit from both formal and informal mentorship. In this social psychology approach to leadership, participants will explore the theories and research on mentorship, investigate different models and strategies for mentorship, and design a mentorship program for a particular organization or context (including businesses, non-profits, volunteer organizations, and community projects).

Credits: 2

Offered: TBD  

Format: limited residency: online with a 3-day campus-based residency  

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MGMT-431 | Social Entrepreneurship and Innovation

Offered: Not Scheduled for This Year 

Credits: 2

Description: This project-based course is designed for learning startup entrepreneurship methods from the idea stage to start-up, for commercial or social impact ventures (not-for-profit or for-profit). Students will learn about topics such as lean startup methods, market planning, development, finances, organization configurations, collaboration building, a customer and stakeholder and team- building and leadership to be able to apply them to practice in their own venture. Further study will include entrepreneurship, women in business, social impact, economic impact, and opportunity analysis.

X.MGMT-436 | Creating and Sustaining Public-Private Partnerships

Description: This course is for people working in both the private and public sector who want to learn how to build and sustain partnerships. Participants learn to: recognize the role and value public-private partnerships can play for both parties, identify the steps for assessing community needs and resources, develop shared goals, establish a strategic framework for action, manage communications and resource sharing, evaluate the initiatives for success, and sustain public-private partnerships over the long term.

Credits: 2

Offered: TBD

Format: limited residency: online with a 3-day campus-based residency.

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options.

X.MGMT-441 | Diversity and Intercultural Management

Description: In today’s globally interconnected world, organizational success is often dependent on the performance of teams that interact across significant distances and multiple cultural perspectives, internally and with their constituents. This course is designed to increase cultural competency and the success of leaders by combining an exploration of academic research and case studies with opportunities for application. By the end of the course, participants will understanding the cultural dimension of managing diverse and dispersed team members, learn to foster positive interactions, facilitate communication, and be able to identify and manage conflict more effectively.

Credits: 2   

Offered: Summer 2     

Format: limited residency: online with a 3-day campus-based residency 7/19-7/21/2018       

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

 

X.MGMT-452 | Fair Trade & Sustainable Tourism

Description: Partnerships to support fair trade and sustainable tourism often operate in a complex context of a) individual as well as institutional stakeholders with different amounts of power and b) economic, social and environmental goals that may not be shared. In this course, participants explore dimensions of these types of partnerships, the role of ethics, how to create shared goals and strategies, establishing structures to support and sustain high quality relationships, and how to assess partnerships for success. The culminating project in this course is to develop a partnership plan that could be used to create a new relationship between at least two key stakeholder groups or organizations.

Credits: 2

Offered: TBD

Format: limited residency: online with a 3-day campus-based residency

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options.

X.MTHED-404DV | Effective Practices for Advancing the Teaching and Learning of Mathematics: 'Developing Students' Mathematical Sense-Making'

Offered: Spring

Credits: 2

Description: Recent math reform efforts emphasize the importance of developing students' conceptual understanding over teaching procedures for students to memorize. For many teachers, this is a shift in practice because their own experiences in mathematics have been with the latter. In this course we will draw upon some of the leading experts in the field to explore how we can develop students' understanding in the domains of counting and cardinality, geometry, number and operations in base ten, algebraic reasoning, measurement, and functions. In each class session, we will explore one or more domains in depth as we engage in mathematical tasks and analyze student thinking through video and print cases.

X.MTHED-408 | Professional Development for Coaching Mathematics

Description: This course is designed for elementary math specialists with responsibilities for supporting teachers in the development of strong mathematics education programs. Participants explore issues related to: learning mathematics while in the context of teaching; facilitating the professional development of colleagues; teachers' and students' ideas about mathematics and learning; and fostering a stance of collaborative investigation. By way of a central theme of mathematics learning, the institute will offer coaches opportunities to explore, through the coaching perspective, ideas of number and geometry in the elementary grades.

