Department of Literacy & Language, Counseling & Development
THE DOCTORAL PROGRAM
Master's and CAGS Studies
Practicum/Field Experience
COUNSELING
School Counseling
Community Counseling
Sport Psychology
Certificate of Advanced Graduate Study
DOCTORAL PROGRAM IN COUNSELING PSYCHOLOGY
EDUCATION OF THE DEAF
Deaf Studies (BS)
Education of the Deaf (EdM)
American Sign Language (ASL)/Education of the Deaf
(EdM or CAGS)
ENGLISH AS A SECOND LANGUAGE (ESL)
Teaching English to Speakers of other Languages (Tesol) College and Adults
Licensure as Teacher of English as a Second Language (ESL) (Pre-K–6 or 5–12)
HUMAN DEVELOPMENT & EDUCATION
LITERACY & LANGUAGE EDUCATION READING EDUCATION
Literacy & Language Education
Reading Education
Donald D. Durrell Reading & Writing Clinic
MODERN FOREIGN LANGUAGE EDUCATION
Department Chair
Shanley Allen
617-358-0354
E-mail: shanley@bu.edu
The Department of Literacy & Language, Counseling & Development includes faculty from a variety of disciplines who have a common interest in the cognitive, psychological, linguistic, social, and moral development processes, from birth to adulthood. Members of the department and their students study the acquisition and development of language and literacy, influences of the sociocultural environment, and the psychological growth and well-being of the individual. Research by faculty and students in specialized areas has involved Boston University in a variety of innovative school-based and community programs that represent landmarks in the evolution of education and counseling. Undergraduate and graduate studies are possible in the department. Students may pursue their individual interests at the master’s or CAGS levels in the following areas:
Counseling
Education of the Deaf
English as a Second Language
College and Adults (TESOL)
(ESL—Pre-K–12 Licensure)
Human Development and Education
Literacy & Language Education
Modern Foreign Language Education
(MAT available)
Reading Education
The Doctoral Program
Doctoral study in the Department of Literacy & Language, Counseling & Development fosters mastery of specialized areas. Graduate study at the doctoral level includes both a solid foundation in the specialization and practical experience that helps students deeply understand their role in a professional setting. All doctoral candidates must be able to conduct research and analyze research methods in their specializations. Students must successfully complete qualifying tasks and a research dissertation in their professional specialization.
Master’s and CAGS Studies
Students may complete a program in Literacy & Language, Counseling & Development at the EdM or CAGS level as indicated at the beginning of each program below. The EdM requires a minimum of 32 credits (some programs require more), and the CAGS program requires a minimum of 32 credits plus a project. Students at these levels are also eligible to enroll in many courses offered throughout Boston University.
Practicum/Field Experience
Boston University benefits from a history of relationships with Boston-area urban and suburban school systems that offer graduate students satisfying field experiences under the guidance of expert specialists and faculty. Students who pursue their graduate studies on a part-time basis must arrange their time to be able to complete a practicum on a full-time basis. The School of Education reserves the right to determine whether a student is fully prepared to enter a student-teaching practicum, including passing the SED Literacy Test prior to admission to the practicum.
COUNSELING
School Counseling
Community Counseling
Amanda Sommerfeld
617-353-7107
E-mail: sommak@bu.edu
Sport Psychology
Amy Baltzell
617-358-1080
E-mail: baltzell@bu.edu
Degree and Certificate Offered
EdM, CAGS in Counseling with specializations in:
Community Counseling
School Counseling
Sport Psychology
All specializations in the Counseling
Program are founded on developmental psychology.
School Counseling Community Counseling
Application Intensive one-year as well as part-time study arrangements can be made. Students generally enter the program in May but, with approval, may begin academic work in other terms (July, September, and January). Most students elect to begin with summer study and continue for the full calendar year and/or beyond, if additional licenses or degrees are being pursued. Those wishing to apply for clinical internships in the first year of study (intensive option) must submit their application by March 15 so that a clinical position can be arranged for each matriculated student. If seeking financial assistance, please note that priority is given to students who apply for aid by February 15. Students are required to meet School of Education and program requirements.
Master of Education The Master of Education Program is available to individuals who have completed bachelor’s degrees in accredited colleges and universities throughout the world. While evidence of commitment to human service is a prerequisite, it is not necessary to have majored in the social or behaviorial sciences. The minimum requirement for completion of the EdM program is eight courses (a total of 32 semester hours) for Community Counseling students not seeking licensure. Students specializing in school guidance counseling generally follow a 12-month program of study beginning (or ending) with summer semester hours. Although most students elect our intensive 1-year programs, international students for whom English is a second language should expect a 2-year program, with an arranged clinical experience during the second year. Coursework includes studies in counseling theory, human development, measurement, special populations, and cross-cultural perspectives, as well as supervised practice in counseling. All students interested in these courses should request preliminary advising from the program coordinator prior to registering. Diverse, approved electives drawn from across the University and consortium can also be suggested to individual students who have interest in special settings or forms of counseling.
