MAT Courses for Initial LicensureEDU 500 - Fundamentals of Teaching and Learning(3 credits)This course introduces potential teachers to the real world of teaching through an in depth, candid analysis of the teaching profession today. The psychology of learning and discussion of the theories is also introduced. This interactive course will explore the challenges and rewards of teaching, study the history, philosophy, sociology, and politics of American education and focus on the current educational issues, trends, and reform movements (cooperative learning, teacher leadership, learning styles, multiple intelligences, etc…) Students will complete 15 pre-practicum hours in a teaching and learning experience. Field Experience Up to 15 hours pre-practicum urban experience

EDU 511 – Contemporary Instruction (3 credits)Prerequisite: EDU 500 The course examines an integrated approach to classroom curriculum and pedagogy that takes into account human development theories. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning styles of all students. The course provides an opportunity for students to develop curriculum units and lesson plans that reflect varied learning strategies and the implementation of technology.

EDU 512 – Teaching and Managing Inclusive Classrooms, K-12 (3 credits)Prerequisite: EDU 500 Inclusive education viewed from historical, legal, and practical perspectives for the inclusive classroom. Organizational restructuring, philosophical implication, educational diversity, goal setting, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary-classroom teacher. Up to 20 hours pre-practicum suburban experience.

EDU 518 – Assessment for Instruction (3 credits)Prerequisites: EDU 500, 511Explore aspects of assessment for teaching and instruction. The students will explore a variety of uses for assessments and a variety of assessments to meet the needs of classroom teachers. They will interpret test results; consider how to use assessment in formative and summative ways; and learn how to adapt assessments for students with a range of needs including those learning English as an additional language. The students will also consider how to create high-quality assessments.

EDU 519 – Technology & Instruction (3 credits) Prerequisites: EDU 500, 511Introduce students to the ways in which technology can enhance instructional experiences. This course will examine technology-based instructional approaches and provide opportunities to engage in such approaches. This course is hands-on with a balance of technology-based and reading-based assignments to support current and future teachers in envisioning and creating technology-enhanced 21st century classrooms aligned to their content areas.

EDU 525 – Integrated Reading Literacy and Content Methods Middle/Secondary(3 credits)Prerequisites: EDU 500, EDU 511, EDU 512 This course is developed for students who are preparing to become teachers in content areas in middle and high school. It examines the field of reading and how teachers can incorporate the development of reading, comprehension skills, and word development into content areas. Literacy issues inherent in specific content areas will be the focus along with the impact that illiteracy has on students’ lives. Particular emphasis will be placed on strategies for the English language learner. Exploration, development, and implementation of strategies and skill building unique to content areas will be employed in the development of lesson plans, class presentations, group work, and an alternative assessment portfolio. The goal of life-long learners will be emphasized throughout by continual assessment of students’ needs within the context of specific content areas and grade levels.

EDU 552 Sheltered English Immersion (3 credits) Prerequisites: EDU 500, 511 Introduces and assesses the Sheltered English Immersion (SEI) Standards required for by the SEI Endorsement for teacher licensure in Massachusetts. The course provides prospective teachers with theoretical, cultural, political, linguistic, and instructional tools to promote the academic and language development of English language learners.

EDU 532 - Teaching Practicum or Teaching Practicum Equivalent- Middle/Secondary (3 credits)Prerequisites: EDU 500, 511, 512, 525, and content methods as well as up to 25 hours pre-practicum. A fourteen-week full-time classroom experience under the direction of university supervisor and supervising practitioner.

EDU 533 – Student Teaching Seminar (3 credits) Prerequisites: EDU 500, 511, 512, 525, and content methods; Co-Requisite: EDU 532. A required course to enhance the field experience in the Middle and Secondary Teacher Education Program. To provide support for and ongoing interactions among teacher candidates, their supervisors, and the university community, candidates will enroll in a student teaching seminar. The purpose of this course is to provide a structured experience for learning and refining the theories and practices necessary to become an effective teacher of all children in inclusive classrooms. The teacher candidates are expected to demonstrate knowledge, disposition, and performances related to the Content Standards, INTASC Principles, and the Department’s Conceptual Framework in a classroom setting.