Restrictions: This course is offered for graduate students; others may register with permission of the instructor.

Credits: 2

Offered: Summer 2     

Format: on-campus      

Professional Development Option: This course is available as a non-credit class. Interested?  Learn more about credit vs. non-credit options, or register here

X.MTHED-409 | Educational Leadership I: Exploring the Rules of Math Teacher Leadership

Description: This course will explore the roles of teacher leadership in math education at the local, state, and national level. Topics will include coaching, mentoring, writing (blogs, journals, op-eds, articles), professional learning communities (virtual and face-to-face), and advocacy. Participants will consider current issues and challenges facing students and teachers with regard to math education and will work to develop action plans to address these issues in the coming school year.

Offered: Summer  

Credits: 2

Format: Live classes on campus or online via Zoom

X.MTHED-410 | Developing Mathematical Ideas: Facilitator Training

Description: This course focuses on understanding the process of facilitating Developing Mathematical Ideas seminars. Students will analyze key mathematical and pedagogical ideas, examine the affordances of various instructional formats, learn how to respond in writing to the ideas of their seminar students, discuss issues of engaging adult learners, become familiar with the links between Developing Mathematical ideas and the Common Core content and practice standards as well as the NCTM teaching practices, and explore how to situate Developing Mathematical Ideas seminars in their own systems. Students will be actively engaged in every session, working in small group and whole group formats.

Credits: 2

Offered: Summer    

Format: Live classes on campus or online via Zoom

X.MTHED-411 | Educational Leadership II: Facilitating Adult Learning

Description: This course will support students in developing skills and knowledge to enable them to design and implement professional learning opportunities in mathematics for adults. Activities focus on four aspects: the importance of identifying key ideas and goals for professional learning, strategically using both small and whole group formats, an analysis of the range of professional learning experiences for teachers, and opportunities to practice facilitating professional learning with an audience of teachers.

Offered: Summer

Credits: 2

Format: Live classes on campus or online via Zoom

X.MTHED-412 | Mathematics Coaching: Designing Effective Professional Development

Offered: Not Scheduled for This Year

Credits: 3

Description: This course provides opportunities for math specialists/coaches of grades K-8 to design, develop, critique, implement, give, and receive feedback on mathematics professional development experiences that align with the Common Core standards and the particular needs of the school/district's participating staff. Topics include staying focused on mathematics while developing collaborative relationships, communicating with teachers and administrators, developing leadership skills, and continuing to be a learner. Emphasis will be placed on learning how to move a school and/or district toward their mathematics goals by providing both support and press for teachers who teach mathematics.

Restrictions: This course is limited to graduate students only

Advisory prerequisites: Prior experience with a DMI seminar recommended.

X.MTHED-413 | Supporting the Range of Learners in Mathematics Classrooms

Offered: Spring

Credits: 2

Description: Every teacher wants each student to achieve to the highest levels. And yet knowing how to do this can feel hard, overwhelming, and/or unclear. To make diverse classrooms feel more manageable and productive, this course will provide concrete methods and strategies teachers can use in classrooms to support all students. Students will engage in interesting mathematics every session; leave each session with something concrete to try in your classroom; read and analyze current research on supporting diverse learners; research your own students through case work and discussions with colleagues; and have new thought partners and colleagues who will be invested in your students' success.

Restrictions: This course is limited to graduate students only

X.MTHED-422 | Research on Learning: Implementing the Common Core Math Practice Standards

Offered: Not Scheduled for This Year

Credits: 2

Description: This course is focused on implementing mathematics instruction to support the development of conceptual understandings of mathematics.  Topics include creating a classroom climate for productive mathematics discussion, posing open-ended math tasks, asking probing questions, and exploring teacher moves that both challenge and support individual student learning. Analyzing classroom cases of practice will be a key feature.

Restrictions: This course is limited to Mount Holyoke MAMT students only.

Advisory prerequisites: Prior experience with a DMI seminar recommended.

