Wheelock College
Undergraduate and Graduate Course Catalog
2010-2011
Office of Admissions
200 The Riverway
Boston, MA 02215
(617) 879.2206
(800) 734.5212
undergrad@wheelock.edu
www.wheelock.edu
Notice of Change
Wheelock College reserves the right in its sole judgment to make changes of any
nature in its programs, calendar, academic schedule, or fees whenever it is
deemed necessary or desirable, including changes in course content, the
scheduling of classes with or without extending the academic term, cancelling of
scheduled classes, and other academic activities and requiring or affording
alternatives for scheduled classes. The College Catalogue and the Wheelock
College website ( www.wheelock.edu) contain current information regarding the
calendar, admissions, degree requirements, fees, regulations and course offerings.
The policy of Wheelock College is to give advance notice of change, whenever
possible, to permit adjustment. However, Wheelock reserves the right to make
changes from this published information when it is deemed advisable.
The Wheelock Catalog is published every one or two years. Copies may be
obtained from the Office of Academic Advising and Assistance or the Office of
Enrollment Management. Both of these offices can be contacted at:
200 The Riverway
Boston, Massachusetts 02215
Telephone: 617.879.2000
Toll Free:
Web Site: www.wheelock.edu
Academic Calendar 2010-2011
August
1 Undergraduate tuition due for Fall
15 Graduate tuition due for Fall
Fall 2010
September
4 – 7 Fall orientation
4 First year move-in
5 Returning student move-in
6 Labor Day Holliday
7 Convocation and Cookout
8 Fall Semester Begins (classes meet)
15 Last day to add full-semester Undergraduate courses
22 Last day to drop full-semester undergraduate courses
29 Spring and Summer 2010 Incomplete grades converted
October
8 Last day to withdraw from 1st 7-week undergrad classes
11 Autumn Holiday (no classes)
11 – 18 Undergraduate Mid-semester Evaluations begin
17 Undergraduate Mid-semester Evaluations end
24 – 26 Family Weekend
26 1st 7-week classes end (classes meet)
27 2nd 7-week Classes begin (classes meet)
November
8 Graduate Spring Course Registration begins
8 – 10 Undergraduate Spring Course Selection begins
11 Veterans’ Day (no classes)
15 – 19 Colleges of the Fenway Undergraduate Spring Cross-Registration Week
17 Last day to withdraw from full-semester undergraduate classes
23 Residence halls close for Thanksgiving break at 9 p.m.
24 – 26 Thanksgiving Holiday Break (no classes)
28 Residence halls re-open from break at 12 p.m.
29 Classes Resume
30 Last day to withdraw from 2nd 7-week undergrad classes
December
15 Undergraduate and Graduate tuition due for Spring
17 2nd 7-week undergraduate courses end (classes meet)
17 Fall semester ends (classes meet)
18 Undergraduate Reading Day
20 – 21 Undergraduate examination period
21 Residence halls close for Winter break at 9 p.m.
24 Degrees Conferred
Spring 2011
January
16 Residence halls re-open from break at 12 p.m.
17 Martin Luther King Jr. Holiday
18 Spring semester begins (classes meet)
25 Half-year Day (classes meet)
26 Last day to add full-semester undergrad courses
February
2 Last day to drop full-semester undergraduate courses
9 Fall 2010-11 Incomplete Grade Conversion
21 President’s Day (no classes)
March
7 – 11 Spring Break
9 Undergraduate mid-semester evaluations begin
14 Classes Resume
14 Undergraduate Mid-semester evaluations end
15 1st 7-week undergraduate courses end (classes meet)
16 2nd 7-week undergraduate courses begin (classes meet)
29 Last day to withdraw from full-semester undergraduate courses
April
4 Graduate Summer and Fall Course Registration begins
6 Undergraduate Summer and Fall Course Selection begins
11 – 15 Colleges of the Fenway Undergraduate Summer and Fall CrossRegistration Week
18 Patriot’s Day (no classes)
29 2nd 7-week undergraduate courses end (classes meet)
May
3 Spring semester ends (classes meet)
4 Undergraduate Reading Day (no classes may be held)
5 – 6 Undergraduate Examination Period
7 Residence halls close for non-graduating students at 2 p.m.
13 Commencement (11:00 am)
13 Residence halls close for graduating students at 5 p.m.
Summer I 2011
May
16 Summer Session ‘1’ Begins (classes meet)
27 – 30 Memorial Day Holiday (no classes)
June
24 Summer Session ‘1’ Ends (classes meet)
27 Summer Session ‘2’ Begins (classes meet)
29 Summer Session ‘1’ Final Grades Due (10:00 am)
July
1 – 4 Independence Day Holiday (no classes)
August
5 Summer Session ‘2’ Ends (classes meet)
12 Degrees conferred
22 - 31 Summer Bridge Program
The Mission of the College
Wheelock College’s mission is to improve the lives of children and families.
A private college with a public mission, Wheelock College is recognized as a
national leader in its professional fields — child life, educator preparation, human
services, and social work. Wheelock carries out its mission by providing a sound
education in the arts and sciences and in the professions. Historically, the College
was founded as an institution with a focus on early childhood education and is
recognized nationally and internationally as a premier institution that prepares
early childhood, elementary, special education and reading teachers. The mission
has now expanded to meet the broader evolving needs of children, families, and
society. The College also offers outstanding professional preparation in child life,
social work, juvenile justice, parent education, community leadership,
communications and media. The Wheelock mission is sustained by the College’s
academic programs and by its involvement in the life of many communities.
Members of the Wheelock community are committed to the mission and practice
its meaning in their work. The community includes undergraduate and graduate
students; alumni; faculty members; administrators in on-campus, national, and
international programs; trustees, and members of the Corporation.
Wheelock’s undergraduate academic programs give students a rigorous education
in the arts and sciences while preparing students to become knowledgeable and
caring professionals. A curriculum with multicultural dimensions prepares
students to work with all children and families, to be responsible citizens, and to
help to create a just society. Through demanding and responsive teaching, faculty
members inspire students to become informed and actively engaged citizens.
The undergraduate program introduces students to social sciences, humanities,
visual and performing arts, math, and science, and offers arts and sciences majors
in related disciplines. A carefully conceived program of field placements
beginning in the first year gives students experience in schools, hospitals, and
community agencies. Students who attend Wheelock College come to see
themselves as advocates for children and families in a global way. They move
from understanding the personal impact they can have in children’s lives to
understanding the societal forces that must shape their work and the effects they
can have on those forces.
Graduate programs are designed to honor the prior experience and knowledge of
graduate students, many of whom are working professionals. These students bring
intellectual independence to their studies at Wheelock. Graduate programs
emphasize human development within a cultural context, have a multicultural
perspective, and strengthen students’ research skills. Their Wheelock experience
enables graduate students to become leaders in their fields and advocates for
children and families. The graduate programs help extend the Wheelock mission
into the working world.
Wheelock alumni remain devoted to the College’s mission long after they have
graduated. They carry the essence of the mission into their professional and
private lives. Whether or not they are working in the College’s traditional
professions, Wheelock alumni continue to express their commitment to an ethical
and caring society. They become leaders in their professions, and help shape
national thought about children, families, and society.
The Wheelock faculty and administration work continuously with the professional
community to reflect on its academic programs and its ethos in the multicultural
democracy of the United States. As an institution, Wheelock is committed to
creating a diverse learning community. The College accepts its obligation to
prepare students to live effectively in a world of unprecedented global
connectedness. Wheelock seeks to create lifelong learners and leaders who will
bring informed and flexible ways of thinking into complex situations where prior
learning is not enough to solve problems.
The Wheelock Compact
The Wheelock Compact is an expression of the common purpose shared between
the College and its students. It is an agreement we make with each other to
engage, connect and act in ways that will inspire a world of good.
What you bring. You bring your passion and potential to lead and serve others.
You bring your values and your desire to shape your own path. You bring your
commitment to doing your best work, as you set your sights on changing the
world.
What we offer. We offer an intimate, diverse teaching and learning community
within a dynamic urban setting. We provide the academic grounding and realworld experiences you need in your chosen field. We are focused on social
justice, engaged in the wider world, and committed to your success.
What you will become. You will become a more confident, knowledgeable,
capable advocate for change, prepared to serve, lead and succeed in a variety of
careers. You will value learning, growth and opportunity as keys to a sustainable
society. You will inspire a world of good.