Content Methods CoursesENL 549 -Teaching English: Classroom Methods(3 credits)Theory and practice of teaching secondary English in its three dominant areas of reading, writing, and rhetorical analysis of literary works. Special focus will be upon how students acquire language and theoretical skills within the complex milieu of classrooms and how teachers can enhance that learning by translating sound theory into a broad range of learning activities and classroom strategies. This course is required for certification in secondary English teaching in the Commonwealth of Massachusetts.

FLL 524-Concept Foreign Language Teaching(3 credits)Historical overview of the theory and practice of teaching foreign languages focusing on the contextualization of language instruction and integrated language instruction in ways that are aligned with the Massachusetts Curriculum Frameworks. Course topics include the role of contextualized input, output, and interaction in language learning; organizing content and planning for integrated language instruction; using an interactive approach to developing interpretive communication; using a story-based approach to teach grammar; developing oral and written interpersonal and presentational communication; addressing diverse needs of learners, assessing standards-based language performance in context, and using technology to contextualize and integrate language instruction. Students also reflect upon actual teaching scenarios and plan, design, and implement various microteaching situations.

HST 501- Teaching History & Social Study-Secondary(3 credits)The historical and contemporary debate on the nature of the history and social studies curriculum in middle and secondary schools. This course will investigate the actual curriculum and practice of history and social studies teaching in area schools and formulate specific strategies for effective teaching and curriculum building.

MTE 502-Math Methods for Middle School Teachers(3 credits)The use of current techniques and materials in teaching mathematics in grades 5-8. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.

MTE 503-Math Methods for High School Teachers(3 credits)The use of current techniques and materials in teaching mathematics in grades 9-12. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.

POR 521-Teaching Portuguese Foreign Language(3credits)A theoretical and practical survey of methods and techniques used to teach foreign languages designed for both preservice and in-service teachers of Portuguese. Development of educational materials for Portuguese and methodological issues applicable to heritage language learners are particularly emphasized. Assignments include presentations of teaching modules, classroom

observations, and preparation of professional portfolios. This course is aligned with National Standards for Foreign Language Learning and with the Massachusetts Foreign Languages Curriculum Framework.

SCI 541: Methods & Resources in General Science for Middle School Educators(3 credits)A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DESE Subject Matter Knowledge Requirements are developed via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.

SCI 581: Methods & Resources for Secondary Science Educators(3 credits)A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DOE Subject Matter Knowledge Requirements are covered via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.

Special Education Add-On CoursesEDU 548 - Classroom Management for Mildly and Moderately Disabled Students in Inclusive Settings (3 credits)Prerequisite: EDU 512 Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.

EDU 549- Diagnostic and Remedial Assessment for Mild and Moderately Disabled Students (3 credits)Prerequisite: EDU 512 Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately disabled.

Special TopicsEDU 561 – Special Topics in Education (3 credits)A variable-topics course for education topics of current interest. Recently offered topics include authentic assessment, leadership mentoring, and teaching and learning. May be repeated with change of content.

MAT Courses for Professional LicensureMAT 600-level courses are restricted to admitted MAT students only, or by permission of instructorMAT 511 - History & Found American Education (3 credits)A study of historical and contemporary issues in American Education that include major educational issues from various disciplines, policies, and trends. The disciplines of philosophy, psychology, sociology, and history will provide an intellectual foundation designed to develop an awareness of and critical disposition to pressing concerns in American Education.

MAT 513 - Urban Education & Social Issues (3 credits)Provides conceptual frameworks for understanding how race and class operate in schools and instructional methods to ensure inclusive education. Particular emphasis on addressing the diversity needs of our region, including the needs of English language learners.