X.MTHED-432 | Arts Integrated Math for Elementary Education

Description: This course focuses on math in K-5 classrooms and using Arts Integration pedagogies to help students make sense of math, develop number sense and conceptual knowledge, and communicate ideas and knowledge to others. Participants explore new ways to help students apply their knowledge and solve problems (independently and in collaboration) through creative arts, theater, and movement. Course methods include: hands-on experiential learning, case studies, and project-based math curriculum development. The course is aligned with standard math procedures and the Common Core State Standards in K-5 Math and covers how to use measurable outcomes and objectives in classroom assessment and evaluation.

Credits: 2 (also available for non-credit)

Offered: Summer

 

X.MTHED-465 | Action Research on Learning and Teaching

Description: This course will include action research on the mathematics learning of students and pedagogical moves of teachers. Participants will produce written cases of practice based on audio or videotaped classroom discussions and interviews with their own students.  Participants will analyze their own cases and those of their colleagues to examine the learning of students and the impact of teacher moves. Course instructors will also provide individual feedback based on the classroom cases.

Offered: Academic Year

Credits: 4

Format: Online, mostly asynchronous with four live sessions

X.MTHED-466 | Action Research on Math Teacher Leadership

Description: The course involves action research on the impact of teacher leadership roles in mathematics education. Students will implement the action plan created during Educational Leadership I, develop a capstone project, and report the results so the group can provide critical feedback and support. The scalable nature of this work allows each student to define a leadership role and project to fit their interests and professional goals.

Offered: Academic Year

Credits: 4

Format: Online, mostly asynchronous with four live sessions

 

X.MTHED-473 | Creating Accessible Mathematics Classrooms

Offered:  Fall     

Credits:  2

Description:  Supporting students with disabilities in mathematics can be enhanced by developing teachers’ mathematical content and pedagogical knowledge. This course will broaden teachers’ understanding of universal design for learning, EDC accessibility strategies, and the implementation of effective instructional routines. The course will also review the history of the disability rights movement with a lens on mathematics education and the importance of respecting neurodiversity. Studentsin the course will leave with specific skills and strategies they can implement in their own educational settings.

Restrictions: Course is open to matriculated and non-matriculated graduate students. Credit and non-credit options available.

X.PROST-429PR | Legal Topics: Intellectual Property

Offered: Not Scheduled for This Year  

Credits: 1

Description: This course provides insight into the professional working environment of lawyers, paralegal, and other related professions through an introduction to the complex ethical, legal and technical aspects of constitutional, criminal, and civil law. The class will then focus more deeply on themes related to intellectual property such as: the responsibility and rights of inventors, entrepreneurs, writers, and other artists; copyright exceptions and limitations; patent, trademark and unfair competition law and others. Guest speakers and a field trip to observe court cases will be offered to provide direct exposure to how law is actually interpreted and enforced.

X.PSYCH-438 | Strategies for Supporting Children in Foster Care

Description: Due to a host of factors, youth who are involved in the child welfare system are at risk of social, emotional, behavioral, and educational challenges. This course explores the child welfare system with an emphasis on foster youth and foster parent perspectives, the unique needs of youth in care, and strategies that promote resilience and positive youth development.

Credits: 2

Offered: January Intersession

Format: dynamic hybrid learning

Professional Development Option: Yes

X.SPED-416 | Interventions for Behavior and Classroom Management

Offered: January Intersession

Credits: 1

Description: In this course students will review research, theories, and practices for responding to challenging behavior. Topics will include establishing effective rules and procedures, classroom-and school-wide behavior management systems, and approaches for addressing individual student behavior and developing relationships with children and support professionals to improve behavior across settings.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.SPED-416 | Interventions for Behavior and Classroom Management

Description: In this course students will review research, theories, and practices for responding to challenging behavior. Topics will include establishing effective rules and procedures, classroom-and school-wide behavior management systems, and approaches for addressing individual student behavior and developing relationships with children and support professionals to improve behavior across settings.