History
In 1888, six students met daily to investigate the “new education,” as the
kindergarten movement in America was then known. The Wheelock School
occupied a single classroom at Chauncy Hall in Boston’s Copley Square. But its
mission placed it at the forefront of our nation’s efforts to understand and shape
early childhood education.
This first class studied and trained under the direction of Lucy Wheelock, a
pioneer in the United States kindergarten movement, who founded the Wheelock
School to educate and train kindergarten teachers for public and private schools in
the surrounding communities.
From the beginning, a Wheelock education engaged individuals as students and
teachers. Readings in literature and the innovative field of psychology were
complemented by observation of children in classrooms and at play.
During her first 25 years as the School’s director, Lucy Wheelock explored the
implications and potential of early childhood education. She drew to her
classrooms educators, philosophers, and the working women and men who shared
her inclusive view of teaching as “the loving, watchful observation of one who
wishes to know the meaning of all she sees.” In 1914, the American kindergarten
movement celebrated Wheelock’s move to the Riverway and a building designed
specifically for its use. With this move, the future of Wheelock and its rightful
place as an institution of higher learning for teacher preparation were secure.
Over the next 25 years, Miss Wheelock broadened the scope of the educational
programs and sent students out to work with the children of recent Portuguese,
Filipino, and Italian immigrants and those of other newcomers. She developed
courses and invented programs to nurture the bonds between children and their
families. Her whole-child approach to education encouraged the cultivation of a
dynamic relationship with the civic community.
The School was incorporated as a nonprofit institution when Lucy Wheelock
retired, having completed her 50th year as the director. In 1941, the institution’s
name was changed to Wheelock College. The academic program was expanded to
four years, and the Commonwealth of Massachusetts authorized the College to
grant the Bachelor of Science degree. The curriculum was revised to respond to
advances in educational theory and scholarship in the Arts and Sciences.
Graduate degree programs at Wheelock date from 1952, when the
Commonwealth authorized the College to grant the Master of Science. The
Wheelock Graduate School extended the scope of the College’s mission,
broadening its research and professional programs, and integrating advanced
scholarship and the contributions of working professionals. In 1978, the
Certificate of Advanced Graduate Study was created to expand the opportunities
for intensive research and certification at Wheelock.
Wheelock’s distinguished academic and professional programs have evolved from
these efforts to forge a comprehensive relationship between educated women and
men and the children, families and communities they serve.
Portrait of the Present
The Wheelock College community today embraces approximately 800
undergraduates and 300 graduate students at the Boston campus, with another 500
students completing local, regional, and international off-campus programs. In
their diversity, they reflect our multicultural society, and their willingness to
approach life in this community cooperatively reflects a remarkable unity of
spirit.
Most students who choose this College are motivated by a conscious idealism that
promotes service to others as meaningful work. Wheelock students intend to make
a positive difference in the communities where they engage. They are sensitive to
injustice, particularly when its victims are children. Wheelock students use their
time at the college to master skills that will enable them to do something
purposeful with their drive to help improve the lives of children, families, and
society in general.
The Campus
The brick buildings, lawns and terraces of the Wheelock College campus are
located on either side of Boston’s Riverway, near the center of the city’s Emerald
Necklace. Wheelock’s Classroom Building, studios and residences are bordered
by the nine-level Wheelock College Library, the Student Center, the
Administration Building and the Lucy Wheelock Auditorium. The newest
addition to the Boston campus is the CCSR, the College Center and Student
Residence, a brand new building, housing state of the art dining services, post
office, book store, residence hall, and meeting spaces. The College has two
additional buildings located on its campus that extends across city lines into
Brookline. Wheelock’s campus in Brookline is a multi-purpose facility used by
the entire Wheelock community.
The intimate campus community enjoys access to metropolitan Boston. Newly
arrived undergraduates are welcomed by experienced students who work with the
College’s student life professionals to plan introductory activities and orientation.
The welcome includes exploration of Boston’s cultural and social offerings as
well as programs that teach practical skills for safe and responsible enjoyment of
life in Boston.
Among Wheelock’s immediate neighbors are the Museum of Fine Arts and the
Isabella Stewart Gardner Museum, the five other colleges and universities that,
with Wheelock, comprise the Colleges of the Fenway partnership, and the
teaching, research and health care facilities of a complex of hospitals and medical
schools. Within a block or two of the campus, subway stations and major bus
routes connect Wheelock to downtown Boston, Quincy Market and Government
Center, the Children’s Museum and the Museum of Science, the New England
Aquarium and Harvard Square.
The personal and professional ties a student develops while living in Boston are
strengthened by the College’s longstanding cooperation with the schools,
hospitals, agencies and museums in the city and surrounding towns. Wheelock
students are directly involved in the life of the city and their ideals are put to work
throughout Greater Boston, creating a community context for students’ academic
work. Based in this context, the contributions of every student will endure long
after graduation.
Wheelock and Beyond
Colleges of the Fenway
Wheelock College is a member of the Colleges of the Fenway, a collaboration
among Emmanuel College, Massachusetts College of Art, Massachusetts College
of Pharmacy and Health Sciences, Simmons College, Wentworth Institute of
Technology and Wheelock College. Each college maintains its distinctive
identity, while providing students with access to academic programs and student
services on all six campuses. Wheelock undergraduate students can cross-register
for courses at any of the other participating institutions; students from the other
colleges can enroll in courses at Wheelock College. Each college reserves the
right to limit access to certain courses.
The Colleges of the Fenway partners believe that by working together they can
enhance the student and faculty environments of their individual institutions while
retaining the unique qualities of each school. Moreover, they believe that through
the economic benefits of collaboration, they can slow the escalating cost of higher
education by sharing resources to end costly duplication, and by taking advantage
of joint purchasing arrangements. In collaboration, students and faculty continue
to study, to live and to teach in small college environments while enjoying the
resources of a major academic center.
Online and Off-Campus Learning
Wheelock College hosts master and undergraduate degree programs in local
communities throughout New England. In these regional programs students are
able to earn a Wheelock degree close to home, without their classes interfering
with work schedules.
Our off-campus programs are cohort learning experiences. Students begin and
often complete their program together developing strong bonds as professional,
academic, and personal experiences are shared. Through collaborative work,
strong support networks are built among cohort members, faculty, advisors, and
staff lasting well beyond the academic program.
Students enrolled in an Online and Off-campus Learning program take a
minimum of two courses during each semester. Classes take place once a week in
the evening, or in a three-weekend format (approximately every other weekend)
on Fridays from 4:30 p.m.-8:30 p.m. and Saturdays 8:30 a.m.- 4:30 p.m.
Degree completion programs
The Wheelock degree completion programs are designed for professionals with an
associate degree who are interested in earning a Bachelor of Science degree from
Wheelock College. Students complete an Arts and Sciences major A description
of these majors is included under Undergraduate Programs: School of Arts and
Sciences or School of Education, Social Work, Child Life and Family Studies.
Selected courses are at an advanced level courses are designed to add to the
knowledge base students have acquired through their associate degree program
and experience as preschool teachers. The number of classes students take in the
program will depend on the number of credits that students transfer into
Wheelock. Students can transfer in a maximum of 67 credits. These programs are
offered on the Boston campus, as well as other off-campus locations. For specific
information about the cohort program currently being recruited see the Wheelock
webpage or email natreg@wheelock.edu .
Off-Campus Masters Degree Programs
Wheelock College offers masters programs in a number of locations in
Massachusetts as well other New England states. These programs provide
opportunities to enhance professional skills through graduate study in human
development, multiculturalism, research, curriculum, and family studies. All offcampus offerings are conducted within student cohort groups further enhancing
the educational experience by allowing students to form strong bonds with other
professionals over time. All classes are held either in evenings, on weekends, or
through online offerings. These programs are particularly convenient for people
who are working full-time or who live some distance from the Boston campus.
Students complete their programs in approximately 2 years.
The curriculum focus of each master’s program is dependent on the demand and
academic needs within the communities they are located. Programs currently
offered off campus are: Early Childhood Education with Initial PreK-2 Licensure
or PreK/K credential; ,Leadership and Policy in Early Care and Education, and,
Elementary Education (1-6 Initial Licensure). Specific program descriptions can
be found in the graduate section of this catalog.
For start-up dates for each location, contact the Office of Online and Off-Campus
Learning at 617-879-2402. or natreg@wheelock.edu .