MAT 610 - Educational Research and Technology (3 credits)Develop the techniques and criteria for understanding and conducting action research in education in preparation for the capstone project in MAT 614. Additional emphasis placed on using technology as an effective teaching and learning tool. Topics include research strategies, literature reviews, research design, data collection, and quantitative and qualitative research techniques.

MAT 612 - Instructional Methodology (3 credits)The course will focus on theoretical and practical support for attending to issues of student differentiation, environments that support responsive teaching, principles of effective classroom differentiation, instructional and management strategies that support differentiation, and the roles of assessment in differentiation. The course is structured to assist participants in developing approaches to modifying content and process in mixed ability classrooms in order to address the varied readiness, interests, and learning profile needs of a variety of learners.

MAT 614 - Curriculum: Theory & Practice (3 credits)A study of curriculum dimensions, concepts, designs, and products for varied student populations and school settings. This course focuses on curriculum planning for multicultural and multi-sector educational levels, research of curriculum development, and the study of curriculum issues, trends, and innovations. The capstone project for this courses fulfills the expectations for the MAT degree.

MAT 695 - Independent Study(3 credits)Conditions and hours to be arranged. Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings.

MAT 696 - Directed Study(3 credits)Conditions and hours to be arranged. Study under the supervision of a faculty member in an area covered in a regular course not currently being offered.

Content Courses are offered through English, Foreign Languages, History, and Portuguese as well as SCI and MTE courses offered through STEM Education & Teacher Development listed below.

Mathematics Content CoursesMTE 505 Algebraic Thinking for Middle School Educators Algebraic Structures for Teachers examines the many forms of algebraic reasoning and their conceptual underpinnings, the fundamental shift in the place of algebra in school mathematics and the potential unifying role of abstract and general algebraic structures at the middle school level.

MTE 506 Algebraic Thinking for High School Educators   Algebraic Structures for Teachers examines the many forms of algebraic reasoning and their conceptual underpinnings, the fundamental shift in the place of algebra in school mathematics and the potential unifying role of abstract and general algebraic structures at the high school level.

MTE 507 Connected Mathematics in the Middle Grades Drawing deep conceptual links across the middle grades. Investigate how mathematical ideas connect across the grades and build on fundamental concepts from elementary through to high school grades and further. Examine reform-based curriculum (e.g. CMP2) to evaluate best practices in implementing new forms of teaching grades 6-8. Concepts are aligned with the middle mathematics standards of the Massachusetts curriculum frameworks.

MTE 508 Geometry in Secondary Grades Survey new types of geometry made possible by dynamic computer graphics as well as topics that help students deepen their understanding of the key ideas of Euclidean and Non-Euclidean geometries. The focus will be on the connections and deep structural themes unifying these areas, and on using geometry to gain a deeper understanding of middle school and high-school geometries.

MTE 510 Statistics & Probability in the Secondary Grades Examining the statistical methods used in science and everyday life and addresses the problem of pedagogy and statistical misconceptions. The course also examines the modern educational technology and software used in data analysis. Mathematical concepts are aligned with the middle and high school mathematic standards of the Massachusetts curriculum frameworks.

MTE 511 Technology in Mathematics Education Relevant contemporary mathematics investigated through new innovative technologies in an inquiry-based classroom. Explore topics from algebra, Euclidean and other geometries, and data analysis. Re-conceptualize your understanding and knowledge of mathematical concepts through the latest affordances of dynamic mathematical software and hardware. Create new learning opportunities and examine how to implement these into mainstream curriculum.

MTE 513 Topics in Middle School Mathematics Education Individual and/or group study under supervision of a faculty member in an area of middle school mathematics for teachers that is not otherwise part of graduate course offerings.

MTE 514 Topics in High School Mathematics Education 

Individual and/or group study under the supervision of a faculty member in an area of high school mathematics for teachers that is not otherwise part of graduate course offerings.

