Course Requirements

Computer Applications I
In this course, students will be provided a baseline of knowledge of the fundamentals of computers and digital literacies to ensure they will be able to understand a constantly changing technology oriented landscape. In this course, students will be exposed to the fundamentals of computing technology, including computer hardware and software concepts; the Windows operating system and commands; drives, folders, and files; Google’s suite of applications; use of the Internet and growing connectivity with everyday devices; and digital literacy knowledge and skills. By mastering the fundamentals of computing technology and demonstrating digital literacy, students will have the skills needed to thrive in the 21st century workforce.

This course presents an introduction to the field of early childhood education through an examination of the history and philosophy of early childhood programs and educational theorists with regard to cognitive, social, emotional, language, and physical development. Students will be introduced to the characteristics and instructional implications of moderately and severely disabling conditions. Emphasis will be placed on understanding the development of early childhood programs and environments in relation to the changing needs of modern digitally-dependent and ever-changing society. Required observations at local preschools, child care facilities and public elementary schools will augment classroom activities.

This course provides students with background and context for thinking critically about the challenges facing elementary school educators and the cognitive, social-emotional, and linguistic needs of learners in the classroom. Students will develop an understanding of the characteristics and instructional implications of moderately and severely disabling conditions. With exposure to the major socio-cultural factors that continue to shape education within a complex, students will reflect on their role as future professionals in an ever-changing digitally-dependent society. Observation/fieldwork is required.

This early childhood course studies the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: philosophical constructs, program development, curriculum design and delivery, planning and organization, and instructional and classroom management techniques that meet the cognitive, social, and emotional needs of all learners. Students will be introduced to the Massachusetts Curriculum Frameworks. Students will participate in early childhood setting observations.
Prerequisite: EDU 110

This course continues the study of the theoretical and practical aspects of teaching and caring for young children with respect to their cultural and linguistic backgrounds. Topics include: creative arts, mathematics, science and technology, history, early literacy and literature for young children. The Massachusetts Curriculum Frameworks are used to plan and design instruction that meets the cognitive, social, and emotional needs of all learners. Students will participate in a 20-hour field experience at the preschool or kindergarten level.
Prerequisite: EDU 211

This course deals with the implications of disabling conditions on optimal learning potential and daily well-being of children. Emphasis is on identification of disabling conditions and techniques used to promote successful integration of children with and without special needs in education settings. Topics covered include familiarity with individualized education plans, intervention and instructional strategies for diverse learners, including cognitive, social and emotional strategies, and collaborative partnerships with families and community resources. Observations are required.

Students examine current research-based theories and instructional practices for developing proficient readers (phonics and word recognition, vocabulary, fluency, comprehension, and the reading-writing connection) in grades PK-2. Topics include theories, research, and instructional practices for supporting readers with diverse cultural and linguistic backgrounds, strengths, and challenges. Assessment, corresponding interventions, and differentiating literacy instruction to meet the needs of emerging readers will also be addressed.
Observation/fieldwork is required.
Prerequisite: PSY 205 or one course in education, Junior status.

This course explores curriculum design and classroom management strategies for teachers using guidelines presented in the Massachusetts Curriculum Frameworks. Topics include instructional design and delivery methods, technology as a curriculum resource, formal and informal assessment techniques and their connection to instructional planning, effective communication with children and adults, and strategies for behavior management. Observations/fieldwork are required.
Prerequisites: completion of all 100 and 200 level courses in education, junior status
This course must be taken at Bay Path University.

Students plan, implement, and assess curriculum and instruction using the Massachusetts Curriculum Frameworks. Emphasis is on explorations in mathematics and problem solving, science and the process of inquiry, social studies and American civic culture, and integration of technology into the curriculum. Special attention will be given to a variety of methods of assessment. Observations/fieldwork are required. Prerequisite: EDU 330, junior status This course must be taken at Bay Path College. Offered in the spring semester

This course introduces the integration of communication skills essential for effective reading, writing, speaking, and listening at the college level. In this writing intensive course, students develop composition skills to produce collegiate-level papers modeling rhetorical modes and thematic content in addition to strategies for reading complex texts; presentation skills for personal introductions, verbal summaries of readings and response writings, and peer review of papers; and basic technological skills for word processing, e-mail, and introductory-level online research.