Professional Development and continuing education
Dawna Burrus, Director
dburrus@wheelock.edu
The College offers Professional Development Institutes (PDIs) in the summer and
during inter-sessions (in January and in May-August). The PDI offerings vary
from year to year, and are announced on the college website, through mailings
and on Facebook. Continuing Education and Professional Development courses
also are provided through cohort organizations within the academic, education
and social services community at-large. These courses are offered both on campus
or at the cohort facility and are conducted by Wheelock faculty. Generally,
registration and participation is the community courses is limited to the audience
selected by the cohort. If a community course is open to other parties,
announcements will be listed on the Professional Development and Continuing
Education page of the College’s website.
Professional Development and Continuing Education courses and programs can
be taken for academic credit, Continuing Education Units (CEUs) or Professional
Development Points (PDPs).
Centers and Institutes
Aspire Institute—‘Bridging College and Community’
Jacob Murray, Director
jmurray@wheelock.edu
In 2008, Aspire Institute opened its doors with a vision of increasing knowledge
and advancing policies that ensure the success and well-being of children,
families, and communities. Aspire provides leadership or support for building
partnerships that advance interdisciplinary, holistic approaches that address
complex issues of social and educational concern facing children and families in
our communities. By strengthening and linking the internal resources of
Wheelock with external groups and individuals who serve children, families, and
communities, we aspire to improve the long-term capacity of schools and
communities to successfully nurture and educate children from birth through
adolescence. Our work is currently focused on three areas that affect the wellbeing of children, families, and communities: health and wellness, education, and
social and family systems.
The Center for International Education, Leadership, and Innovation
Dr. Linda Davis, Interim Director and Associate Professor
ldavis@wheelock.edu
Wheelock College’s Center for International Education, Leadership, and
Innovation was established in 1992 to develop and deliver globally a range of
academic degree programs, innovative seminars, and professional development
programs. The Center coordinates all of Wheelock College’s global endeavors,
including degree-granting programs in Singapore.
The Center contributes to the internationalization of the Wheelock College
community by coordinating all of the College’s global endeavors. This includes
the delivery of a range of culturally-responsive, state-of-the-art educational
programs abroad in collaboration with local education and health ministries,
universities and other educational institutions. Currently, the Center has the
capacity to offer programs leading to an Associate of Science, Bachelor of
Science and Master of Science degrees.
The Center is also the home of the Presidential International Service Learning and
International Visiting Scholar Programs. These endeavors further augment the
range of global opportunities, experiences and research available for the benefit of
Wheelock College students, faculty and alumni and those of the Colleges of The
Fenway.
For detailed information iprograms offered internationally see p. 23 in the
Academic Experience section of this catalog.
The Center for Scholarship and Research
Dr. Janine Bempechat, Director
jbempechat@wheelock.edu
The Center for Scholarship and Research (CSR) encourages, supports, and
celebrates faculty scholarship, research, and creative production in light of the
college’s vision, mission, values, and academic principles. In meeting this
purpose, the CSR 1) provides direct services and programs to support individual
and collaborative faculty research, scholarship, and creative production; 2)
facilitates and supports faculty development and interconnected initiatives in
teaching and scholarship; and 3) engages with mission-oriented partners in
collaborative research efforts and through provision of professional services.
In collaboration with Wheelock faculty, staff, and students, the CSR supports
Wheelock faculty as they contribute to the knowledge bases of their disciplines
and professions and provide professional services to its partner communities to
improve the lives of children and families through scholarship.
Areas of Focus
The Center for Scholarship and Research works collaboratively and inclusively
through three integrally related areas of focus:
Scholarly Work. Support and promote faculty scholarship, research, and creative
production
Teaching and Learning. Highlight, develop, and study excellence in teaching and
evaluation of learning outcomes while supporting initiatives connecting teaching,
learning, and research
Mission-Oriented Partnerships. Identify and support collaborations with
community partners through scholarship, research, evaluation, development and
dissemination of work products, and provision of professional services.
The Documentation Studio
The Documentation Studio at the Center for Scholarship and Research is a venue
for exhibiting and sharing artifacts of teaching and learning. The Documentation
Studio offers workshops, special exhibits and discussions for Wheelock faculty,
students, and area educators from toddlers to higher education. It is a place for
educators to create, display, and discuss artifacts of learning by students of all
ages. Inspired by the work of early childhood educators in Reggio Emilia, Italy,
the tool of documentation includes artifacts of learning such as student work (i.e.
a drawing, a written story), photos of students working in their classrooms, a
transcript of a student’s words describing what he has learned, a video clip of a
teacher and students working together. The Documentation Studio is located on
the ground floor of the Hawes, Brookline campus and is open and available to
view on-going exhibits; contact the director for more information and to be
included on emails regarding future events.
The National Center for Race Amity
Dr. William H. “Smitty” Smith
wsmith@wheelock.edu
The National Center for Race Amity (NCRA) was established in January 2010. It
is based at Wheelock College and receives its funding from the W.K. Kellogg
Foundation. A sustainable organization, NCRA’s programs generate income to
support itself and other programs benefitting first generation college students. The
Center has three primary initiatives, expansion of the Campus Conversations on
Race model in a national network of colleges that employ the strategy of training
student co-facilitators to guide peer group discussions on race and ethnicity;
development of theater based race amity education programs targeting middle
school students; and research and development of ‘The Human Being Curriculum;
for national and international dissemination.
The Academic Experience at Wheelock
Accreditation
Wheelock College is chartered by the Commonwealth of Massachusetts and
accredited by the New England Association of Schools and Colleges (NEASC),
the National Council for Accreditation of Teacher Education (NCATE) and the
Council on Social Work Education (CSWE). Programs leading to state educator
licensure issued by the Massachusetts Department of Elementary and Secondary
Education (ESE) or used by candidates to apply for an early care, preschool
teacher or center director credential issued by the Massachusetts Department of
Early Education and Care (EEC) are further recognized by the following national
specialty professional organizations: National Association for the Education of
Young Children (NAEYC), Association for Childhood Education International
(ACEI, for review of Elementary Programs), Council for Exceptional Children
(CEC), and the International Reading Association (IRA).
Academic Guiding Principles
In order to shape and modify its curriculum in a manner consistent with the
successful implementation of its mission, faculty and administrators are informed
by Wheelock College’s Academic Guiding Principles*. They are as follows:
Preamble
Wheelock College cultivates a passion for learning among all members of its
community. We are a diverse learning community whose members respect
differences among people, their ideas, and their ways of being in the world.
Principle One
Wheelock College creates and sustains an environment of critical inquiry, creative
expression, and growth. Wheelock College students:
• master content in the arts and sciences in sufficient depth and rigor to allow
an appreciation for the beauty and integrity of the disciplines;
• develop expertise in the education and human service professions along a
continuum from entry level to advanced practice;
• explore new ideas, experiences, and collaborative partnerships, and integrate
academic learning and community-based experiences;
• apply multicultural and developmental perspectives to understand
individual, family, community, and societal growth.
Principle Two
Wheelock College develops reflective, responsive, and responsible world citizens
who are prepared to:
• understand the broad social, cultural, political and economic contexts that
influence the lives of all children and families at the local, national, and
international levels;
• engage, individually and collectively, in lifelong learning, embrace multiple
perspectives, and participate within diverse communities;
• realize their capacity for leadership that creates a more just world for all
children and families.
*Developed by the faculty and approved by faculty vote in May 2006.
General Policies
Diversity Policy and Initiative*
Wheelock College is committed to creating and sustaining a campus community
that accepts and honors the diversity of its members. Diversity is the
understanding and appreciation of all people regardless of ethnic origin and
background, religion, age, gender, sexual orientation, socio-economic status, or
ability. The goals supporting this commitment include the following:
• promoting an institutional commitment to diversity;
• creating and sustaining a campus climate that appreciates diversity;
• increasing and supporting sustained opportunities for student experiences
and student learning from a diverse, equitable and
• multicultural perspective;
• to make Wheelock College a place where persons of any age, race, color,
national or ethnic origin, handicapping condition, and gender or sexual
orientation feel welcome and respected.