Credits: 1

Offered: January Intersession

Format: online

Professional Development Option: Yes

X.SPED-421 | Assistive Technology for Special Education

Offered: Fall  

Credits: 1

Description: This course provides an introduction to teaching with technology and, more specifically, how assistive technologies can be used by individuals with disabilities, PreK-12, to enhance the teaching and learning experience. Students will have the opportunity to explore a range of devices, applications, software, etc. that enhance access to academic and non-academic learning in schools. Course assignments will help students develop an understanding of how to assess student assistive technology needs, employ and monitor interventions, and improve teaching through the use of technology.

Instructor permission required for all who register.

Restrictions: This course is offered for graduate students only.

X.SPED-422 | Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure PreK-8

Offered: Spring  

Credits: 4

Description: During seminar students will discuss the teaching of children PreK-8 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Advisory prerequisites: For MAT students pursuing special education licensure

X.SPED-423 | Student Teaching in Inclusive and Substantially Separate Classrooms for Students PreK-8 with Moderate Disabilities

Offered: Spring  

Credits: 10

Description: Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in PreK-8 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 hours of mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure.  Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-422.

Comments: This course is graded on a credit/no credit basis.

X.SPED-426 | The Inclusive Classroom

Description: This course surveys the etiology, diagnosis, and remediation of learning differences including dyslexia, attention deficit disorder, autism, as well as factors that influence a child's readiness to learn. Students present, discuss, question, and exchange ideas that contribute to an overall understanding of special education in the field. With an emphasis on inclusion in schools, students explore the impact of current policies, assessments, and practices. Students will have the opportunity to examine and practice applying interventions and approaches that support student engagement and prosocial behavior. The focus is on adapting the learning environment, classroom structures, and teaching approach so that all children, regardless of learning strengths and needs are supported to reach their potential and achieve meaningful goals.

Credits: 2

Offered: Summer 2  

Format: limited residency: online with a 5-day campus-based residency 

X.SPED-431 | Student Teaching in Inclusive and Substantially Separate Classrooms for Students Grades 5-12 with Moderate Disabilities

Offered: Spring  

Credits: 10

Description: Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in Grades 5-12 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 hours of mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure.  Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-433.

Comments: This course is graded on a credit/no credit basis.

X.SPED-433 | Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure 5-12

Offered: Spring  

Credits: 4

Description: During seminar students will discuss the teaching of children grades 5-12 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-431.

Advisory prerequisites: For MAT students pursuing special education licensure

X.SPED-436 | Moderate Disabilities Internship I: Student Teaching in Self-Contained Classrooms

Offered: Fall  

Credits: 2

Description: Students are expected to complete a supervised field experience of at least 60 hours in a self-contained special education classroom in a public school setting. Placements can be located within or outside of the Five College area. In addition to the field experience component, students attend three course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act policies and placement options, interpreting Individualized Education Program plans, and planning curriculum for self-contained special education classrooms.

Comments: Credit/no credit grading.

X.SPED-438 | Moderate Disabilities Internship II: Student Teaching in Inclusive and Self-Contained Classrooms

Offered: Spring  

Credits: 3

Description: Students are expected to complete a supervised field experience of at least 100 hours in an inclusive classroom in a public school setting.  Placements can be located within or outside of the Five Colleges area. In addition to the field experience component, students attend weekly course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act policies and placement options, interpreting Individualized Education Program plans, and planning curriculum for inclusive classrooms.

Comments: Credit/no credit grading.

X.SPED-441 | Differentiated Instruction for Diverse Learners

Description: This course will address the design and modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Students will learn ways to prepare and maintain students with disabilities to succeed in general education classrooms, to monitor academic and behavioral progress, and to make instructional decisions accordingly. Students will experiment with a variety of technological tools for teaching PreK-12 such as applications and web-based tools for student engagement and progress monitoring. Coverage will include instruction on assistive technology, including AAC, to support students with disabilities to learn in the least restrictive environment.