Courses
(Required for all School and Community Counseling EdM Students)
SED CE 726 Clinical Assessment: Psychological Testing
SED CE 737 Counseling: Philosophy, Theory, and Practice
SED CE 741 Cross-Cultural Perspectives
SED CE 746 Clinical Practice (2 semesters)
SED CE 841 Theories of Human Development (Infancy, Childhood, and Early Adolescence)
or
SED CE 842 Theories of Human Development (Adolescence and Adulthood)
SED RS 600 Perspectives on Inquiry
One approved elective
Massachusetts Licensure The school specialization within the School of Education has current Massachusetts-approved program status for the school guidance and school adjustment counselor sequence. Students who wish to be licensed as guidance counselors in the Commonwealth of Massachusetts should so indicate at the time of application and must complete a total of 40 credits, including the core curriculum, one elective, and the following courses:
SED CE 735 Issues in School Counseling
SED CE 739 Psychology of Vocational Development
Pre-service students must pass the Massachusetts Communication and Literacy Test.
First-year SED school guidance counseling students also seeking licensure as school adjustment and mental health counselors may apply to remain for a second year of preparation. New candidates holding master’s degrees in relevant areas may elect to apply for the CAGS program or a second master’s degree.
Note: The clinical portion of the program (SED CE 746) requires 12 to 20 hours per week September–June in appropriate school or community settings.
Licensure regulations vary from state to state. In some states, students must have teaching experience and teacher licensure in order to work as guidance counselors. Students are urged to contact the appropriate state Department of Education to determine current licensure requirements and to consult with their academic advisor before registering for courses.
Sport Psychology
Application Students generally enter the program in September but, with approval, may begin academic work in other terms. Part-time arrangements can be made. Priority for financial assistance is given to students who apply for aid by February 15. All students participate in a two-semester practicum experience which is assigned in September. Students are required to meet the School of Education entry requirements.
Master of Education The Master of Education program in counseling with a sport psychology specialization places emphasis on wellness, performance enhancement, and positive psychology. The program is available to individuals who have completed bachelor’s degrees in accredited colleges and universities throughout the world; it is not necessary to have majored in the social or behaviorial sciences. In addition, students must have demonstrated significant interest in both counseling psychology and a performance domain. The coursework comprises a total of 36 semester hours, including two semesters of participation in a 15-hour-per-week practicum experience focused on athletic performance enhancement or youth development. The program can be completed within one academic year of full-time study (September to May).
Courses
Required for all Sport Psychology EdM students.
SED CE 650 Counseling Skills and Techniques in Sport and Exercise Psychology
SED CE 737 Counseling: Philosophy, Theory, and Practice
SED CE 746 Clinical Practice (2 semesters)
SED DS 504 Adolescent Development
SED DS 700 Advanced Seminar in Sport and Exercise Psychology
SED PE 505 Foundations of Sport Science
SED RS 600 Perspectives on Inquiry
One approved elective
The elective may include SED CE 847 Theories of Group Counseling, SED CT 524 Values in Physical Education and Sport, or SED PE 529 Psychology of Coaching Teams. The elective can also be completed in the summer by taking SED CE 620 Psychology of Performance Excellence or SED CE 630 Applied Positive Psychology.
Certificate of Advanced Graduate Study
The Certificate of Advanced Graduate Study (CAGS) in counseling is open to individuals who have completed the master’s degree in counseling or a related area. Those seeking initial licensure as a school counselor or a license in mental health counseling may elect to earn a second master’s degree or earn a CAGS.
The CAGS program in counseling is also designed for individuals who are practicing professionals in an appropriate education, human development, or mental health position and who wish to upgrade their knowledge, skills, or license status. An individualized program of study developed on a contract basis between student and advisor can be completed in two semesters. Eight courses (32 credits) including a supervised clinical experience are required as well as completion of a comprehensive treatise.
DOCTORAL PROGRAM IN COUNSELING PSYCHOLOGY
Steven N. Broder
Director, Counseling Psychology
617-358-4766
E-mail: sbroder@bu.edu
Amy Baltzell
Coordinator, Sport Psychology specialization
617-358-1080
E-mail: baltzell@bu.edu
The doctoral program in Counseling Psychology is based on a traditional scientist-practitioner model, emphasizing psychological theory and knowledge, as well as the development of counseling practitioner skills.