Any person having inquiries or complaints concerning Wheelock College’s
compliance with the regulations implementing Title VI of the Civil Rights Act of
1964, Title IX of the Education Amendments of 1972, Age Discrimination Act of
1975, Section 504 of the Rehabilitation Act of 1973, or the Americans With
Disabilities Act is directed to contact President Jackie Jenkins-Scott at 200 The
Riverway or telephone her at (617) 879-2161. The President has been designated
by Wheelock College to coordinate Wheelock College’s efforts to comply with
the regulations implementing Title VI of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, Age Discrimination Act of 1973, and The
Americans with Disabilities Act
Sexual Harassment Policy Statement*
All members of the College community, including students, faculty,
administrators, and staff, have a right to be free from sex discrimination in the
form of sexual harassment by any other member of the College community.
Students With Disabilities*
In compliance with the Americans with Disabilities Act of 1990 and Section 504
of the Rehabilitation Act of 1973, the College is committed to providing support
services and reasonable accommodations on an individual basis to students with
disabilities (as defined by law). Students requesting accommodations must submit
appropriate documentation verifying the need for accommodations and contact
the Director of Academic Assistance and Disability Services in the Office of
Academic Advising and Assistance.
Drug And Alcohol Awareness Policy*
The College is committed to creating and maintaining a campus environment that
is free of the use of illicit drugs and alcohol. The College is a member of the
Coalition of Boston area schools on underage drinking. This Coalition adopted a
set of principles and commitments to address problem drinking. In compliance
with the Drug-Free Schools and Communities Act Amendments of 1989, and
other state and federal laws, the College has developed the following Drug and
Alcohol Awareness Policy.
Campus Computing Policy*
Email is an official method of communicating at Wheelock College. The Office
of Information Technology creates and issues a Wheelock email account to each
student upon enrollment. Each student is notified, in writing, of his/her email
address and receives instructions for accessing his/her email account. The
Wheelock College Student Email Policy requires students to activate and utilize
their Wheelock email accounts. The Policy was developed to set standards for
communications between the College and its students, to ensure that all students
have access to pertinent College information, and to ensure that administration,
faculty, and staff of the College have a standardized method and a timely process
for communications with students.
Smoke Free Environment*
Smoking is prohibited in all Wheelock buildings, including residence halls.
Confidentiality
The Family Educational Rights and Privacy Act of 1974 requires the College to
maintain the confidentiality of student educational records and is intended to be a
safeguard against unauthorized release of information contained in student
educational records. In compliance with the Family Educational Rights and
Privacy Act of 1974, students enrolled at Wheelock College and former students
have the right to review their educational records upon request. However,
confidential evaluations, recommendations placed in educational records prior to
January 1, 1975, and parents’ financial records and related materials may not be
released to students or former students.
Academic Honesty Policy**
Wheelock College is committed to promoting intellectual growth in an
environment that honors academic integrity, ethical behavior and academic
excellence. To that end, an Academic Honesty System has been established to
ensure that proper behavior is recognized and that improper behavior is addressed
in a fair, consistent, and timely manner. Students are required to meet the
College’s standards for academic honesty which include producing original work,
crediting non-original work and outside sources, and behaving honestly in all
academic endeavors.
Academic Honor Code
Central to the Academic Honesty System is the Academic Honor Code.
Undergraduate students must agree to be bound by the Code at the beginning of
each academic year. Graduate students must agree to be bound by the Code when
they enter their programs. All students must comply with the Academic Honor
Code at all times while they are enrolled at the College.
The Academic Honor Code follows:
As a citizen of the Wheelock College community, I am committed to acting
honestly and with integrity in all aspects of academic life. I pledge to conduct
myself ethically in my academic endeavors. I accept responsibility for what I
write and what I say. In the spirit of trust, I will not misrepresent my academic
work. I will not cheat and I will work toward creating a fair academic
environment for all.
* For more complete information on these Wheelock College policies see the
Wheelock College Student Handbook online at http://www2.wheelock.edu/
wheelock/Student_Life/Student_Handbook.html .
** For more complete information on Wheelock College Academic Policies see
the Wheelock College website at www.wheelock.edu.
The Academic Experience at Wheelock College
Wheelock delivers a broad array of undergraduate and graduate programs through
three schools under the leadership of a Vice President for Academic Affairs.
These include the School of Arts and Sciences ; the School of Education, Social
Work, Child Life and Family Studies and the School of Graduate and Continuing
Studies.
The School of Arts and Sciences at Wheelock College is home to six academic
program areas ― American Studies, Arts, Communications, Psychology and
Human Development, Humanities, and Math/Science. These programs provide
students with a strong liberal arts education, which encompass the knowledge and
skills required for a wide variety of career paths. Also, since it’s estimated that
college students today will likely have four or five careers — not just jobs — over
their professional lives, a strong liberal arts foundation provides you with the
functional skills and flexibility to shift to new careers over your professional life.
The School of Education, Social Work, Child Life and Family Studies embodies
Wheelock’s mission — to improve the lives of children and families — by
offering a rigorous educational experience and a range of professional career
paths for students who wish to become change agents in the lives of children,
families, and communities. This School is home to eight professional program
areas- Elementary, Special and Early Childhood Education, Language and
Literacy Studies, Child Life, Juvenile Justice and Youth Advocacy, Social Work
and Leadership and Policy. The program portfolio of undergraduate programs and
graduate offerings in these areas support the needs of early practitioners as well as
advanced practitioners.
The School of Graduate and Continuing Studies oversees the delivery of a wide
variety of undergraduate and graduate programs and continuing education
opportunities to students on our campuses and close to where our students live
and work. Our programs are offered at our Boston and Brookline campuses and at
regional locations in the U.S. Some programs are delivered in a cohort model
through which students participate in a program as a unified group, supporting
each other through a clearly defined curriculum. The School also delivers
programs and course offerings at times, locations and schedules that
accommodate the professional and family demands of our students. In addition to
traditional on-campus programs, the School also provides evening and weekend
programs and will be adding an on-line component in the near future.
Academic Degree Programs
The College provides academic oversight of all undergraduate and graduate
programs through two Schools: (1) Arts and Sciences; and (2) Education, Social
Work, Child Life, and Family Studies. A third School of Graduate and Continuing
Studies supports graduate students and programs in particular, and oversees the
delivery of undergraduate and graduate programs regionally and nationally.
Undergraduate Degree Programs
Bachelor of Science and Bachelor of Arts
Students who major in Psychology and Human Development or Mathematics/
Science earn the Bachelor of Science (B.S.) degree; those who elect American
Studies, Arts, Communication or Humanities majors are awarded the Bachelor of
Arts (B.A.) degree.In combination with one of the six Arts and Science majors
students prepare for professions by having a second major in one of the
professions, Elementary Education, Early Childhood Education, Child Life, or
Special Education, . The professional majors provide students with content
knowledge and practical fieldwork experiences in their chosen field, enable them
to pass state or national exams and qualify for child life, teacher credentials, and
to meet other professional requirements.
Bachelor of Social Work
Undergraduates who major in Social Work earn the Bachelor of Social Work (B.
S.W.) degree. In their program students acquire practical experience working with
individuals, families, groups, organizations, and communities in a variety of
social service settings, including child welfare and family service agencies,
hospitals, and schools. Social Work majors may pursue a second professional
major in Juvenile Justice and Youth Advocacy. All Social Work majors complete
additional Arts and Sciences coursework beyond General Education requirements.
Students can complete this requirement of additional Arts and Sciences
coursework in one of three ways: by completing a second major in American
Studies, the Arts, Human Development, the Humanities, or Math/Science; by
completing a 16 credit minor in an Arts and Sciences discipline or by completing
12 elective credits in the Arts and Sciences. Students in this program who pursue
a double major earn a BSW degree.
Undergraduate Minors
Minors in Child Health, Education, Juvenile Justice and Youth Advocacy, and
Sports Based Youth Development, as well as in several arts and sciences areas
(name?) are available to Wheelock undergraduates. Minors are typically 16
credits.
Graduate Programs
Post-Baccalaureate Licensure and Certificate Programs
Wheelock College’s School of Education, Social Work, Child Life and Family
Studies offers an undergraduate Human Services Certificate Program and a
graduate level non-degree Parenting Education Certificate Program, is offered
through the Department of Child Life and Family Studies. State approved
advanced course clusters are also offered in areas of English as a Second
Langauge, Reading, and Special Education to advanced Massachusetts teachers’
initial licenses to the professional level (see page 120) and for professional
development purposes.
Masters Degree Programs
Master’s of Science (M.S.) degree programs are offered in four areas of study
leading to a professional credential or license: 1. Child Life and Family Centered
Care; 2. Early Childhood Education; 3. Integrated Elementary and Special
Education; 4. Reading. The College also offers a Master’s of Social Work (MSW)
program. The College offers two non-licensure programs in Education that have
more flexibility for self-design: Language and Literacy Studies and Educational
Studies.