MTE 519 Calculus For TeachersThis course focuses on deep understanding of learning and teaching main calculus concepts and mainly focuses on functions, limits, continuity, derivative, and integral. Particular attention will be given to the connections among and conceptual obstacles related to these concepts. The course provides opportunities to enhance content and pedagogical knowledge of the concepts of functional analysis. 

MTE 530 Proportional Reasoning for Middle School TeachersFocuses on key elements of proportional reasoning as outlined by national and state standards. Teachers will deepen their understanding of proportional relationships as well as learn to reason proportionally with representations and other approaches. Topics will include ratios, direct proportions, inverse proportions, rates, and similarity. Relationships between ratios and fractions will be considered.

MTE 595 Independent Study  Study under the supervision of a faculty member in an area not otherwise part of the discipline's course offerings. Conditions and hours to be arranged.

MTE 596 Directed StudyStudy under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.

Science Content CoursesSCI 542 Technology for Middle School EducatorsA content course designed to address the Massachusetts Technology and Engineering Curriculum Standards for middle school science instruction. This highly interactive course emphasizes research-based core instructional models to provide teachers with effective content and pedagogy to integrate topics such as engineering, communication, manufacturing, transportation, and bioengineering technologies into the middle school science classroom.  

SCI 547 Physical Science for Middle School EducatorsA content course designed to address the Massachusetts Physical Science Curriculum Standards for middle school science instruction.  This highly interactive course emphasizes research-based core instructional models to provide teachers with effective content and pedagogy to integrate topics such as the properties and reactions of matter, as well as the relationships between matter and energy, into the middle school science classroom. 

SCI 548 Earth Science for Middle School EducatorsA content course designed to address the Massachusetts Earth and Space Science Curriculum Standards for middle school science instruction.  This highly interactive course emphasizes research-based core instructional models to provide teachers with effective content and pedagogy to integrate topics such as Earth’s history, processes, and the place of the Earth in the solar system into the middle school science classroom. 

SCI 550 Biology for Secondary EducatorsA content course that serves as a general biology survey course covering all the Massachusetts Life Sciences (Biology) Curriculum Standards for middle school and high school teachers.   This highly interactive course emphasizes research-based core instructional models and inquiry-based laboratories to provide teachers with effective strategies that can be implemented in teaching general biology in today's diverse classrooms and teaching environment. 

SCI 553 Environmental Aspects in Biology for Secondary Science EducatorsA content course designed to gain an understanding of the basic processes accounting for environmental changes. The fundamental question of why the natural world is the way it is will be addressed with topics that support how students can be facilitated in exploring the natural world and making educated decisions pertaining to natural resource and environmental issues.

SCI 554 Special Topics for Secondary Science Educators An advanced treatment of special topics in biology with an emphasis on recent developments. The subject matter varies from year to year.

SCI 555: Marine Science for Secondary Science EducatorsMarine science for teachers, in application to the local environment. This is a classroom/field-based science course for middle school general science teachers and high school biology teachers that will link specific learning standards from the Massachusetts State Frameworks to the local environment. Sample MCAS questions from fifth, eighth and tenth grade science and technology examinations will be analyzed.

SCI 556 Molecular & Cellular Biology for Secondary Science EducatorsA content course which focuses on current topics in molecular and cell biology.  This interactive course that will cover issues related to advances in molecular and cell biology, which have triggered societal concerns and debates including:  evolution, genetically modified crops, etc..   The course examines specific aspects of the Massachusetts Life Sciences (Biology) Curriculum Standards for middle school and high school.

SCI 557 Evolution & Heredity for Secondary Science EducatorsA content course exploring the development of Darwin's theory of evolution and the multiple lines of supportive scientific evidence.  The concept of intelligent design is discussed to explore what constitutes a legitimate scientific theory.  The course examines specific aspects of the Massachusetts Life Sciences (Biology) Curriculum Standards for middle school and high school.

