Education
Wheelock College of Education & Human Development
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Governance and Decision-Making in Higher Education
WED AP 612
Online offering. Colleges and universities are large, complex, and oftentimes perplexing organizations. In this course, students examine the roles and responsibilities of trustees, presidents, administrators, faculty, and students in governance and decision-making; explore how decisions are made in a variety of functional areas (how they work): and, appreciate how institutional culture, organizational structures, and external factors influence decision-making. 4 cr.
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Equity & Community Partnership
WED AP 641
This course outlines a framework and developmental theory of equity; uses rubrics and assessments to support individual and organizational development; introduces tools and strategy formulation; and, mobilizes community assets to build strategic plans for current challenges faced by community leaders. 4 cr.
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The Adult Learner
WED AP 670
This course explores the ideals and realities of adult learning, the range of entities and opportunities that exist to accommodate this educational continuum, and the vast professional infrastructure this creates. 4 cr.
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Current Issues: Policy and Practice
WED AP 699
Graduate Prerequisites: AP 601 - Prereq: (SED AP 601). Online offering. Explores emerging issues in higher education through substantive analysis that illustrates the breadth, depth, and diversity of challenges to and responses from colleges and universities. Through the course, students are asked to synthesize their prior learning and apply their professional experience to assess and design policy and practice responses to emerging issues. Classes are a mixture of discussion, group work, and in-class exercises, and assignments include a significant piece of individual work. 4 cr.
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Leadership Seminar: Cultivating a Leadership Disposition: Growth Mindset, Perseverance, and Culture
WED AP 705
The first of three summer two-credit seminars, this course helps students develop the personal and professional dispositions they need in order to exercise effective leadership in school- and district-based settings. Through an examination of classic and current literature, students explore the ways in which research and practice interact and inform each other. Theoretical studies are analyzed from the perspective of practitioners in a variety of educational settings, focusing on their real-life application to the challenges and opportunities educational leaders face every day. Class discussions, small group work, guest speakers, case studies, and presentations afford students the occasion to engage scholarship in an active and practical manner. 2 cr.
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Leadership Seminar: Collaboration and Innovation
WED AP 707
The third of three summer two-credit seminars, this course is designed to help students develop the personal and professional dispositions they will need in order to exercise effective leadership in school and district-based settings. Through an exploration of current literature, and the translation of that literature into practice, students will gain an understanding of the essential intersection of community collaboration and innovation. Every session will feature a case study that examines the relationship between collaborative leadership and innovation in our schools. The capstone project of the course is the creation of a reality-based case study that features a school and/or district problem of practice, and the design of a collaborative process that can lead to a positive outcome. 2 cr.
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School Improvement Science and Implementation
WED AP 759
This course, "School Improvement Science and Implementation," is about the heart of the educational enterprise -- schools in which each and every student is intellectually and socially engaged, finds areas of interest and passion, feels known and cared for, and deserves a dignified next step. This is no easy task because the issues are complex. We will carefully examine ways in which collaboration -- within schools, and between practitioners, university researchers, and policy makers -- becomes a fundamental school improvement strategy. We will be guided by the work of Anthony Bryk et al, Charles Kenney, and by the experience and reflections of successful and respected school and school district leaders. We will examine the relationship between practice, research, and policy. There will be an emphasis on collaborative problem-solving in "networked improvement communities." We will carefully explore the history of education reform, and too often, education reform that fails to achieve its inspiring goals. We will work to create new knowledge that can interrupt the failure of school reform, particularly with students from low-income families. 4 cr.
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Applied Positive Psychology
WED CE 630
Focuses on the scientific study of psychological aspects of living a fulfilling and flourishing life. Topics include happiness, empathy, optimism, friendship, goal setting, achievement, emotion, creativity, humor, and mindfulness. Students become familiar with theory and research in this relatively new subfield and critically consider application to their teaching, coaching, leadership, and/or counseling. 4 cr.
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Substance Abuse and Treatment
WED CE 769
Provides a comprehensive overview of the field of substance abuse, its prevention practices, and treatment modalities. Using a biopsychosocial perspective, students learn the physiological and psychological effects of alcohol and other drugs, and the effects of substance abuse on individuals, families, and communities. 4 cr.
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Theories of Group Counseling
WED CE 847
A conceptual and experiential introduction to group dynamics. Participation in ongoing training group while studying the dynamics of group development. Covers group counseling approaches and models, issues of small group leadership, and styles of leadership. Treatment of group counseling goals, composition, phases, and research. 4 cr.
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Summer Practicum
WED CE 945
Open only to matriculated graduate students who have completed prerequisites. Supervised field experience with students assuming major responsibility for counseling, testing, placement, and follow-up of clients. Fieldwork with lecture. 1 cr.
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Family & Community Engagement for Teachers
WED CT 526
Explores the ways that schools can work closely with families, communities, and community agencies to increase connections and mutual assistance. Consistent with DESE regulations, this course emphasizes collaborative relationships with families and with community partners such as youth-serving organizations, health and safety agencies, and other groups and businesses. 4 cr.