International Degree Programs
The Wheelock College Center for International Education, Leadership and
Innovation (see p. 11) delivers of a range of culturally-responsive, state-of-the-art
educational programs abroad in collaboration with local education and health
ministries, universities and other educational institutions. Currently, the Center
has the capacity to offer programs leading to an associate of science, bachelor of
science and master of science degrees. Each degree program leads seamlessly
from one level to the next. These programs are offered to international students
only. The current programs offered are as follows:
Master of Science in Early Childhood Education with a Focus on Literacy (in Singapore)
This program, offered in collaboration with the SEED Institute in Singapore, is
designed to prepare learners to continue to pursue a career I education and
satisfies the degree requirements of Wheelock College. Graduates of this program
are prepared to assume multiple roles as educators
Master of Science in Early Childhood Education
This program, offered in collaboration with the SEED Institute in Singapore,
applies current knowledge and theory in the fields of child development and early
education to teaching in early childhood and primary grades. This Master of
Science program provides an excellent model to educate professionals for
leadership, management, parent educators, teacher education, and policy-making
positions in early childhood education in Asia and globally.
Bachelor of Science in Early Childhood Educational Studies and Leadership
This program is specifically designed for NGEE Polytechnic’s Early Childhood
Education Diploma graduates who are lifelong learners committed to improving
the quality of life for children and families globally. The program helps graduates
prepare for successful careers as education leaders, educators, entrepreneurs,
administrators or specialists for inclusive and speciation education.
Licensure and Certification Information
Child Life Specialist/Child Life Professional Certification
Certification as a Child Life Specialist is available through the Child Life Council
(CLC). To become a Certified Child Life Specialist (CCLS) students must pass an
examination that is administered by the CLC two times per year in May and
November. To be eligible to take the examination, the student must have received
a baccalaureate degree or be in the final semester of study towards a baccalaureate
degree. All eligibility requirements must be completed by the time of application
to take the examination. Once eligibility is approved, the student may take the
certification examination. The student may take this examination as many times
as he or she needs to pass it, as long as the current eligibility requirements are
met. For more information on Child Life Certification requirements, contact the
Child Life Council at Child Life Council, Inc., 11820 Parklawn Drive, Suite 240,
Rockville, MD 20852-2529, or via their web site at www.childlife.org, or call
301-881-7090.
Educator Licensure/Massachusetts Department of Elementary and Secondary
Education Licensure
Wheelock students who complete a baccalaureate degree program that is
approved for Initial Educator Licensure in Massachusetts (including passing state
licensure examinations), are eligible for institutional endorsement for that license
in Massachusetts. Undergraduate state-approved and nationally recognized
(accredited) teacher preparation programs offered at Wheelock lead to
institutional endorsement for the Massachusetts Initial Teacher License in three
areas:
Early Childhood: Teacher of Students With and Without Disabilities (PreK-2)
Elementary Teacher (Grades 1-6)
Teacher of Students with Moderate Disabilities (PreK-8)
Once a teacher is employed in a position that requires the Initial License, the
license is activated and valid for employment in Massachusetts for up to five
consecutive years. Within five years after the license is activated, it must be
advanced to a Professional level. The Professional license can be renewed every 5
years indefinitely. Requirements for Professional Licensure include three years of
teaching in the field and age/grade level of the Initial License after being eligible
for that license; mentoring in the first year of teaching with the license; 50 hours
of supervised experience beyond the first year of mentoring; and a master’s
degree that meets state requirements for the advancement of a specific license. A
master’s degree in any area qualifies for licensure advancement if augmented by a
12-credit advanced course cluster approved by the MA Department of Elementary
and Secondary Education for a specific licensure area. Wheelock offers state
approved master’s program in reading, and approved 12-credit clusters to advance
initial licenses in Early Childhood, Elementary, ESL/ELL, and Moderate
Disabilities (see page 120 for more information).
Early Childhood Credential Requirements/Massachusetts Department of Early
Education and Care (DEEC)
Wheelock graduates of baccalaureate and post-baccalaureate Early Childhood
Programs can use courses and supervised practica from their programs to apply
for lead teacher and director credentials issued by the Department of Early
Education and Care.
The Massachusetts Department of Early Education and Care (DEEC) has
established prerequisite educational and job experience requirements for
individuals working in child care centers, nursery schools and private
kindergartens. The DEEC credential indicates that an individual meets these
criteria and, therefore, is eligible to be employed in specific roles within child
care settings. Wheelock College has individual courses and programs that meet
the requirements for the DEEC credentials required for the following positions:
Teacher:
Must be at least 18 years of age or have a high school diploma or equivalent AND
have 3 credits or 4 CEU credits in Child Development (birth to 8 years of age)
and 9 months of supervised work experience or one practicum with children under
7 years of age, three months of which must be with infants or toddlers for Infant/
Toddler Teacher, and with preschoolers for Preschool Teacher.
Infant/Toddler Lead Teacher:
B.S. or B.A. or advanced degree in ECE or related field of study; 12 credits or
equivalent CEUs in early childhood or a related field of which 3 credits or
equivalent CEUs must be in either curriculum, program planning or classroom
management, and 3 credits or equivalent CEUs must be in a course in child
development (birth to 8 years) and 3 credits or equivalent CEUs must be in a
course related to the care of infants and toddlers; and 18 months of supervised
work experience with children under 7 years of age, six months of which must be
with infants and toddlers.
Preschool Lead Teacher:
B.S. or B.A. or advanced degree in ECE; PreK-3 Certification from DOE, or in a
related field of study; 12 credits in early childhood or a related field of which 3
credits or equivalent CEUs must be either curriculum, program planning or
classroom management, and 3 credits or equivalent CEUs must be in a course in
child development (birth to 8 years); and 18 months of supervised work
experience with children under 7 years of age, six months of which must be with
preschoolers.
Director:
Must meet the requirements of lead teacher; have 6 months of work experience
after meeting lead teacher qualifications; and must have at least 6 additional
credits or equivalent CEU credits in courses covering either day care
administration, business or management.
Definition of a Practicum for EEC credential
Completion of 150 hours, over an 8-week period, of direct work with infants/
toddlers or preschoolers, supervised by personnel from an institution of higher
learning, with at least three site visits, and placement with at least a Lead Teacher
qualified staff member. One practicum may substitute for 9 months of work
experience. The practicum must be verified on the Verification of Work
Experience form and listed on a transcript. Verification may be from the
placement or the institution of higher learning.
For more information about credentials for child care providers and center
directors certification, or to receive an updated listing of the current child care
certification requirements, see the Department for Early Education and Care website at www.eec.state.ma.us or contact them at 51 Sleeper Street, 4 th Floor,
Boston, MA 02210. You may also call the DEEC at (617) 988-6600; fax at (617)
988-2451; and TTY at (617) 988-2454.
Social Work/Social Worker Licensure: Massachusetts Board of Registration Of Social Work
Social Work is a legally regulated profession in Massachusetts and in most states.
The nature of the regulation varies somewhat from state to state. The most
common form, as in Massachusetts, is licensure, although some states have
certification. Technically, what is usually regulated is practice under the title of
“social worker.” Not all states have all levels, and the terminology varies. Some
states license only more advanced clinical practice. In Massachusetts, the
licensing levels are as follows:
LSWA. Licensed Social Work Associate. Associate level (associate degree in
human service field or baccalaureate degree in any field).
LSW. Licensed Social Worker. BSW-Basic level (baccalaureate degree in social
work plus passing LSW licensing exam).
LCSW. Licensed Certified Social Worker. MSW-Intermediate level (master’s
degree in social work plus passing LCSW licensing exam).
LICSW. Licensed Independent Clinical Social Worker. Advanced level (master’s
degree in social work plus two years of LICSW-supervised post-master’s degree
practice experience plus passing advanced licensing exam). This is the level that
is most likely to be recognized by insurance companies as eligible for
reimbursement for professional services.
Students should always investigate the specific licensure regulations in the state in
which you intend to practice. Contact the National Association of Social Workers
at www.socialworkers.org or the Association of Social Work Boards at
1-800-225-6880 or www.aswb.org.