SCI 591 Topics in Science for TeachersThis graduate level course is highly interdisciplinary, since the content incorporates biology, chemistry, geology, meteorology and other subjects. There are two parts: first, general oceanography with a focus on the history of the ocean and of oceanography; seawater and sediments; ocean currents, waves and tides; shorelines and shoreline processes; and the marine environment. The second part of the course is marine biology, with the emphasis on plankton, nekton, and benthic fauna; marine fish and fisheries, seashore life and the intertidal zone and marine mammals.

SCI 595 Independent  StudyStudy under the supervision of a faculty member in an area not otherwise part of the discipline's course offerings. Conditions and hours to be arranged.

SCI 596 Directed StudyStudy under the supervision of a faculty member in an area covered in a regular course not currently being offered.  Conditions and hours to be arranged.

English Content CoursesENL 503 Language and Its Use: Study of the structures and conventions of language use in context, including the social meaning of language variation. Course will offer a foundational “tool box” for working with language (phonetics, phonology, morphology, syntax, semantics). Attention will be given to both the functions of language in context (style, grammar, rhetoric, semantics, constraints, discourse, and genre) and historical, geographical and cultural variations in usage.

ENL 549 - Teach English: Classroom Methods: Theory and practice of teaching secondary English in its three dominant areas of reading, writing, and rhetorical ana lysis of literary works. Special focus will be upon how students acquire language and theoretical skills within the complex milieu of classrooms and how teachers can enhance that learning by translating sound theory into a broad range of learning activities and classroom strategies. This course is required for certification in secondary English teaching in the Commonwealth of Massachusetts.

ENL 632 Theory and Practice in Teaching Reading and Writing: This course divides itself into three basic strands. The first explores theoretical issues in reading comprehension, text processing, memory, and language development as a foundation for understanding how students learn to read. The second focuses on theoretical issues in how students learn to write. The third focuses on applying theory to teaching in both areas by exploring such general issues as reading and writing evaluation and assessment, diagnosis, selection and use of reading materials and writing assignments, developing teaching strategies for a spectrum of low- to high-level skills, and critical thinking.

ENL 657 Literature Seminar: Historical Approaches: Explores canonical and/or non-canonical literature from a historical perspective to strengthen background knowledge and understanding of literature, using representative literary texts as a point for departure and discussion. Includes discussion of issues relating the role of historical texts to alternative, nontraditional, and multicultural contexts and of the pedagogical limitations and issues inherent in using a historical approach.

ENL 659 Graduate Literature Seminar: Thematic and Cultural Approaches: Exploration of the study of literature in light of current thematic and cultural perspectives. This course includes discussion of women's literature, minority literature, and third-world literature, especially as such works contrast with or depart from the traditional canon. The course will examine the influences of these works on student learning and issues that arise in the classroom when they are introduced. In addition to traditional texts, the course will consider the options for use of alternative, nontraditional materials. Discussion will focus on the pedagogical limitations, problems, and issues inherent in using a cultural or thematic approach, with emphasis on finding ways to animate and vitalize the literature classroom.

ENL 684 Literary Criticism I: Theory and Practice in Teaching Literature: Intensive readings with analysis of relationships among language, thought, form, and content. The course will examine the intellectual, emotional, cultural, multicultural, and aesthetic qualities of texts, including the links among stylistic devices, central motifs, author's purpose, motivation, imagination, and psychology with emphasis on secondary students' analytic writing and reading

abilities. The course will examine forms of literary criticism as they apply to teaching secondary language and literature.

Foreign Language Content CoursesFLL 522 Introduction to Second Language Acquisition: This course introduces students to developmental theories and research on how people acquire a first and second language. The course examines both individual and social perspectives on development in dialectical fashion. Course topics include age, cross-linguistic influences, the linguistic environment, learner language development, cognitive factors, aptitude, motivation, and affect as well as Vygotskian-related concepts such as activity, action, mediation, scaffolding, zone of proximal development, internalization, and private speech.