The curriculum is grounded in an educational/developmental model with intervention methods appropriate to the stage and phase of life of the individual and/or group. Personal transformations, whether positive or negative, are understood as the outcome of maturation, education, and experience.
The Counseling Psychology’s core program is based on research and theory in the foundational areas of psychology and counseling psychology, with specific emphasis on the contributions and practices of sport/performance psychology. In addition, it draws upon positive psychology, reflecting consideration of good character habits and strengths, with the goal of contributing to the wellness and flourishing of the individual, group, and/or community.
The program prepares students to work primarily in educational settings (such as college counseling centers and public and private schools) and with those whose goal is optimal performance (such as elite athletes, performing artists, teams, and sports organizations).
The Counseling Psychology program currently has six core faculty members, all of whom are licensed psychologists:
Clinical Assistant Professor Amy Baltzell, EdD—Expertise in sport and performance psychology.
Associate Professor Stephen M. Brady, PhD—Expertise in prevention of HIV and AIDS and gay/lesbian identity development.
Clinical Associate Professor Steven N. Broder, PhD—Expertise in psychological assessment and counseling.
Professor and Dean Hardin L. K. Coleman, PhD—Expertise in school counseling and minority student achievement.
Professor Thomas Cottle, PhD—Expertise in children and adolescents at risk.
Professor Leonard Zaichkowsky, PhD—Expertise in sport and performance psychology.
Licensure Track
The courses listed below are required of all Counseling Psychology doctoral students who intend to seek state licensure as psychologists. This program received designation status by the Association of State and Provincial Psychology Boards/National Registrar Joint Designation Project in May, 2008. Designation qualifies graduates of the program to apply for licensure in Massachusetts and many other states. Requirements for licensure vary from state-to-state and students should check the requirements of states in which they seek licensure.
CAS MA 614 Statistics
CAS MA 684 Multivariate Analysis
GSM MH 716 Career and Vocational Counseling
GRS PS 761 Major Issues in Social Psychology
GRS PS 770 Ethics in Psychology
GRS PS 772 Clinical Psychological Assessment
GRS PS 774 Clinical Psychological Assessment Lab
GRS PS 791 Psychology of Social Oppression
GRS PS 821 Learning
GRS PS 829 Clinical Neuropsychology
SED CE 630 Applied Positive Psychology
SED CE 650 Counseling Skills and Techniques in Sport and Exercise Psychology
SED CE 847 Theories of Group Counseling
SED CE 946 Advanced Practicum
SED DS 504 Adolescent Development
SED DS 700 Advanced Seminar in Sport and Exercise Psychology
SED ED 703 Intellectual History of Education: Plato, Rousseau, James, Lewis
SED PE 505 Foundations of Sport Science
SED RS 652 Qualitative Research Methods
SED RS 654 Educational Inquiry and Proposal Writing
SED RS 750 Advanced Research Seminar
STH TY 956 Near History of Psychology and Counseling Psychology
SED LC 999 Dissertation Advisement
Non-Licensure Track
Doctoral students specializing in sport psychology who do not intend to seek licensure as psychologists will follow a different sequence of courses:
CAS MA 614 Statistics
CAS MA 684 Multivariate Analysis
SED CE 630 Applied Positive Psychology
SED CE 847 Theories of Group Counseling
SED CE 650 Counseling Skills and Techniques in Sport and Exercise Psychology
SED CE 946 Advanced Practicum
SED CT 524 Institute on Values in Physical Education and Sport
SED DS 504 Adolescent Development
SED DS 700 Advanced Seminar in Sport and Exercise Psychology
SED ED 703 Intellectual History of Education: Plato, Rousseau, James, Lewis
SED PE 505 Foundations of Sport Science
SED PE 529 Psychology of Coaching Teams
SED RS 652 Qualitative Research Methods
SED RS 654 Foundations of Educational Inquiry
SED RS 750 Advanced Research Seminar
SED LC 999 Dissertation Advisement
Students in both the licensure and the nonlicensure tracks must pass two departmental comprehensive examinations before proceeding to the dissertation. The dissertation, written under the supervision of a faculty committee, must be based upon original research about a significant topic in the field.
Frequently Asked Questions
Q: When are most of the doctoral classes held?
A: The School of Education schedules doctoral classes during late afternoon and evening hours or occasionally on Saturdays to accommodate students with professional responsibilities.