Massachusetts Licensing Regulations for Social Work
To practice social work, persons must be licensed in the state of Massachusetts. In
addition, all others who have the title “social worker,” or who refer to themselves
as practicing social work, must be licensed unless they are county, state, or
municipal employees. Practicing social work without a license is punishable by
fine and/or imprisonment, as is performing functions reserved for a higher
licensing level. For more information on these licensing requirements, please visit
www.naswma.org.
Special Programs
Honors Program
The Wheelock Honors Program offers a challenging course of study to
undergraduates who seek to distinguish themselves by meeting high academic
expectations. Students in the Honors Program complete eight honors courses and
then undertake an independent project under the mentorship of a faculty member.
Each semester, honors students additionally participate in a forum on a special
topic of their choosing. Honors courses at the College are open to all students who
seek to immerse themselves in a demanding intellectual experience, but students
are admitted to the Honors Program through successful application or by meeting
GPA and SAT requirements. Entering first-year students are automatically
eligible for admission into the program if they have a high school GPA average of
3.5 or higher and an SAT score (combined Critical Reading and Math Sections) of
at least 1100. For more information about the Honors Program and how to apply,
please visit the College web site at http://www.wheelock.edu/honors/
The Policy Fellows Program
The Policy Fellows Program offers a unique opportunity for undergraduate and
graduate students to work side by side with high level decision makers, including
elected and appointed public officials. Students attain leadership skills that
support their having a positive impact on policy direction and advocacy through
exposure to the process of policy development. The fellowship program
incorporates a 16 hour/week legislative placement and concurrent bi-weekly
seminar.
Jumpstart
Wheelock College has been a Jumpstart site since 2005. This national program
brings College students together with pre-school children, who may be at-risk
academically, for one-to-one mentoring relationships to build the language,
literacy, and social skills necessary to succeed in school. Wheelock
undergraduates are invited to participate in this program during their first and
sophomore years. Students in the Jumpstart program are required to participate in
a service-learning class.
The Presidential International Service Learning Program
The Presidential International Service Learning Program is currently coordinated
by the Center for International Education, Leadership, and Innovation. This crosscultural initiative is designed to promote global understanding and literacy, and an
international educational experience among faculty, learners, and alumni in the
greater Wheelock College community. Under this program, Wheelock College
faculty members design short-term international travel experiences for students
and alumni that include a significant community engagement component. Each
service learning experience is linked to a credit-bearing on-campus course that
prepares the students to focus in on the subjects, cultures, and issues being studied
during the travel experience.
The number and location of trips varies each academic year. Information about
available Presidential International Service Learning Programs is posted on the
Wheelock College website.
Study Abroad
Study abroad is possible and encouraged for interested undergraduate students.
Assistance in the selection of a study abroad program is available in the Office of
Academic Advising and Assistance.
MSPP
Wheelock College and the Massachusetts School of Professional Psychology
(MSPP) have an educational partnership that fast-tracks students entering the
growing field of mental-health counseling. Wheelock students may complete their
undergraduate education at Wheelock within three years, and then earn a two-year
master’s degree from MSPP. Both programs qualify their graduates to pursue
licensure in Massachusetts as Licensed Mental Health Counselors (LMHC) in as
little as five years.
Accepted students receive early admission to MSPP and must successfully
complete their Wheelock requirements and maintain a 3.3 grade point average at
Wheelock. Wheelock students majoring in any non-licensure undergraduate
curricula can enroll in the program, which has its own set of required courses.
Students may then choose to enter one of two graduate degree programs at MSPP:
Counseling Psychology or Forensic & Counseling Psychology. (See the
department of Psychology and Human Development, p.90 for more information.)
Student Services
In keeping with the College’s commitment to students, to provide the academic
grounding and real-world experiences students need to be successful in their
chosen field, Wheelock offers a full range of programs and services for its
students
Academic Advising and Assistance
Mary McCormack, Associate Vice President for Academic Services
Email: mmccormack@wheelock.edu
The Office of Academic Advising and Assistance (OAAA) provides academic
advising, academic support programs and resources to help students achieve their
educational, personal, and professional goals. OAAA coordinates all aspects of
academic advising and academic support services for students. Through this
office undergraduate students are assigned faculty advisors who assist them in
planning their academic programs. The staff also provide academic advising and
academic counseling on a walk-in basis, as well as by appointment.
Academic Support Services
OAAA also provides academic support services for students. Students who seek
to improve their academic performance are encouraged to contact the Office.
Among the support services provided by this office are peer tutors, writing
consultants, academic counseling, study skills workshops, and services for
students with disabilities.
Peer Tutors are available free of charge to all students who need one-on-one
academic assistance. Some tutors focus on broad skills (such as organization and
time management) while other specialize in content areas. (see http://www2.
wheelock.edu/wheelock/Academics/Academic_Services/Peer_Tutoring.html )
Massachusetts Test for Educator Licensure (MTEL) advising, resources, and
support for students’ test preparation are available. (see http://www2.wheelock.
edu/wheelock/Academics/MTEL.html )
The Study Lounge is located in the Library. The Study Lounge offers all students
a comfortable place to study with access to peer tutors, writing consultants,
academic resource materials, and computer technology.
The Wheelock College Writing Program
Jenne Powers, Director of the Writing Center
Website: http://www2.wheelock.edu/wheelock/Academics/Academic_Services/
Writing_Program.html
Email: jpowers@wheelock.edu
The Writing Program consists of courses, support services, and literacy testing, all
designed to assist Wheelock students with the writing they will be doing while at
Wheelock and to prepare them for the writing they will be doing in both their
careers and their roles as advocates for children and families. Elements of the
writing program:
Wheelock College Composition Program
Scott Votel, Director of Composition Programs
The Composition Programs aim to provide students with the necessary literacy
instruction and support to succeed in academic, professional, and civic
environments. In addition to managing the introductory composition classes, the
Program coordinates the Wheelock Literacy and Communication Exam (the
WLCE), a literacy exam that is a basic college requirement. To assist students
with all their writing needs, the Program offers a number of academic supports,
including the Writing Center, WLCE tutoring, and individual professional
tutoring through the Writing Coach Program.
Writing Consultations
Peer writing consultants are available in the Study Lounge (Library 205) to work
with students on the writing of essays, projects, and other papers. Students can
focus on any stage of the writing process, including generating ideas, pre-writing,
drafting, and polishing, as well as on specific writing skills such as organization,
development, mechanics, and opening and closing the paper. This service is free
to all undergraduate and graduate Wheelock students.
The Wheelock Literacy and Communication Exam (WLCE)
The WLCE is a literacy test developed by the faculty to measure the reading and
writing skills necessary to enter into academic, professional, and civic discussion.
The exam for college and career success, and is part of a college-wide
commitment to help every student write clearly and effectively. The exam
consists of five four sections: Spelling, Grammar and Mechanics, Summary, and
Essay. Once a student has passed passes a particular section, the student has
completed that section and does not need to ever take it again.; If a student needs
to pass sections of the exam after completing ENG 111, she or he needs to take
RWS 099 or RWS 100 to complete the failed portions of the exam. Please contact
Scott Votel, Director of Composition Programs, for information about WLCE
tutoring.
Disability Services
Paul Hastings, Director Academic Assistance and Disability Services
Website: www.wheelock.edu/oaaa .
Email: phastings@wheelock.edu
The mission of the Disability Services Program at Wheelock is to ensure that all
qualified students with disabilities can participate appropriately in the college’s
programs and services, to provide and coordinate the support to facilitate this
participation, and to increase the level of disability awareness among all members
of the college community.
In compliance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990, the College is committed to providing
support services and reasonable accommodations on an individual basis to
qualified students with documented disabilities. Auxiliary aids and services
including, but not limited to, priority registration, modifications in examination
proctoring, alternative format textbooks, note taking assistance, and tutoring may
be provided. Students requiring these services are encouraged to contact the
Coordinator of Disability and Support Services in Office of Academic Advising
and Assistance.
Office of Financial Aid
Roxanne Dumas, Director
Website: http://www2.wheelock.edu/wheelock/Admissions/Financial_Aid.html
Email: finaid@wheelock.edu
The Office of Financial Assistance is a student-centered office dedicated to
helping students understand the financial aid process, their financial aid package
and alternative financing options. The office administers all types of federal, state,
and institutional funding.
