Education Studies Archive 2020-2021

4.00

Working with children and adolescents is a facet of many professions. This course will introduce students to the study of education occurring in formal and informal settings. This course focuses on the relationships among, and between, teachers, discourse, and community. Students will glean insight into the relationship of school and society as well as power and control in American Education. Required of all education minors. Five hours of field work required.

4.00

Examines the nature and development of human abilities and the teaching-learning process. Considers the facts and generalizations of child and adolescent growth and development, working with diverse cultures, and special needs children in school settings. Ten hours of field work.

This class fulfills the Expanded Classroom Requirement

4.00- 8.00

In this course students meet community needs by engaging in service-learning outside the classroom. Students complete 35 hours per semester of educational tutoring in a local school (K-5), in conjunction with a weekly seminar on campus. Open to all majors. No previous experience required.

4.00

Students complete a minimum of 35 hours of tutoring and coaching in an educational setting, or a community organization in conjunction with a weekly seminar on campus. Programs include COACH, Connections to College, and others. Open to all majors. No previous experience required.

Open to all majors,Instructor's signature required

4.00

Students complete all research, travel, and reporting requirements in conjunction with Suffolk University's Alternative Spring Break. Open to all majors. No previous experience required.

4.00

In this course students meet community needs by engaging in service-learning outside the classroom. This course introduces students to the basic competencies of school teaching. Topics include: lesson planning, classroom management, grouping for instruction, effective pedagogical practices, assessment methods, requirements for licensure in Massachusetts, and discipline specific curriculum development using the curriculum frameworks/common core state standards. Field observations (25 hours) required.

4.00

The relationship between cultural diversity and schooling is explored by examining impediments to academic achievement and advancement by minority students, non-native English speaking students, and other under-represented groups. Topics include: standardized testing, identification of inequities, legal and ethical responsibilities of teachers, and promoting equity. Ten pre-practicum observation hours required for teacher candidates.

4.00

This course examines the specific needs and challenges of the various language and cultural groups in schools. Topics include: theories of 1st and 2nd language acquisition, strategies for teaching academic content, modifying instruction in the mainstream classroom, creating classroom cultures that invite all students into learning, the role of advocacy and professional collaboration in ESL, and analysis of policies related to assessment and placement of English Language Learners.

Take EDUC-315

4.00

Students will have opportunities to put the theories and techniques learned in EDUC 315- Strategies for Working with English Learners into practice. Students will be placed in various Suffolk University sites or classrooms where they will work to meet the specific needs and challenges of educating various language and cultural groups. Students will be required to spend 30 hours working in their placements. Students will attend a weekly seminar where connections between theory and practice are explored, experiences are shared, and Teaching & Service Portfolios will be created.

4.00

This course focuses on the exploration and understanding of issues, strategies and frameworks related to developing and implementing youth programs. Students will be exposed to developmental theories, and various components of effective youth programmatic planning. Topics include: conducting needs assessments, developing goals and objectives, logistics planning, recruitment and training, and program evaluation.

4.00

This course is an in-depth investigation of policies effecting urban schools; topics include: demographic influence on education, influences of national and state regulations on urban schools, sociological factors unique to urban schools, and in-depth analysis of equity and achievement.

4

Examines major current issues of educational policy against the background of demographic trends, technological innovations, standardized testing, and curricular shifts.

An independent study form must be submitted to the CAS Dean's Office.

1.00- 4.00

Members of the Department will meet with students to direct their research in areas of special interest to them. Projects of this sort will be authorized only in unusual circumstances upon the recommendations of the Department Chairperson and with the approval of the Dean. Offered by arrangement only.

4.00

An examination of traditional and contemporary problems associated with major social institutions such as the family, economics, government and education. Social forces related to ethnicity, social class, health and welfare, and urbanization are also included. Alternative remedial measures based on behavioral science theories are discussed. Majors and minors must pass with a grade of "C" or better.

4.00

The goal of the course is to provide a broad overview of children and youth and their place in American society. Particular attention is paid to (1) the impact of geographical location, social class, gender, race, sexuality, popular culture, mass media, and technology; (2)the intersection of youth cultures and mainstream society; and (3) the contention that some youth cultures are "deviant".

4.00

A study of the different types and functions of communities. Through identifying community needs, resources, and structure, students learn effective ways to organize for change.