Q: Can I complete the doctoral program while holding a full-time job?
A: Yes. Most of our doctoral students have full-time jobs and manage to successfully complete the program.
Q: Do part-time graduate students pay a reduced tuition rate?
A: Yes. Part-time graduate students enrolled for School of Education classes offered after 4 p.m. are able to pay for tuition at a reduced rate per credit (up to 11 credits). For 2009-10, the SED reduced evening rate is $592/credit. The SED daytime and non-SED rate is $1,184/credit.
Q: Is financial aid available?
A: Each academic year, the School of Education awards approximately $3.8 million in scholarship money to its full-time graduate students. Merit-based scholarships of $25,400 are currently available to many full-time students. Students with financial need may also qualify for federal loans and Federal Work-Study. EdD candidates are encouraged to apply by January 15. Please contact the School of Education Graduate Financial Assistance office for further information at sedaid@bu.edu.
EDUCATION OF THE DEAF
Marlon Kuntze
617-353-3205 (V/TTY)
E-mail: kuntze@bu.edu
Degrees and Certificate Offered
BS in Deaf Studies
EdM, CAGS in Education of the Deaf
EdD in Developmental Studies (Literacy and Language Education)
PhD in Applied Linguistics (in the Graduate School of Arts & Sciences)
Deaf Studies (BS)
The undergraduate program in Deaf Studies prepares students for careers requiring knowledge of American Sign Language (ASL), and Deaf culture and history. For further information about the undergraduate program, contact Boston University Admissions, 121 Bay State Road, Boston, MA 02215 and/or the programs in Deaf Studies at deafstdy@bu.edu.
Education of the Deaf (EdM)
Based on a bilingual/bicultural (ASL and English) approach to instruction, the graduate program coursework in education of the Deaf is designed for students interested in working with Deaf children in a variety of school settings. Students develop an understanding of the nature of language, linguistic theory, language acquisition, the teaching of language (ASL as a first language and English as a second language), cognitive and social processes in learning, cultural implications of instruction, as well as instructional strategies for teaching content subjects. Students will be required to complete an advanced sequence of ASL as a second language. Prior to graduation students will have to pass an ASL proficiency assessment. In addition to the regular sequence, students have the opportunity to obtain additional coursework in one of the following areas: linguistics, curriculum development, the education of multiple-handicapped children, counseling, administration, English as a second language, or bilingual/bicultural education. Two practica are required, including a one-semester, part-time tutorial for improving English in Deaf children and a one-semester, full-time student-teaching practicum, either in a residential school or nonresidential program—day school or day classes—serving Deaf children. Completion of the program in Education of the Deaf may lead to initial licensure as a teacher of the Deaf and Hard-of-Hearing.
American Sign Language (ASL)/Education of the Deaf (EdM or CAGS)
The EdM and CAGS sequences in education of the Deaf are one-year, full-time specializations for students who wish either to enhance their current careers by acquiring knowledge and experience in Deaf studies or to attain the background necessary for further graduate study or career changes. Teachers of the Deaf may use the course credits toward the Council on Education of the Deaf (CED) requirement for professional and ongoing certification. Coursework can be taken in ASL and ASL linguistics, Deaf culture and history, Deaf literature and education, counseling, linguistics, psychology, literacy, and bilingualism/biculturalism.
Students interested in doctoral work in these areas should refer to the description of the EdD in Developmental Studies under Literacy & Language Education. A PhD in Applied Linguistics may be earned in the Boston University Graduate School of Arts & Sciences.
Admission Complete applications must be received by January 15 to be considered for admission for the following September. Any application received after this date will be reviewed for acceptance on a space-available basis.
Prerequisites Coursework in American Sign Language, language acquisition, and general education is required prior to entering graduate-level courses. Some prerequisites may be offered at Boston University in the summer. Others may be taken during the first semester of the program. Please contact the program office, deafstdy@bu.edu, for summer course scheduling.
Prerequisite Courses
SED DE 570 American Sign Language I
SED DE 571 American Sign Language II
SED LS 565 Introduction to Language and Linguistics
SED LS 566 Language Acquisition
SED ME 503 Elementary Math I
SED ME 504 Elementary Math II
SED LR 501 Teaching of Reading
Core Program: Coursework requirements are dependent on coursework already completed prior to acceptance to the program.