Student Life
Barbara Morgan, Dean of Students
Website: http://www2.wheelock.edu/wheelock/Student_Life.html
Email: sdo@wheelock.edu
The Division of Student Life encompasses the Office of Athletics, the Counseling
Center, the Office of the Dean for Student Life, the Office of Residence Life and
the Office of Student Activities. Student Life is your connection to the myriad of
fun, engaging, enriching and intellectually stimulating opportunities available
throughout the Wheelock community.
Athletics
Diana Cutaia, Director
Website: http://www.wheelockwildcats.com
The goal of Wheelock College’s Department of Athletics is to create an
environment that fosters athletic success, enhances the academic experience, and
empowers athletes to strive for excellence in all they do. The college is committed
to each and every student-athlete’s academic and athletic goals. Goal-setting and
positive coaching is integrated into all of our varsity sport programs. In the
2010-2011 academic year, students will be able to participate in the following
sports:
Men’s Women’s
Basketball Basketball
Cross Country Cross Country
Tennis Field Hockey
Soccer Lacrosse
Lacrosse Soccer
Softball
Counseling Center
Eileen Thompson, M.S.W., LICSW, Director
Website: http://www2.wheelock.edu/wheelock/Student_Life/
Health_and_Wellness/Counseling_Center.html
Email: ethompson-isaacs@wheelock.edu
The Wheelock Counseling Center, located in the Student Center, is dedicated to
addressing the psychological needs of all students. The Counseling Center staff
recognizes the college years as a time of intense development and growth, both
academically and emotionally. The staff is available to help students clarify their
needs and concerns and find ways to make healthy life choices.
The Counseling Center plays an integral role in fostering the mission of the
college by providing the environment to explore oneself and one’s relationship to
family, friends, partners, the college community and the world that surrounds. As
personal growth flourishes, so will professional growth and success.
Students may be seen for a few appointments or for a longer period of time, as
their needs dictate. When appropriate, students may be referred to other qualified
professionals. All interviews are strictly confidential. Counseling Center services
are available without charge to all undergraduate and graduate students. For more
details, contact the Student Life Office.
Health Services
Website: http://www2.wheelock.edu/wheelock/Student_Life/
Health_and_Wellness.html
Email: sdo@wheelock.edu
The Wheelock College Student Health Program, located at the Harvard Vanguard
Medical Associates, 133 Brookline Avenue, Boston, provides routine primary and
gynecological care to Wheelock undergraduate and resident graduate students.
While routine primary and gynecological care is covered by the Wheelock
College Student Health Program, the Commonwealth requires students enrolled
three-quarters time or more to be covered by a qualifying health insurance
program. Any student who does not submit proof of enrollment in a qualifying
program before registering for classes will automatically be enrolled in a program
through the College and the charge will be added to the student’s account. No
refunds or exceptions will be granted. Students who are not covered by a
qualifying program may obtain coverage through an alternative program arranged
by the College. This insurance plan does not duplicate the care provided by the
Wheelock College Student Health Program at BIDMC. If specialty care is needed,
students must use health insurance.
Students are invited to attend educational health and wellness programs
throughout the academic year. Qualified professional staff speak on various
topics, including street safety, relationships, addictions, safer sex, healthy eating
and women’s health. The Student Life Office schedules and promotes these
events
Residence Life
Darcy Dubois, Director
Website: http://www2.wheelock.edu/wheelock/Student_Life/Residence_Life.html
Email: sdo@wheelock.edu
The Office of Residence Life is committed to creating a residential community
that supports a vibrant learning and living experience at Wheelock College. The
Residence Life staff lives and works with students to build a community that
engages in learning both in and out of the classroom; is respectful of all forms of
discourse; welcomes all backgrounds, thoughts, and beliefs; challenges
assumptions; fosters growth; and provides space for friendship and fun. One of
the most important roles of the staff is to serve as a guide for students as they
navigate the transitions and challenges they face at college.
Some of the services that our Resident Assistants (RAs) and our Resident
Directors (RDs) provide are: social and academic programming for each floor and
building, clear explanation and enforcement of the college’s policies and
procedures, roommate conflict mediation, a sympathetic ear, and more.
Wheelock’s six residence halls — Longwood House, Peabody Hall, Pilgrim
House, the Campus Center Student Residence (CCSR) building, Riverway House,
and Colchester House — offer unique living environments. They vary in size,
types of rooms, designations as coeducational or single-sex halls, and traditions.
Each living environment is headed by professional Resident Directors and student
Resident Assistants who represent and enforce the general philosophies and
policies of the Office of Student Life. The unique characteristics of the halls are
ensured through residence self-government, which allows house members to
determine rules and regulations for their own community.
Rooms are either singles, doubles, triples, or quads, and each room in the
residence halls is equipped with the following: a twin bed, a desk with a chair,
dresser, blinds on the windows, an overhead light, smoke detectors, closet space
(limited), and hook ups for cable TV. Each residence hall has some wireless
connectivity—Riverway and the CCSR are entirely wireless, while the remaining
residences have wireless connectivity in the common areas but require wired
connection to the college network in the rooms. Each residence hall is smoke-free
and has vending machines, television lounges with microwave ovens, and
computer rooms. Laundry facilities are located in Peabody Hall, Riverway House,
Pilgrim House (for residents of Pilgrim and Longwood), CCSR, and Colchester.
Public Safety
Website: http://www.wheelock.edu/wheelock/Student_Life/Safety_and_Security.
html
The mission of the Department of Public Safety is to provide a safe and secure
environment in which Wheelock College students, faculty, staff, and guests may
learn, work, and live. The department offers a number of services and systems,
and operates 24 hours a day, seven days a week, 365 days a year. The campus
emergency phone number is (617) 879.2151.
Personnel
All public safety personnel receive extensive training; are certified in first aid,
CPR, and the use of automated external defibrillators (AED); and are very
knowledgeable about the campus and Wheelock.
The Communications Center
The Public Safety Dispatch Center, located just inside Peabody Hall, 210 The
Riverway, is staffed 24 hours a day by a trained communications professional. An
access control system manages the various security devices located throughout the
College and alerts the dispatcher to situations that require further attention. The
dispatcher can direct immediate response for any breach of security or safety.
Building Access Policies
Residence Halls are locked 24 hours a day. Access is gained only by authorized
personnel using their Wheelock College identification card in the card reader at
the front entrance of each residence hall. All guests must be signed in at the
Dispatch Center located in Peabody Hall and be escorted into the residence hall
by their host. Escort policies vary during the school year according to schedules
set up by the Office of Residence Life.
Academic and other non-residence buildings are open during regular business
hours. On weekends and holidays, faculty, staff and students may be asked to
check in with the dispatcher at the Dispatch Center located in Peabody Hall and
show their Wheelock College identification card.
Card Access System
An access control management system is installed throughout the campus. The
system’s primary function is to enhance the physical security of the buildings.
Card readers are located at the front entrance of each residence hall and are
accessed by students using their Wheelock College identification cards. Video
surveillance is also part of card access at all main entrances and on the perimeter
grounds of campus.
Emergency Phones
Exterior phones are located at the front entrances of each residence hall and at
various locations throughout the campus. These phones may be used to dial any
Wheelock College extension. Each phone also has an “Emergency” button that
automatically dials the Dispatch Center when activated. The emergency phone
system displays the exact location of the origin of the call to the Communications
Officer who then dispatches a patrol unit to the scene.
Registrar
Carol Shanmugaratnam, Registrar
Website:www.wheelock.edu/wheelock/Academics/Academic_Services/
Academic_Records_and_Registration.html
Email: registrar@wheelock.edu
The Registrar is responsible for course registration, production of course
schedules, issuing transcripts, verifying enrollment, processing grades, monitoring
the degree status of students, evaluating transfer credits, issuing diplomas,
supervision of Veterans Affairs, processing of I-20 forms for international
students, establishing the academic calendar, acting as a liaison for the College of
the Fenway Consortium Cross-Registration Program, maintenance of permanent
student academic records, and implementing academic policy as determined by
the faculty of the College.
Student Records
The Registrar’s office maintains the academic transcript of each student.
Academic transcripts are available to a students upon written request. An official
transcript bears the seal of the College and the signature of the Registrar. A
transcript issued directly to a student is designated “Issued to Student.” To obtain
a copy of his or her transcript, a student must complete the Transcript Request
form available in the Office of Academic Records and Registration and pay a
$2.00 fee for each transcript requested. To obtain an official transcript, a student
must also have satisfied his or her financial obligations to the College.
A file for every student is maintained in the Office of Academic Records and
Registration and in the Office of Academic Advising and Academic Assistance.