4.00

Working with children and adolescents is a facet of many professions. This course will introduce students to the study of education occurring in formal and informal settings. This course focuses on the relationships among, and between, teachers, discourse, and community. Students will glean insight into the relationship of school and society as well as power and control in American Education. Required of all education minors. Five hours of field work required.

4.00

Examines the nature and development of human abilities and the teaching-learning process. Considers the facts and generalizations of child and adolescent growth and development, working with diverse cultures, and special needs children in school settings. Ten hours of field work.

This class fulfills the Expanded Classroom Requirement

4.00- 8.00

In this course students meet community needs by engaging in service-learning outside the classroom. Students complete 35 hours per semester of educational tutoring in a local school (K-5), in conjunction with a weekly seminar on campus. Open to all majors. No previous experience required.

4.00

Students complete a minimum of 35 hours of tutoring and coaching in an educational setting, or a community organization in conjunction with a weekly seminar on campus. Programs include COACH, Connections to College, and others. Open to all majors. No previous experience required.

Open to all majors,Instructor's signature required

4.00

Students complete all research, travel, and reporting requirements in conjunction with Suffolk University's Alternative Spring Break. Open to all majors. No previous experience required.

4.00

In this course students meet community needs by engaging in service-learning outside the classroom. This course introduces students to the basic competencies of school teaching. Topics include: lesson planning, classroom management, grouping for instruction, effective pedagogical practices, assessment methods, requirements for licensure in Massachusetts, and discipline specific curriculum development using the curriculum frameworks/common core state standards. Field observations (25 hours) required.

4.00

This course is designed for Jumpstart Corps members to develop competencies in teaching strategies for reading and writing. The course introduces theoretical and instructional issues in the development of literacy skills. Students will be engaged in reflective, critical consideration of students' diverse needs in the acquisition of literacy.

4.00

The relationship between cultural diversity and schooling is explored by examining impediments to academic achievement and advancement by minority students, non-native English speaking students, and other under-represented groups. Topics include: standardized testing, identification of inequities, legal and ethical responsibilities of teachers, and promoting equity. Ten pre-practicum observation hours required for teacher candidates.

4.00

This course examines the specific needs and challenges of the various language and cultural groups in schools. Topics include: theories of 1st and 2nd language acquisition, strategies for teaching academic content, modifying instruction in the mainstream classroom, creating classroom cultures that invite all students into learning, the role of advocacy and professional collaboration in ESL, and analysis of policies related to assessment and placement of English Language Learners.

Take EDUC-315

4.00

Students will have opportunities to put the theories and techniques learned in EDUC 315- Strategies for Working with English Learners into practice. Students will be placed in various Suffolk University sites or classrooms where they will work to meet the specific needs and challenges of educating various language and cultural groups. Students will be required to spend 30 hours working in their placements. Students will attend a weekly seminar where connections between theory and practice are explored, experiences are shared, and Teaching & Service Portfolios will be created.

0.00

Students will travel to Costa Rica for a unique cultural and educational experience. Students will spend an intensive week of teaching English in a language program. This faculty-led trip will provide students with opportunities to put the theories and techniques learned in previous Education courses into practice, while being supported by Professor Robinson. Students will work to meet the specific needs and challenges of educating young Costa Ricans. Students will also travel to different parts of the country and learn about the natural and cultural wonders of Costa Rica. This trip is open to all students but will fulfill the required 30 practicum hours for those students enrolled in or considering the TESOL Certificate.

4

Explores the evolution of schooling in the United States from The English High School to present. Theorists include: Mann, Franklin, Dewey, Sizer, and others.

4.00

This course focuses on the exploration and understanding of issues, strategies and frameworks related to developing and implementing youth programs. Students will be exposed to developmental theories, and various components of effective youth programmatic planning. Topics include: conducting needs assessments, developing goals and objectives, logistics planning, recruitment and training, and program evaluation.

4.00

This course is an in-depth investigation of policies effecting urban schools; topics include: demographic influence on education, influences of national and state regulations on urban schools, sociological factors unique to urban schools, and in-depth analysis of equity and achievement.

4.00

Examines major current issues of educational policy against the background of demographic trends, technological innovations, standardized testing, and curricular shifts.

An independent study form must be submitted to the CAS Dean's Office.

1.00- 4.00

Members of the Department will meet with students to direct their research in areas of special interest to them. Projects of this sort will be authorized only in unusual circumstances upon the recommendations of the Department Chairperson and with the approval of the Dean. Offered by arrangement only.