In this course students will apply the practices for effective reading and writing introduced in ENG 114 to the distinctive language and forms of various disciplines. This course lays the foundation for academic and professional research and stresses the use of appropriate and effective information sources. Readings for a variety of academic audiences will provide students with strategies to communicate in the sciences, business and technology, psychology, liberal studies, and the social sciences. Research and documentation skills appropriate to the disciplines are stressed. In addition to leading students through the research process from start to finish, this course will examine the many ramifications of academic honesty. Prerequisite: ENG 114

Selected readings in fiction, poetry, and drama introduce the student to literary types and techniques. These readings provide a basis for collegiate-level discussion, analysis, and the development of critical judgment. Building on the communications and research skills from earlier courses in the sequence, this course emphasizes continued practice in writing, and students complete a documented research paper using primary and secondary sources as one of the course writing assignments. Discussions and oral presentations based on assigned literature support the overall goal of the sequence: to enhance the advancement of the students, first academically and then professionally. Prerequisite: ENG 114

This course provides the opportunity to study literary concepts and purposes in writings designed primarily for, but not confined to, young minds. The heritage of children's literature is considered in relation to selected representative works, both traditional and recent. Also considered are the uses, presentation, and critical evaluation of children's literature from a multi-cultural, nonsexist and international perspective. This course addresses English standards for teachers in early childhood and elementary education: children's and young adult literature, genres, literary elements, and literary techniques. Prerequisite: ENG 134 Offered in the spring semester

A topical and chronological survey of American history from the time of European settlement through the Civil War and Reconstruction. Emphasis will be placed on historical methodology, interpretive skills, and oral and written expression. Topics to be covered include the impact of settlement on native peoples, slavery, the development of American identity, the creation of an independent government, and the threat posed by the Civil War. Offered in the fall semester

This course will take an in-depth look at political, cultural, and social trends within the United States from the end of World War II to the present. It will begin with America’s post-war patterns of consumer economics, Cold War politics and mass culture expressiveness, and trace transformations to the present. Class meetings will mix lecture, discussion, and multimedia formats.
Prerequisite: Junior or senior status

This course provides a basic foundation in psychology by introducing numerous psychological perspectives as explanations for human behavior and mental processes. Basic neurophysiology, consciousness, learning, personality theories, psychological disorders, and current interventions are discussed. This course is a prerequisite for all other psychology courses

This course is a study of developmental changes from birth through 12 years old. Prenatal and neonatal issues are also discussed. Physical, emotional, social, and cognitive growth are explored at each age. The dominant theories of development are examined, as well as contemporary issues relating to childhood and parenting. Prerequisite: PSY 101 Offered in the spring semester only

Women as Empowered Leaders and Learners This required interdisciplinary course is designed to give all students entering the One-Day Program a common experience and foundation for their education. Students examine leadership within the larger context of our interdependent world and their own strengths, values and aspirations. Students also examine learning styles, academic requirements, communication skills and technology to create a personalized action plan for success in the One-Day undergraduate experience and beyond.

Strategies for Personal and Career Growth This required interdisciplinary course builds on the foundation created in WEL 220 to deepen students knowledge, skills and attitudes related to career, leadership and financial development. Through a focus on well being students will strategically delve into ways to manage their own growth and development while understanding the opportunities to build on their purpose, passion and potential.

This capstone course is an interdisciplinary course designed to give senior-level students an opportunity to create a learning experience that allows them to apply knowledge, skills and personal development to a project that also contributes to a family, organization and/or community. This course combines academic study with practical application of leadership, communications and technology skills as a springboard for the student to move forward into the future as an empowered woman. Students may choose to complete research, community-based projects and/or service learning projects. As a culminating experience, this course also provides the platform for assessing students progress and proficiency.