Tentative schedule
First Semester (Fall)
SED DE 555 Literacy Skills in Deaf Children
SED DE 572 Psychology and the Deaf
SED DE 575 Language and the Deaf Child
SED DE 590 American Sign Language III
Second Semester (Spring)
SED DE 574 Prepracticum: Initial Strategies
SED DE 576 Advanced Language and the Deaf Child
SED DE 577 Instructional Strategies and the Deaf Child
SED DE 591 American Sign Language IV
SED DE 672 American Sign Language Structure
Summer
SED DE 551 Deaf Literature and ASL Folklore
SED RS 600 Perspectives on Inquiry or equivalent
Third Semester (Fall)
SED DE 573 Expressive and Receptive Vocal Processes
SED DE 592 American Sign Language V (Advanced ASL)
SED DE 678 Practicum Equivalent: Student-Teaching
SED DE 690 Seminar: Practicum
Fourth Semester (Spring)
SED DE 691 Advanced Seminar: Learning and the Deaf
SED DE 593 American Sign Language VI (Academic Language)
Research Course Requirement: All EdM students in the School of Education are required to complete one 4-credit course in research methods.
Practica: Students participate in two practica: the first, half-time for one semester; the second, full-time for one semester. The half-time practicum in initial strategies involves implementing strategies for improving the communication skills of Deaf children. The full-time student-teaching practicum is a 16-week placement with Deaf children who are enrolled in either a school or program serving Deaf children.
Competency in American Sign Language: Coursework is offered in American Sign Language to develop a level of performance and competency required for the completion of the program. Students must complete an ASL proficiency examination to participate in student-teaching and to graduate from the program.
ENGLISH AS A SECOND LANGUAGE (ESL)
Teaching English to Speakers of Other Languages (TESOL)
Steven J. Molinsky
College and Adults (TESOL)
617-353-3233
Marnie Reed
College and Adults (TESOL)
617-353-1811
E-mail: tesol@bu.edu
Licensure as Teacher of English as a Second Language (ESL) (Pre-K–6 or 5–12)
Julie Coppola
617-353-3260
E-mail: jcoppola@bu.edu
The School of Education offers two programs to support the preparation of individuals to teach English as a second language. The first prepares students to teach at the college and adult level in the U.S. and abroad. The second prepares students to become licensed to teach in U.S. public schools at the pre-K–6 or 5–12 level.
Teaching English to Speakers of Other Languages (TESOL): College and Adults
Most of the students who enroll in the college and adult Teaching English to Speakers of Other Languages (TESOL) program are interested in teaching English to adults in college, community, and other programs in the U.S. and abroad. Some students may also use this training to teach English as a second language to younger learners in primary and secondary schools abroad. Application to the program is competitive. International students who do not hold a degree from an English-speaking institution must submit an official TOEFL score. Our school code is 3066. For TOEFL score information, please visit our website at www.bu.edu/sed.
Students in the program are required to take courses in linguistic theory, applied English grammar, language acquisition, methodology of teaching English to speakers of other languages, and either cross-cultural communication or computer-assisted language learning. Candidates are also required to complete a semester of supervised student-teaching (for native speakers of English) or guided observation (for non-native speakers of English) in a field setting that matches their particular interests. The Boston University TESOL program produces innovative teachers well versed in both theoretical and applied teaching principles.
Graduates of the TESOL program teach in a wide variety of settings, and particular emphasis is placed on the development and evaluation of curriculum materials. As a result, many of our graduates have published extensively, and have developed new materials for a rapidly expanding field in education.
Courses
CAS EN 518 Linguistic Problems in TESOL (in the College of Arts & Sciences)
SED LS 565 Introduction to Language and Linguistics
SED LS 626 Intercultural Education: Theoretical and Methodological Approaches
SED LS 658 Second-Language Acquisition
SED RS 600 Perspectives on Inquiry
SED TL 509 Methods of Teaching English to Speakers of Other Languages (TESOL)
SED TL 512 Introduction to Computer-Assisted Language Learning (CALL)
SED TL 835 Seminar: TESOL
SED TL 612 Student-Teaching TESOL: College and Adult
SED TL 614 Field Observation: International Students (TESOL)
Licensure as Teacher of English as a Second Language (ESL) (Pre-K–6 or 5–12)
Students in the licensure program prepare to become ESL teachers at the pre-K–6 (preschool/elementary) or the 5–12 (middle/high school) level. Coursework includes the study of current research and practice in second language acquisition and assessment and instruction of oral language, reading, and writing. The program of study also includes coursework in linguistics, sheltered teaching methodologies, and policy issues that influence assessment and instruction of second-language learners in U.S. public schools. Students complete a prepracticum in the fall semester in a public-school classroom and a full-time practicum (student-teaching) in the spring semester. Interested candidates who already possess an initial teaching license in another field and who would like to earn the master’s degree and the ESL license also are encouraged to apply and meet with the Program Coordinator to plan a program of study.