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Classroom Assessment
WED CT 556
Emphasizes principles and procedures of assessment that are of primary importance to educational practitioners. Includes diagnostic tests, construction of classroom tests, observation techniques, and performance measures; norm- and criterion-referenced assessment; uses of standardized tests, current issues, and controversies. 4 cr.
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Analysis and Design of Curriculum
WED CT 721
This course explores theoretical approaches to curriculum design. Students analyze and critique curricula through a critical lens, and develop their own original curriculum map and unit plan for a course in their area of teaching using principles of backward design. 4 cr.
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American Sign Language 1
WED DE 381
Introduces American Sign Language (ASL) and Deaf Culture, focusing on frequently used signs, basic rules of grammar, non-manual aspects of ASL, introductory fingerspelling, and some cultural features of the Deaf community. 4 cr.
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American Sign Language 2
WED DE 382
This is the second level of American Sign Language (ASL). It is designed for the further development of students' proficiency in ASL, focusing on somewhat less frequently used signs, more complex lexical and grammatical structures, and more advanced conversational skills. Effective Fall 2019, this course fulfills a single unit in each of the following BU Hub areas: The Individual in Community, Oral and/or Signed Communication. Prerequisites: SED DE 381 or SED DE 581. 4 cr.
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American Sign Language 1
WED DE 581
Introduces American Sign Language (ASL) and Deaf Culture, focusing on frequently used signs, basic rules of grammar, non-manual aspects of ASL, introductory fingerspelling, and some cultural features of the Deaf community. 4 cr.
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American Sign Language 2
WED DE 582
Undergraduate Prerequisites: (WED DE 381 or WED DE 581). - This is the second level of American Sign Language (ASL). It is designed for the further development of students' proficiency in ASL, focusing on somewhat less frequently used signs, more complex lexical and grammatical structures, and more advanced conversational skills. Effective Fall 2019, this course fulfills a single unit in each of the following BU Hub areas: The Individual in Community, Oral and/or Signed Communication. 4 cr.
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Introduction to Adolescent Development
WED DS 502
Develops important understandings of cognitive, social-emotional, and identity developing during adolescence, as well as the role that educators can play in fostering the mindsets, skillsets, character strengths, and contexts that adolescents need to grow into healthy and high-performing adults. Effective Fall 2018, this course fulfills a single unit in the following BU Hub area: Social Inquiry I. 2 cr.
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Equity and Democracy in Action
WED ED 679
Facilitates students' development of a digital capstone portfolio that reveals a plan for facilitating equity that implicates social, cultural, and political practices and policies reflective of a healthy democracy. 2 cr.
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Thesis: Equity and Social Justice in Practice
WED ED 700
This course is relevant for students in their final stages of formatting and refining their Master's theses. It builds on the preparatory work begun in previous courses that examine or engage students in several aspects of the research process. 2 cr.
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Educating for Equity and Literacy in the Humanities
WED EN 631
This course examines the teaching and learning of humanities in urban schooling. Considers how issues of race, gender, class, language, and culture affect the nature of literacy learning in schools. Includes field experience working with adolescent students. 4 cr.
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Life Design 1: Developing Your Personal Brand
WED HD 120
This course supports students to engagement in their academic, social, and professional development opportunities. Students learn the key skills and competencies that optimize their potential for learning and preparing to transition into the world of work. Effective Summer 2026 this course fulfills a single unit in the following BU Hub area: Creativity/Innovation. 2 cr.
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The Psychology of Oppression and Liberation
WED HD 610
Examines psychological effects of social oppression and liberation, and the psychological requirements that sustain these ideas. Explores dynamics of resistance, healing, and liberation. Interrogates systems of oppression regarding race, social class, gender, sexuality, and ability. Integrates intersectional and global perspectives. 4 cr.
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Introduction to Reading Development, Assessment, and Instruction
WED LR 551
For beginning graduate students without experience in the teaching of reading. Study of reading development in childhood and early adolescence, and the implications for teaching and learning. Discussion of theory and research on effective instruction and assessment, and the application of both to teaching. Not open to students who have completed WED LR 501 and/or WED LR 503. 4 cr.
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Introduction to Language and Language Acquisition
WED LS 560
Undergraduate Prerequisites: Restricted to Juniors, Seniors, and Graduate Students - Introduction to the main aspects of first language acquisition from infancy through childhood. Topic areas include phonology, morphology, syntax, semantics, discourse-pragmatics, language variation, multilingualism, child-directed speech, cognitive development, and theories of language acquisition. Effective Fall 2020, this course fulfills a single unit in each of the following BU Hub areas: Scientific Inquiry I, Social Inquiry I, Critical Thinking. 4 cr.
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Second Language Acquisition
WED LS 658
This course will provide an examination of approaches and major theories of second language acquisition (SLA). What can be observed about how people acquire a second language? How do the various SLA theories, models, and hypotheses explain each of these observations? How can an understanding of SLA theory inform language instruction? We will explore foundational theories and approaches in SLA, investigate contemporary thinking from a variety of perspectives, and form knowledge and ideas of how languages are acquired, based on empirical research. 4 cr.
