Salem State FY17 Courses
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DATES & TIMES BREAK DOWN :Course NameDescription
Credits
DatesTimeLocationAddressCity Zip
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EDU350/EDU739: Instructor Lynne Leonard. 3 full Saturdays and 2 half-day Saturdays with a hybrid online component:


September 24 (½ day 8:30am–12pm)
October 15 (full day 8:30am-4:30pm)
November 12 (½ day 8:30am-12pm)
December 10 (full day 8:30am-4:30pm)
EDU 350/*EDU739: Reading, Language & Children’s Literature in Early Childhood Education with Field Experiences Please note: This undergraduate section is combined/cross-listed with equivalent graduate section EDU739 below.) *EDU739: Literacy Instruction and Assessment in the Early Childhood and Elementary Classroom. Please note: This graduate course section is combined/cross-listed with undergraduate section EDU350 above.Description: Literacy growth will be viewed as part of a developmental continuum progressing from oral language acquisition, speaking, and listening, through the use of language, invented spelling, beginning writing, and emergent reading. Through the reading-writing connection, basal readers, literature-based programs and whole language, an eclectic approach to reading will be presented. Of significance will be the use of this literature to promote any literary development. Field experiences (25 hours) are required. Educators may use their family-based and center-based classrooms and Out-of-School-Time employment settings for field experience; with observation and supervision by university assigned coaches. *Co-requisites: ALL 3 "methods" courses: EDU360; EDU350; EDU370 should be taken in 2 consecutive semesters. EDU370 was offered spring 2016. Prerequisites (3 courses): 1. EDU 105:The Premise of the School and Child Care
2. EDU 208A: Teaching, Learning and Assessment
3. EDU 250A or EDC400: Language and Literacy Development Objectives:
1. Review and write critical reviews of professional journal articles on teaching young children how to read and write;
2. Conduct an assessment of a young child, using an Early Literacy Assessment form;
3. Develop and Demonstrate strategies (motivational techniques) to stimulate children’s interest in literacy;
4. implement a thematic unit consisting of developmentally appropriate activities, linked to state standards, that will engage children of diverse backgrounds and abilities in experiences that advance their learning and development. *Undergraduate course EDU350 is combined/cross-listed with equivalent graduate course EDU739 below.
EDU350 is aligned with QRIS Standard 1: Curriculum & Learning. Description: This course focuses on evidence-based strategies for teaching reading and writing to all children in a multicultural setting. Topics include word analysis, comprehension, vocabulary, writing, guided reading, and independent reading. The role of literacy assessment in differentiating instruction will be emphasized and students will complete a case study of a child’s literacy development with recommendations for instruction.
Pre-requisites: EDU725: Introduction to Literacy Development or EDU737: Theories of Thinking and Learning or permission of ECE graduate program coordinator. Required: 25 hour Pre-practicum field experience Objectives: Same as EDU350 above *Graduate course EDU739 is combined/cross-listed with equivalent undergraduate course EDU350 above.
EDU739 is aligned with QRIS Standard 1: Curriculum & Learning.
39/24/2016 - 12/17/165 Saturdays 8:30am-4:30pm and 1 Saturday 830am-11:30am
Salem State University
352 Lafayette Street
Salem1970
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EDU360/EDU822: Instructor TBD. *5 Saturdays 8:30am-4:30pm and 1 Saturday 1/2 day 12:30-4pm)

September 24 (1/2 day 12:30-4pm)
October 8 (full day 8:30am-4:30pm)
October 22 (full day 8:30am-4:30pm)
November 5 (full day 8:30am-4:30pm)
November 19 (full day 8:30am-4:30pm)
December 3 (full day 8:30am-4:30pm)
EDU360/EDU822:The Arts and Social Studies in Early Childhood Education with Field ExperienceDescription: An exploration of the arts and social studies as they impact upon early learning experiences. VIsual and performing arts will be emphasized in a learning environment that helps youngsters become more aware of their physical and social surroundings promoting play that leads to genuine learning. Field experience (25 hours) required. (see below) Prerequisites (3 courses): 1. EDU 105:The Premise of the School and Child Care
2. EDU 208A: Teaching, Learning and Assessment
3. EDU 250A or 400C:Language and Literacy Development *Co-requisites: ALL 3 "methods" courses: EDU360; EDU350; EDU370 must be taken in 2 consecutive semesters. EDU370 was offered spring 2016. Objectives:
1. Understand the relationship between major theories of child development and classroom practices.
2. Practice observational and assessment skills and techniques
3. Examine learning differences and differentiated instruction.
4. Understand the rationale behind the Massachusetts Core Curriculum and strategies for teaching the learning objectives
5. Plan and implement hands-on inquiry-based art and social studies activities for young children. Field experiences (25 hours per course) are required.
The university will assign coach/supervisors to observe and supervise educators for the field work course component in enrollees’ employment settings eg. family-based or center-based programs, or Out-of-School Time programs. *Undergraduate course EDU360 is combined/cross-listed with graduate course EDU822 below.