At the undergraduate level, students enroll in the Bilingual Education (English as a Second Language) Program. In this program, students may prepare to become ESL teachers at the elementary or middle/high school levels. Undergraduate students also have the option of enrolling in a dual-licensure program in which they prepare to become an elementary teacher (grades 1–6) and an ESL teacher at the pre-K–6 level. Students who enroll in the Bilingual Education (English as a Second Language) Program are prepared to respond to the language, literacy, and content-area learning needs of the increasingly linguistically and culturally diverse school-aged student population in U.S. public schools. This program of study also prepares students who wish to teach in foreign language immersion programs at the elementary level.
HUMAN DEVELOPMENT & EDUCATION
There is a moratorium on applications for 2009–2010.
Degrees and Certificate Offered
EdD in Developmental Studies
EdM, CAGS with specialization in:
Human Development & Education
The program is concerned with the application of developmental theory to education, construed in its broadest sense. This specialization emphasizes the foundations of life-span learning and education across interrelated developmental domains (e.g., cognitive, affective, moral, social, etc.).
The promotion of human development and competence is a mission of educators, and the program orientation is pragmatic as well as conceptual. Students develop an understanding of the basic dimensions of human development: a life-span perspective; the convergent impact of constancy and change; life stages; traditional and changing life roles; the impact of gender, culture, race, and socioeconomics; cognitive, psychomotor, and psychosocial development; and the meaning-making processes of ego and self.
While it is expected that students will acquire a general overview of central issues in human development, ample opportunity exists for structuring a program tailored to specific needs and areas of focus. All students learn diverse theories of human development and examine the distinctive issues involved in developmental research. Students are also encouraged to arrange field experiences under faculty supervision that apply developmental theory. In addition, other course offerings at SED and across the campus may enrich or support specialized study.
Human Development includes a wide range of disciplines, and doctoral students are expected to develop specialized knowledge in one area while achieving understanding of related disciplines. Specialization may be delineated in one of a number of ways, including by discipline, by population, by setting, by age, or by domain.
Graduates holding an EdD in developmental studies fill a variety of professional roles, including university teaching and research in schools of education and other professional schools, and in hospital and clinical settings. They assume positions in schools, universities, and government agencies. They pursue careers in curriculum development, teacher education, and international development.
Requirements Doctoral students in Human Development in Education must engage in research and other academic and professional activities related to the area of specialization and be able to assess and critique standard research approaches in the discipline. The doctoral program consists of a schoolwide core requirement, six courses in the field of study and related disciplines, and four courses in guided inquiry (Independent Study, Dissertation Advisement, Field Research Apprenticeship) or electives.
In addition, each doctoral student is required to successfully complete at least two of three comprehensive tasks prior to the problem hearing for the dissertation proposal. These tasks are designed to give students experiences that will be critical to their future academic and professional activities.
Additional information about courses and comprehensives is available in a handbook. Please contact the office of the department at 617-353-4667.
Required Courses
SED CE 841 Theories of Human Development (Infancy, Childhood, and Early Adolescence)
or
SED CE 842 Theories of Human Development (Adolescence and Adulthood)
SED LS 750 Cognitive Development and Language
LITERACY & LANGUAGE EDUCATION READING EDUCATION
Jeanne R. Paratore
617-353-3285
E-mail: jparator@bu.edu
Degrees and Certificate Offered
EdD in Developmental Studies
EdM, CAGS with specializations in: Literacy & Language Education Reading Education
The School of Education offers two programs to support the preparation of teachers, administrators, and policy-makers interested in reading education, in particular, or more broadly, in literacy and language education.
Literacy & Language Education
Most of the students who enroll in the Literacy & Language Education specialization are interested in practice, research, or policy-making in public or private educational settings. Those who enter the program are diverse in background experience: some are licensed educators with experience in public-school settings; others hold undergraduate or graduate degrees in fields other than education and have had experiences in various educational settings, including private or community education settings or organizations such as Peace Corps and Teach for America. Many are international students whose experiences are in public- or private-school settings in their own countries.
Students who choose the specialization in Literacy & Language Education are also diverse in their primary area of interest, and in addition to those whose interest is literacy, the population of students also includes those with interests in TESOL, Bilingual Education, and Deaf Studies.
Through the specialization in Literacy & Language Education, students may earn a Master of Education, Certificate of Advanced Graduate Study, and Doctor of Education degree. Unlike the Reading Education Program, the Literacy & Language Education specialization does not offer students the opportunity to meet state licensure requirements.