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Classroom Discourse
WED LS 690
Focuses on discourse as a central component of teaching and learning, and strategies for building on students' linguistic and cultural backgrounds as learning assets. Examines instructional contexts, pedagogical approaches, and teacher talk moves to support instruction and students' conceptual understanding. 4 cr.
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Mathematical Reasoning in the Elementary Grades: Number Systems
WED ME 503
Designed for students who are preparing to become K-6 teachers. Students re-envision the teaching and learning of elementary mathematics by exploring these topics: place value, whole numbers and operations, fractions, decimals, and elementary number theory. 4 cr.
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Mathematical Reasoning in the Elementary Grades: Algebra, Geometry, Statistics
WED ME 504
Graduate prerequisites: (WED ME 503). Designed for students majoring in elementary education, special education, and Deaf education preparing to teach children in grades 1-6. Students explore: pre-algebra, proportional reasoning, geometry, measurement, and statistics. Students also examine their own mathematical identity and connect these ideas to the elementary classroom. 4 cr.
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Problem Solving in Mathematics
WED ME 563
This course engages participants in collaborative problem solving and problem posing while exploring the role of productive struggle in the teaching and learning of mathematics. Effective Spring 2019, this course fulfills a single unit in each of the following BU Hub areas: Oral and/or Signed Communication, Quantitative Reasoning I, Critical Thinking. 4 cr.
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Methods of Coaching
WED PE 501
Principles and problems in coaching various individual and team sports. Theory and techniques in coaching including offensive and defensive strategy and scouting. Women's and men's sports. 4 cr.
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Introduction to Research
WED RS 600
Designed to introduce students to social science research methods including quantitative, qualitative, and mixed method approaches to education inquiry. Students will develop skills in conducting literature searches, reading empirical research studies, and applying these methods. Students leave the course better able to critically examine research presented in the mass media, critically engage with research in the workplace, and participate in research-based efforts to improve education. 4 cr.
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Understanding and Applying Research
WED RS 615
Focuses on preparing education leaders and professionals to use evidence from published education research to inform decisions by surveying key concepts in research design, performance measurement, and data analysis. Students use their understanding of these key concepts to develop their skills in analyzing the quality and relevance of available research-based evidence. Emphasis is placed on understanding the core concepts needed to consume impact evaluations. 4 cr.
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Research for Equity and Social Justice
WED RS 630
This course is designed to introduce students to educational research with a focus on equity and democracy, and to complement research apprenticeship experiences in conducting research studies aimed at changing the systems of entrenched inequities in education. 4 cr.
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Foundations of Science Education
WED SC 575
Provides an introduction to modern learning theory emphasizing inquiry learning in the classroom for science and engineering. The four-credit option includes a pre-practicum for pre-service teachers. Variable cr.
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Science Education in the Global Community
WED SC 735
This course explores global science education practices, examining diverse classroom settings, theoretical frameworks, and research. Students will critically analyze international teaching methods, develop coding schemes, and engage in discussions to enhance their understanding of science education across cultures. 4 cr.
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Special Education: Curriculum and Instruction
WED SE 510
Designed to develop an understanding of the historical background and legal framework of special education, various disabilities (etiology, diagnostic criteria and process, and learner characteristics), and instructional practices and behavioral support strategies. For elementary and secondary content area teachers. 2 cr.
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Assessment and Eligibility in Special Education
WED SE 515
Graduate Prerequisites: (SEDSE 706) - This course focuses on understanding and critiquing existing policies, practices, and outcomes related to assessment and eligibility determination processes for students referred to special education. Provides a practice-based focus on using culturally and linguistically relevant assessment practices and procedures. 2 cr.
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Understanding Autism
WED SE 535
Students will describe the defining characteristics, school experiences, and evidence-based practices for teaching and supporting individuals with autism spectrum disorder (ASD). This course includes perspectives from individuals with ASD and their families. 2 cr.
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Disability, Education, & Society
WED SE 706
Students will examine legal, sociocultural, and historical contexts of disability in society and education, centering first-person experiences, critical frameworks, and self-reflection, such that they can understand and critique special education policies, systems, and practices within these broader contexts. 4 cr.
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Teaching Media Literacy
WED SO 578
Students investigate research in (and develop classroom lessons for) media literacy. Students deepen their understanding of journalism and "fake news" (in the digital age) and how various forms of media can protect or undermine democracy. 4 cr.
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Teaching English Language Learners in Middle/High Schools
WED TL 525
Focus on theory/research related to teaching English language learners and the implications for effective language, literacy, and content-area assessment and instructional practices in Sheltered English Immersion (SEI) classrooms in middle/high schools. For students seeking licensure at the 5-12 level. 4 cr.
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Young Learners in World Language Education
WED WL 532
This course examines models of early language learning and standards-based instructional practices to support young language learners. Students observe and critique teaching videos, develop lessons, and engage in micro-teachings. Different program models, including FLES and immersion programs, are explored. 2 cr.