FLL 676 Course Description: Designed for graduate in-service teachers of Spanish, this research-based course explores issues related to learner identity, dialogic language learning, intercultural competence, critical pedagogy and discourse analysis in second language acquisition and includes topics such as: (1) How does course subject matter get languaged? (2) How can we assist learners in progressing academically from informal to formal discourse or from oral to written discourse? (3) How do different textual resources assist student development? (4) How should we assess student academic progress and functional abilities? (5) How can we facilitate student understanding of the world from different points of view? It takes a position on one of the great controversies of modern linguistics: that language is not just a structured set of forms that are used to represent things and ideas in the world but rather a set of meaningful actions and cultural practices through which people intervene in the world. The course is delivered in Spanish; course assignments will be submitted in both Spanish and English.

FLL 522 Introduction to Second Language Acquisition: This course introduces students to developmental theories and research on how people acquire a first and second language. The course examines both individual and social perspectives on development in dialectical fashion. Course topics include age, cross-linguistic influences, the linguistic environment, learner language development, cognitive factors, aptitude, motivation, and affect as well as Vygotskian-related concepts such as activity, action, mediation, scaffolding, zone of proximal development, internalization, and private speech. Students will examine a variety of theoretical positions within these different perspectives and reflect upon ways in which these perspectives connect with educational contexts. At the end of this course students will be able to compare and contrast different theoretical perspectives on the learner, language, and the language learning process, learn how to meaningfully interpret research and its applicability to specific learning environments, and learn how to conduct a literature review on a topic of their choice.

FLL 676 Applied Linguistics for Teachers of Spanish Designed for graduate in-service teachers of Spanish, this research-based course explores issues related to learner identity, dialogic language learning, intercultural competence, critical pedagogy and discourse analysis in second language acquisition and includes topics such as: (1) How does course subject matter get languaged? (2) How can we assist learners in progressing academically from informal to formal discourse or from oral to written discourse? (3) How do different textual resources assist student development? (4) How should we assess student academic progress and functional abilities? (5) How can we facilitate student understanding of the world from different points of view? The course is delivered in Spanish; course assignments will be submitted in both Spanish and English

SPA 530 Latina Literature: An introduction to Latina literature written by Latina women living in the United States. The course examines significant literary and non-literary texts, the arts, and the history of U.S. Latinas. Key questions include issues of home and hybridity, revolution and opposition, the search for popular culture, collective and community identity, the reevaluation of men and women’s societal roles, cross-cultural identity and language use.

SPA 525 Caribbean Music: An exploration of Caribbean music and its relationship to other musical traditions of Latin America and North America, focusing on the Hispanic context and on the themes of resistance, assimilation and change. The course introduces political, social and intellectual history of the countries with which this music is associated and develops discussion of diverse musical traditions, genres, and major artists as well as issues of identity, gender, race and social class that have impacted its production and reception. As time permits, the class will also include reference to Caribbean literature and its connection to musical forms discussed in class. This course is delivered in Spanish.

SPA 535 Latin American Theatre: This course is designed to provide participants with a general knowledge of modern Latin American theatre as well as its influence on Spanish theatre. It emphasizes theatre as a sociocultural phenomena within a specific sociohistorical context. Major trends examined in the course include the commitment of this theatre to social conscience as well as artistic expression, feminist perspectives, the revolutionary nature of Latin American theatre, the cultural politics of resistance, the relationship between theater and representation of reality, and the understanding of theater not only as written text but as performance art. Attention to women’s experience in Latin America will also be an important theme in the course.

SPA 581/582 - Seminar In Spanish An intensive study of a specific topic or a particular author or a literary movement. The topic will vary from year to year. May be repeated with change of content.

FRN 581 FR 582- Seminar In French: An intensive study of a specific topic, such as aural French comprehension, or a particular author or a literary movement. The topic will vary from year to year. May be repeated with change of content.

History Content CoursesHST 500 - Topics American History: A critical analysis of selected topics or issues in American history which are not otherwise offered in the standard catalogue courses.