Therefore, although there may be substantial overlap with the Reading Education Program in the course of study, students in Literacy & Language Education are not required to complete the field experiences required to meet licensure requirements. For those who do not intend to become school-based practitioners, this is an important difference in the course of study. All programs may be completed on either a part-time or full-time basis.
The master’s degree program is designed for professionals who wish to study the theoretical and research knowledge that informs policy, practice, and research in both school-based and community settings. The program of 36 credits comprises study of literacy and language acquisition and development, including the study of bilingual and second language learning and at least one research course.
The Certificate of Advanced Graduate Study (CAGS) is designed for professionals who hold a master’s degree in education or a related field and who wish to increase their knowledge of research, theory, and practice in literacy and language. A program of 30 credits comprises study of literacy and language acquisition and at least one research course. A final project that affords the candidate the opportunity to apply research and theory to practice completes the course of study.
The doctoral program in Literacy & Language Education offers candidates the opportunity to develop specialized knowledge of literacy and language education while achieving an understanding of related disciplines. Doctoral students may specialize by discipline or domain (cognitive, literacy, linguistics, psychology), by population (age, grade, or stage of development), or by educational setting (preschool, elementary, middle, or secondary school; college/university; workplace; community; clinic).
A program of 60 credits must be completed, and these include six courses from one of the two core areas (Literacy or Language Education), four courses in research, and one of the schoolwide courses in the intellectual history of education. The remaining credits will be earned through guided inquiry (independent study, dissertation advisement, and research apprenticeship) or electives. In addition, each doctoral student is required to complete successfully three qualifying tasks that are designed to give students experiences that will be critical to future academic and professional activities. Finally, each doctoral student proposes, conducts, reports, and defends an original research study (the dissertation). During the period of doctoral study, students must spend at least two consecutive semesters in full-time study (enrolled in a minimum of 12 credits during each of the two semesters); the remaining time of study can be completed on a part-time basis.
Please contact the office of the department to request further information on any one of these degree programs (617-353-4667).
Core Areas
Literacy Core
SED BI 535 Literacy Development for Second Language Learners: Instruction and Assessment
SED BI 621 Bilingualism and Biliteracy
SED BI 652 Reading and Writing in a Second Language: Development, Assessment, and Instruction (K-6)
SED LR 780 Processes of Reading
SED LR 782 History of Reading Research
SED LR 792 Reading and Writing in the Content Areas
SED LS 690 Contexts for Literacy: Oral and Written Discourse
SED LS 725 Discourse, Narrative, and Literacy
SED LS 790 Seminar in Literacy Assessment: Research/Theory/Practice
SED LS 902 Seminar in Early Literacy
SED LW 733 Teaching Writing in Elementary, Middle, and Secondary Schools
SED LW 781 Processes of Writing
Language Core
SED LS 565 Introduction to Language and Linguistics (formerly SED LS 602) (prerequisite to higher-level language courses)
SED LS 566 Language Acquisition
SED LS 658 Second Language Acquisition
SED LS 750 Cognitive Development and Language
EdM/CAGS Research Requirement
SED RS 600 Perspectives on Inquiry
Subspecialization area (5 courses) These courses will be selected, in consultation with the advisor, from the core list, other courses in the department, or from appropriate courses in the School of Education and/or other schools and colleges of the University.
CAGS Final Project Students complete a final project in their area of subspecialization. Acceptable projects include curriculum materials, research papers, staff development plans, and video and multimedia presentations.
Please refer to the “Courses” section for a complete listing of courses.
Reading Education
The Reading Education Program prepares teachers, specialists, clinicians, and consultants in the area of reading and writing assessment and instruction. Because many of our students are in-service teachers, we strive to accommodate everyone by offering late afternoon and evening classes during the academic year and field experiences during both the academic year and the summer months.
Through the Reading Education Program, students may earn either a Master of Education or a Certificate of Advanced Graduate Study. Each of these programs is approved for licensure as a Specialist Teacher of Reading in Massachusetts. Most of the students who enroll in the Reading Education Program are interested in school- or classroom-based practice and research in public settings; students must enter the program with a teaching license; many also have one or more year’s experience in elementary or secondary education.
