Education

Management of Higher Education Institutions
ED 3200 / 3 q.h.

June 25 - July 21
Boston (Hybrid) Tu 5:45 PM - 8:45 PM

This course provides students with an understanding of the structure, governance, and operations of institutions of higher education, as well as the roles and functions of various administrative positions and offices. Topics include understanding environmental and competitive forces, assessing strengths and weaknesses, managing change and institutional transformation, and issues of implementation and operational execution.


Adult Learning Theory
ED 3211 / 3 q.h.

July 23 - August 18
Boston (Hybrid) M 5:45 PM - 8:45 PM

The concept of lifelong learning has become an increasing reality as adults continually engage in learning activities, whether through their employer, institutions of higher education, or self-directed study. This course will examine the social and psychological aspects of adult development and learning, including the various motivations of adult learners. Students will also learn various methods of training and development, as well as specific instructional practices.


Higher Education Law
ED 3215 / 3 q.h.

July 23 - August 18
Boston (Hybrid) Tu 5:45 PM - 8:45 PM

Institutions of higher education are affected by laws that range from privacy and reporting to admissions and financial aid practices. This course is designed to provide students with an overview of the major aspects of the legal environment that specifically impact institutions of higher education. It will also provide students with strategies for addressing these legal requirements and for staying abreast of emerging legal concerns.


Enrollment Management
ED 3220 / 3 q.h.

June 25 - July 21
Boston (Hybrid) W 5:45 PM - 8:45 PM

Effective enrollment management needs to support and be aligned with the mission and priorities of an institution. While an understanding of how demographic shifts, international preferences, economic forces, and changes in the law impact enrollment projections and strategies is essential, going beyond these fundamental causal relationships is critical to achieving enrollment management goals in today’s dynamic and competitive environment. This course examines specific strategies and approaches for building inquiry and application pools, improving retention, targeting specific populations, and positioning the institution in the market.


Introduction to Language and Linguistics: How English Is Structured and Used
ED 3300 / 4 q.h.

June 25 - July 21
Boston (Hybrid) W 5:45 PM - 8:25 PM

This overview course discusses theories of the origins of language; comparing reading and writing systems of English and other languages. Student will have an opportunity to learn how: sounds are produced (phonology); English works in patterns (linguistics and phonetics); words are formed (morphology); sentences are structured (syntax); meaning is conveyed (semantics); and languages are used (pragmatics). This course provides an in-depth introduction to the field of Teaching English as a Second Language. Students will be introduced to the place and variety of English world wide. The course will cover learning styles and an overview of the English language system. Offers an opportunity to study methodology and cultural awareness. Practical aspects of teaching such as lesson planning and textbook analysis will also be addressed.


Reading Processes: Theory into Practice
ED 3632 / 4 q.h.

June 25 - July 21
Boston (Hybrid) M 5:45 PM-8:45 PM

This course will look at current research on reading development and instruction and their links to classroom practice. Participants will explore literature in reading topics including language, phonics, vocabulary, and comprehension. In-service teachers will be able to build on their experiences in their own classroom as they consider and apply relevant research to their own practices. Issues facing English language learners in reading development will be threaded throughout the course.


Race and Ethnicity in Education
ED 3651 / 4 q.h.

June 25 - July 21
Boston (Hybrid) Th 5:45 PM-8:45 PM

This course is designed to provide an intensive examination of racism in the United States and the implications of race on homophobia, sexism, etc., with a focus on the context of urban education. Through the lenses of color, ethnicity, and class, students will explore questions and concepts that lie at the heart of personal and professional interactions in the school, classroom, and the community. The politics of race, class, gender, and inclusion will be concept threads throughout the course. Students will be expected to participate in class discussion and begin the personal exploration of their own feelings and experience with racism. Key course objectives include understanding racism and its relationship to power and socio-economic class; examining the history of racism in the United States, particularly as it relates to contemporary manifestations of racism in the urban education context; developing personal and professional competencies that will contribute to effective interpersonal and group communication across the cultural boundaries of color, class, and ethnicity; and to prepare current and future teachers to be more effective in an ethnically and 'racially' mixed urban classroom.


What Are Schools For? History of Public Education
ED 3653 / 4 q.h.

July 23 - August 18
Boston (Hybrid) Tu 5:45 PM-8:45 PM

This course is designed to provide a socio-historical overview of the history of public education in the United States from 1607 to the present. Emphasis will be placed on understanding the public education system as an evolving social institution. Students will examine the important social, economic, and ideological developments that have influenced American schools, including immigration, industrialization, school desegregation, and legislation and policy. A focus on the historical context of K-12 education will clarify the foundations of current education system goals. Students will analyze the progression from the historical philosophy of public education to develop citizens to contemporary education policies grounded in global economic competitiveness. At the completion of this course, students will be able to identify key individuals and events in American history that have influenced the education process and the development of the American philosophy of education.


Socio-Cultural Context of Learning and Development
ED 3655 / 4 q.h.

July 23 - August 18
Boston (Hybrid) Th 5:45 PM-8:45 PM

This course examines learning, teaching, and scholastic development from a socio-cultural theoretical perspective that includes situated learning theory and activity theory. It examines learning achievement and social development of children and youth in culturally, linguistically, and ethnically diverse educational settings. The theme of this examination is that that people learn, achieve, and develop as participants in cultural communities. Using the theoretical frameworks of socio-cultural theory, situated learning theory, and activity theory, the course develops an understanding of schools as cultural communities and social environments. This understanding is applied to interpreting the personal and scholastic development in young people in diverse settings, and examines those practices that promote the development of literacy, numeracy, and other academic proficiencies, as well as the identity formation of young people in these settings. Using the case of the African-American experience in the United States, the course offers a systematic account of socialization and cultural practices necessary for achievement and full development of all learners of culturally, linguistically, and ethnically diverse backgrounds.


Empowering Struggling Readers and Writers
ED 3683 / 4 q.h.

June 25 - July 21
Boston (Hybrid) Tu 5:45 PM-8:45 PM

This course will offer participants a conceptual framework and practical strategies for reaching the diverse learners in their classes. Grounded in an understanding that literacy learning is influenced by cultural and linguistic experiences, the course will suggest assessment procedures that help teachers identify effective and practical ways to differentiate instruction within the mainstream classroom, and will also offer opportunity to explore specialized resources and approaches.