HST 505- American Dream: A study of the period from 1760s to the 1820s, concentrating on the development of political ideas and practices. Topics will include the Revolution, its origins and consequences; the Constitution; the rise of political parties; Jeffersonian and Jacksonian democracy; and territorial expansion.

HST 514 –History of Urban America: Examines the history of the American city - its people, its culture, and its politics. The course examines why cities look the way they do, and why cities are disproportionately poor and minority, while suburbs are not. Students consider such questions as: Are cities are in crisis? Can - and should - they be saved? The course looks at why cities are the way they are, and whether they still matter in an increasingly suburban nation. The course will also consider how these larger issues apply to nearby cities, such as New Bedford, Fall River, and Providence. Cross-listed as PST 369.

HST 521 - Graduate Seminar in History: Graduate Seminars in history are designed to allow participants to pursue reading and research on a particular historical topic. Course may be repeated with change of topic. Course may be repeated with change of topic.

HST 525 - European Overseas Expansion, 1500-1800: Examines European mastery of the oceans from the beginning of long-distance trade with Africa to colonization and empire-building in Asia and the Americas. Emphasis on the competing interests of states and the building of a world system. This course is dual-listed with HST 325 in the undergraduate catalogue.

Portuguese Content CoursesPOR 522 - Introduction to Portuguese Linguistics: An introduction to the study of Portuguese linguistics. The main goal of the course is to investigate the structure of Portuguese: its phonology, morphology, syntax, and pragmatics. The course will also consider aspects of dialects of Portuguese, exploring their social and historical background. Class time will be divided between lectures and group work. This course is intended for speakers and advanced learners of Portuguese and will facilitate the understanding (and the teaching) of language mechanisms.

POR 581 - Seminar in Portuguese: The study of a specific topic, author, or literary period from Portugal, Brazil and/or Lusophone Africa. May be repeated with change in content.

POR 610 - Topics in Literary and Cultural Analysis: A study of issues underlying literary and cultural analysis and methodological backgrounds of critical strategies. The first half of the course will be devoted to a review of major contemporary critical schools, e. g., structuralism, post-structuralism and deconstruction, formalism, feminist criticism, new historicism, and post colonial criticism. The second half of the course will be devoted to the analysis of relevant contributions to the field of literary and cultural analysis published in the past five years. Samples from some of the major genres and works of the Portuguese-speaking world will be analyzed.

POR 620 - Seminar in Portuguese Literature and Culture: Study of a selected topic, period, author or genre in Portuguese literature and culture. Literary texts, canonical and non-canonical alike, are discussed in a broadly cultural context and from a theoretically informed perspective. Focused written assignments and/or formal oral presentations contribute to the development of individual research projects pursued by the students.

POR 630 - Seminar in Brazilian Literature and Culture: Study of a selected topic, period, author or genre in Brazilian literature and culture. Literary texts, canonical and non-canonical alike, are discussed in a broadly cultural context and from a theoretically informed perspective. Focused written assignments and/or formal oral presentations contribute to the development of individual research projects pursued by the students

Course Cycles

Most of the courses in the MAT and Licensure programs are run on regularly-scheduled cycles.

MAT-Initial Courses

Fall Spring Summer

EDU 500 x x x

EDU 511 x x x

EDU 512 x x

EDU 518 x x

EDU 519 x x

EDU 525 x x

EDU 552 x x (2015 only)

ENL 549 x

FLL 524 x

HST 501 x

MTE 502/503 x**

POR 521 x

SCI 541/581 x**

EDU 532 x x

EDU 533 x x

**As of Fall 2015, these courses will only be taught in the Fall.

MAT-Professional Courses

Fall Spring Summer

MAT 511 x

MAT 513 x

MAT 610 x x

MAT 612 x

MAT 614 x x

Content Courses for the MAT Professional are offered every Fall and Spring with occasional summer offerings. Most of the programs have a 2 or 3-year rotation for their courses.