Coursework includes the study of current research and practice in acquisition and development of reading and writing, classroom and clinical assessment of reading and writing, and analysis of commonly used assessments and instructional materials. Particular attention is paid to instructional practices that accelerate learning for struggling readers and writers. Students are also required to complete two field experiences. During a prepracticum, students work with a credentialed literacy specialist to learn about the roles and responsibilities of the reading professional in a typical school or clinical setting. During a practicum, students work under the supervision of a University faculty member and an experienced literacy specialist to put into practice their understandings of research-based assessment and instruction as they teach an individual child and children in a small-group context in ways that will accelerate reading and writing growth. For full-time students the Reading Education program requires three semesters of study: Fall, Spring, and Summer.
Varied career opportunities await degree recipients. Many graduates seek positions as general education classroom teachers, where their expertise in reading and writing assessment and instruction enable them to provide exemplary instruction to students of all performance levels. Others use their newly acquired depth of knowledge to specialize in literacy assessment and instruction. In this case, degree recipients meet requirements for positions as reading and literacy teachers, specialists, and coaches.
Donald D. Durrell Reading & Writing Clinic
The Reading & Writing Clinic provides diagnostic assessment and instructional services for elementary, middle, or secondary students who are experiencing difficulty in learning to read and write. Clinicians are in-service teachers or graduate students who work under the close supervision of Boston University faculty and school-based reading supervisors. In addition, the clinic serves as a model classroom where those studying to become classroom teachers and reading teachers can observe exemplary instruction in action.
MODERN FOREIGN LANGUAGE EDUCATION
Julie Coppola
617-353-3260
E-mail: jcoppola@bu.edu
Degrees Offered
BS, EdM, MAT in Modern Foreign Language Education
The BS in Modern Foreign Language Education Program prepares teachers of French, Spanish, German, Italian, and Russian to become initially licensed to teach in grades pre-K–6 or 5–12. (Prospective teachers of other languages who are already fluent in the language and do not need to meet licensure requirements may enroll in the EdM program.)
The program offers two master’s degrees and one degree at the undergraduate level.
Graduate students choose either the MAT or the EdM program. The MAT program is designed for candidates with undergraduate degrees in Spanish and French, but no education courses. In addition to three courses in the Department of Romance Studies, students complete language acquisition and linguistics courses as well as courses in educational theory and modern foreign language methodology. Upon completion of the program and Massachusetts testing requirements, students may be licensed at the initial level to teach the language in which they majored to children in grades pre-K–6 or 5–12.
The EdM program in Modern Foreign Language Education is designed for candidates who are already licensed to teach a modern foreign language or do not wish to be licensed, and who want to increase their knowledge of language and culture and improve their language teaching abilities. These students take courses in linguistic theory, language acquisition, literacy development, culture, and methodology. Electives may include modern foreign language courses.
Undergraduate students may pursue the BS degree in modern foreign language education to become initially licensed to teach a foreign language at the pre-K–6 or 5–12 grade level. In addition to the required liberal arts and professional courses, undergraduate students complete 10 or more courses in the Department of Modern Languages & Comparative Literature. For more information on undergraduate study, contact Admissions, Boston University, 121 Bay State Road, Boston, MA 02215.
Required Courses
SED BI 504 Seminar: The Student-Teaching Experience: Bilingual, TESOL, and Modern Foreign Language (BS, MAT)
SED BI 535 Literacy Development for Second Language Learners: Instruction and Assessment (EdM)
SED CT 538 Curriculum Development in Intercultural Education (EdM)
SED CT 575 General Methods of Instruction, 5–12 (BS, MAT)
SED DS 502 Introduction to Adolescent Development (BS, MAT)
SED ED 410 Social Context of Education (BS)
SED ED 412 Civic Context of Education (BS)
SED ED 500 Foundations of Educational Practices (MAT)
SED LS 565 Introduction to Language and Linguistics
SED LS 626 Intercultural Education: Theoretical and Methodological Approaches (EdM)
SED RS 600 Perspectives on Inquiry (EdM, MAT)
SED SE 251 Special Education and Adolescents (BS)
SED SE 510 Special Education: Curriculum and Instruction (MAT)
SED TL 511 Methods of Teaching Modern Foreign Languages (BS, EdM, MAT)
Students select from the following the courses appropriate to the degree program and their level of concentration.
SED TL 584 Student-Teaching Practicum I: Modern Foreign Languages, Pre-K–6 and
SED TL 585 Student-Teaching Practicum II: Modern Foreign Languages, Pre-K–6 (BS, MAT)
SED TL 586 Student-Teaching Practicum I: Modern Foreign Languages, 5–12 and
SED TL 587 Student-Teaching Practicum II: Modern Foreign Languages, 5–12 (BS, MAT)
Please refer to Courses for a complete listing of courses.
Published by Trustees of Boston University
One Silber Way
Boston, MA 02215
16 November 2009
Boston University
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