EDU360 is aligned with QRIS Standard 1: Curriculum & Learning Learning possibilities in the language arts-social studies curriculum for the young child are studied in this course for the purpose of promoting children's literacy skills while fostering their knowledge and understanding of themselves, others, and the world. *Graduate course EDU822 is combined/cross-listed with undergraduaqte course EDU360 above. Objectives: same as EDU360 above Pre-requisites: N/A EDU822 is aligned with QRIS Standard 1: Curriculum & Learning
39/24/16 -12/10/165 Saturdays 8:30am-4:30pm and 1 Saturday 830am-11:30am
Salem State University
352 Lafayette Street
Salem1970
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5 Saturdays 8:30am-12:30pm classroom and hybrid online limited asynchronous
EEC311/EEC811: Risk Factors that Affect Children and Families *Combined/cross-listed undergraduate (311) and graduate (811) sections.Description: This course examines risk factors athat affect development during childhood (Birth to age 8) as well as effective interventions that can support children and families in the early years. Specifically, the impact of risk factors including socioeconomic status (SES) , access (to quality early education or health care), parental characteristics (eg., education, stress, parenting style) and child characteristics (eg., behavior, resiliency) on child development, as well as the interaction between and among these factors will be explored. This course will also address effective intervention strategies for fostering positive development among children considered at-risk. Includes 15 hours field experience. Objectives: Enrollees will be able to 1. Explain what it means to be "at-risk" in childhood and how academic and emotional risks are related and unrelated to SES. 2. Explain how the causes and consequences of academic and emotional risks may differ in low-income vs. middle and upper SES communities. 3. Identify how different risk factors can affect the success of interventions. 4. Describe what resilience is and how it is related to children's development. 5. Identify the key elements of effective interventions for at-risk children and their families. 5. Describe the types of services and supports that are likely to have the greatest impact on academic achievement. 6. Explain the potential advantages and drawbacks of school-community partnerships and school-linked services. Course is aligned with QRIS standards 1. Curriculum and Learning and 4. Family and Community Engagement2/04/17 - 5/06/17
5 Saturdays 8:30am-12:30pm classroom and hybrid online limited asynchronous
Salem State University
352 Lafayette Street
Salem1970
5
5 Saturdays 1:00pm-5:00pm and onlineEEC310/EEC810: Early Intervention and Care *Combined/cross-listed undergraduate (310) and graduate (810) sections.Description: Students learn how to work effectively with young children (Birth to age 3) who are experiencing or are at-risk for developmental delays. Course will explore the history of and rationale for providing early intervention services and the impact that disabiloity conditions have on children's learning in all developmental domains. Appropriate instructional techniqes and family engagement models will also be explored along with effective ways to collaborate with family, therapists, and other professionals. Includes 15 hours field experience. Objectives: 1. Describe the historical, philosophical, and legal basis of services for young children with and without special needs. 2. Explain the potential benefit of early intervention programming for at-risk and delayed children, their families and the community. 3. Identify developmentally-appropriate formal and informal assessments. 4. Identify appropriate curriculum objectives for developmentally delayed infants and toddlers in all domains, (ie. physical, language, social,, and motor) that are selected to match the needs and cultural characteristics of the child. 5. Describe culturally- and linguistically-sensitive parent engagement models. 6. Demonstrate the skills for collaboration with families, therapists, paraprofessionals, and other early childhood educators. Course is aligned with QRIS standards 1. Curriculum and Learning and 4. Family and Community Engagement2/04/17 - 5/06/175 Saturdays 1:00pm-5:00pm and online
Salem State University
352 Lafayette Street
Salem1970
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NOTE* PLEASE READ
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A Salem State University Student ID# is required to register for SSU courses. If you do not already have an SSU Student ID#, or do not remember it, you may find your existing Student ID# or obtain a new Student ID# at www.salemstate.edu. Click on Navigator in the blue Log-In toolbar. Follow prompts on the left sidebar to either “find/update your ID# and online account” or follow prompts to be issued a new Student ID# at “first time non-degree registration”. If you are accepted into SSU courses, but are not admitted/matriculated into a SSU program, please be prepared to provide your transcripts (unofficial is fine) for any college credits you have earned so SSU may determine if you have passed the pre-requisite courses.
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