Credits: 2

Offered: Summer 2  

Format: limited residency 

X.SPED-447 | Assessment and Instruction for Exceptional Learners

Offered: Fall  

Credits: 3

Description: In this class, students will examine legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, and placement for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds. Through course activities students learn to: administer psychoeducational and achievement tests; explore formal and informal assessments that minimize bias; interpret results and use data to guide educational decisions for individuals with exceptionalities; make collaborative, data-based decisions with and about learners; monitor the learning progress of individuals with exceptionalities.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.SPED-463 | Foundations of Reading: Development, Comprehension, Instruction, and Assessment

Description: Reading development, assessment, comprehension and instruction are central to the course. Through a combination of readings, lectures, & experiences, this course will provide students with the knowledge & skills to assess literacy needs and implement effective language arts instruction for all learners. The course includes a study of the writing process, with coverage of phonics, spelling, & grammar. The Massachusetts Curriculum Framework for English Language Arts and Literacy is addressed, as are all content objectives for the Foundations of Reading MTEL test required of Early Childhood, Elementary, and Moderate Disabilities (PreK-8 and 5-12) licensure candidates in the Commonwealth.

Credits: 4

Offered: Summer 1

Format: on-campus

X.SPED-471 | Legal Perspectives in Special Education

Description:This course will review state and federal laws and regulations that represent the requirements for special education. Participants will be introduced to concepts including educational terminology for students with mild to moderate disabilities; preparation, implementation, and evaluation of Individualized Education Programs (IEPs); review of federal and state laws and regulations pertaining to special education and the history of special education

Credits: 1

Offered: January Intersession

Format: online

Professional Development Option: Yes

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X.SPED-481 | Special Education Law: Transitions, Collaboration, and Applications

Description: This course will review state and federal laws and regulations which governing special education and their implications, including preparation, and evaluation of Individualized Education Programs (IEPs), knowledge of transition services and services provided by other agencies, strategies for building and maintaining collaborative partnerships with team members, the role of families in advocacy and planning, and cultural variables that influence school culture and accessibility.

Credits: 2

Offered: Summer 2  

Format: online

X.SPED-495 | Independent Study

Offered: Fall and Spring  

Credits: 1-4

Description: Students enrolled in this course collaborate with the instructor to further their learning in teacher leadership through advanced independent research or an academic project on a specific topic that is distinct from existing course offerings within the MATL program of study. Together they outline a series of academic activities and unique work products that the student generates throughout the semester to demonstrate learning. Some examples include: conducting in-depth research, developing programs or curriculum related to instructional leadership, mentoring, and coaching, writing comprehensive papers for presentation and/or publication in education journals.

Instructor permission required for all who register.

Comments: In fall, spring, and full summer terms, this independent study may range from 1 to 4 credits. In January and partial summer terms (Summer 1, Summer 2), this independent study may range from 1 to 2 credits.

Course can be repeated for credit.

X.WRTNG-406 | Creative Inquiry and Writing a Research

Offered: January Intersession  

Credits: 2

Description: This course will immerse students in writing as informal research practice. Taking as our starting point contemporary American writing addressing the labor conditions of late capitalism, we will examine strategies for creative inquiry used to document and research topics not normally or officially investigated. Due to the length of this course, we'll focus particularly on short forms and generating new writing, as opposed to revision and critique. Topics to be discussed will include research as community building, fragment as form, and the collapsing of high vs low culture in contemporary American experimental writing. Students will write into a variety of forms modeled by readings from Jill Magi, Bhanu Kapil, Dodie Bellamy, Brandon Brown and Stephanie Young, among others.

Advisory prerequisites: English (reading and writing) fluency is required. Previous experience with creative writing is advised, but not required.

Comments: Requirements of the course will include daily class participation including reflective and critical posts, as well as a final portfolio of original writing.