Students may inspect these files upon request.
The Center for Career and Professional Development (CCPD)
Mary Sullivan, Director
Website:http://www.wheelock.edu/ccd
Email: ccd@wheelock.edu
Because of Wheelock’s outstanding reputation, U.S. and international employers
seek Wheelock’s graduates for positions in education, social work, human
development, juvenile justice and youth advocacy, the liberal arts, and child life.
By cultivating an environment of critical inquiry, reflective decision-making and
integrity, the Center for Career and Professional Development empowers students
and alumni to make informed career decisions, assists with strategies to secure
employment, and promotes exploration of co-curricular, professional and
educational opportunities that are consistent with their interests, abilities, and
values. The Center strives to support students and alumni as they engage in their
personal development as experts in their field, responsible world citizens and
community leaders, to create a more just world for all children and families.
The CCPD serves all current students enrolled in undergraduate and graduate
degree programs, as well as undergraduate and graduate alumni. The hallmark of
the Center is an integrated, collaborative approach to the delivery of professional
career services and resources by various constituencies, including alumni, faculty,
administrators, and employers. In addition to traditional career services, including
individual counseling, resume and cover letter reviews, mock interviews, and
graduate school advising, the Center also provides access to online opportunities
to students and alumni that range from work study to part-time and full-time
openings, as well as internship and volunteer opportunities. A resource and
technology area is also available to students and alumni so that they may access
career resources in hard copy form, view online job listings through Wheelock
Works, and prepare job search materials. The CCPD, in collaboration with a
variety of departments, also organizes and implements several programming
initiatives, including career development workshops conducted right in the
classroom setting. In addition, all current undergraduate, graduate students and
alumni are invited and strongly encouraged to connect in person with employers
right on the Wheelock College campus by participating in Spring Career Fairs.
Field Experience
Moira Mannix, Director
Website: http://www2.wheelock.edu/wheelock/Academics/Academic_Services/
Field_Experiences.html
Email: feo@wheelock.edu
A hallmark of a Wheelock College education is intensive and rich fieldwork.
Undergraduate students do their field work primarily in the Boston, Brookline and
Cambridge communities in more than 280 schools, hospitals, community agencies
and programs. Graduate students have a wider geographic area for placements.
All placements reflect the College’s historic involvement in the communities in
which the college is located and the faculty’s belief in the importance of dynamic
integration between theoretical and practical knowledge. Sites include infant and
toddler settings, after school programs, public schools, independent schools,
hospitals, community health centers, substance abuse programs, special needs
programs, early childhood centers and district court settings. From a student’s
undergraduate first year through graduate work, Wheelock emphasizes learning
about many cultures and affirming the strengths and collective wisdom that we all
bring to the human tapestry. Consistent with our Academic Guiding Principles,
the College utilizes diverse and inclusive settings that build students’ capacity to
become professionals who work effectively with all children and families.
Massachusetts requires certain agencies serving children and the elderly to
conduct a Criminal Offender Record Inquiry (CORI) background check on all
volunteers and staff. The Department of Early Education and Care also requires a
DSS (Department of Social Services) background check in addition to the CORI.
Also, a few agencies require a SORI (Sexual Offender Record Inquiry) check.
These checks are aimed at protecting the very young and the old from exposure to
abuse by those who have a history of doing so. Students should be aware that
schools, hospitals, community service agencies and other placement sites will
most likely do a CORI, DSS and sometimes a SORI background check on
everyone working and volunteering at their site.
Wheelock College Library
Brenda Ecsedy, Director of Academic Resources and Library
Website: http://www2.wheelock.edu/wheelock/Library.html
Email: becsedy@wheelock.edu
The Wheelock College Library houses several major specialized collections, and
offers online access to numerous resources and services via the Library’s website
at www.wheelock.edu/library. The Library’s collection of more than 84,000 items
supports all disciplines in the College curriculum, with particular emphasis on
children, families, human development, education, and cultural diversity. The
Library subscribes to more than 57,000 electronic and print journal titles, and over
40 databases. Wheelock College Library also provides access to the entire ERIC
collection of education-related documents in electronic and microfiche formats.
Items in all of the Library’s collections may be located using the online catalog,
found on the Library’s website. The website also provides on-campus and remote
access to subscription databases and full-text resources, and offers bibliographies,
research guides, and selected Internet links. Interlibrary loan services may be used
to request materials outside the Library’s collections. Reference staff are available
to assist Library users and answer questions in person, by telephone, and via
email or instant message, and appointments for assistance may be made through
the online research request form on the Library’s website.
Students enrolled in regional, national or international programs at sites such as
Cape Cod, Portland (Maine), Bermuda, and Singapore have borrowing privileges
at academic libraries in their local areas. They are also encouraged to use the
Wheelock College Library’s online resources and to consult with Wheelock
librarians by telephone, email, or instant message.
The Fenway Library Consortium
The Wheelock College Library is a member of the Fenway Library Consortium
(FLC), a 15-member group that grants students and faculty access to the 1.5
million volumes it holds collectively. Ten FLC members, including Emerson
College, Emmanuel College, Lesley University and the Art Institute of Boston at
Lesley University, Massachusetts College of Art, Massachusetts College of
Pharmacy and Health Sciences, the Museum of Fine Arts and the School of the
Museum of Fine Arts, New England Conservatory of Music, the University of
Massachusetts-Boston, Wentworth Institute of Technology, and Wheelock
maintain an integrated online catalog of their respective holdings. All 15
consortium members (Hebrew College, Roxbury Community College, Simmons
College, Suffolk University, and the Brookline Public Library in addition to the
ten members above) provide access to their collections, and all but the Museum of
Fine Arts offer circulation privileges.
Computer Classrooms/Labs
The Library’s two computer laboratories, which also serve as computer
classrooms, are located on the lower level of the Library building and are open
during scheduled Library hours. Printer/copiers and computers (PC and
Macintosh) are available for use by the College community. All have Internet
access as well as a selection of word processing, database-management,
spreadsheet, statistical, and educational software programs. The Library also
provides wireless Internet access.
The Resource Center
Jeannie Blazar, Director
Website: http://www2.wheelock.edu/wheelock/Academics/Academic_Services/
Resource_Center.html
Email: resourcectr@wheelock.edu
The Wheelock College Resource Center is an educational workspace to explore,
work, and create, using materials and technologies in environments that support
the growth and development of children and families. The materials and space
provide opportunities to explore and construct activities and manipulatives for
active learning and meaningful play, to present workshops and demonstrations, to
model and share best practices, and to introduce new educational materials and
technologies to the college community.
Faculty and students use the space for classes, demonstrations, study groups, and
workshops. All workshops conducted by or with the director are open to the entire
college, undergraduate and graduate students, faculty, alumni, and cooperating
practitioners.
The Resource Center’s collections include more than 600 circulating items in the
areas of child life, social work, early and elementary education, and math and
science; a multicultural literature collection for early childhood and young adults;
software on such topics as mathematics, science, multiple literacies, desktop
publishing, curriculum and adaptive technology; and a variety of manipulatives
and kits.
Undergraduate Study at Wheelock College
Undergraduate Admissions and Financial Information
Undergraduate Admissions
Admission to Wheelock College is based on the whole person, not just the
numbers submitted with a student’s application. Wheelock seeks interesting
people from diverse backgrounds who see themselves as agents of change. In the
admissions process the College looks for scholastic achievement, strong academic
evaluations, and dedicated involvement in co-curricular and community activities.
In the selection process admissions staff look for four years of high-school
English, three years of Math, two to three years of Social Studies, and two to three
years of Science. Studying a foreign language and taking courses in the arts are
helpful but not required.
Deadlines
Students may enter Wheelock in either the fall (September) or spring (January)
semester. Applications received after the deadlines will be considered on a space
available basis. Wheelock has rolling admissions and each applicant is notified
one month after receiving a completed application beginning January 1 for fall
applicants and September 1 for spring applicants.
Priority Deadlines for Undergraduate Admissions
Fall Semester:
First-Year Early Action December 1
First-Year Regular Decision March 1
Transfer Regular Decision June 1
Spring Semester:
First-Year Regular Decision December 1
Transfer Regular Decision December 1
Applying as a first year student
First year applicants must submit a completed application. Wheelock College is
an exclusive user of the Common Application for our traditional on-campus
undergraduate students. Applicants need to submit the Common Application (online or paper version) by the priority deadlines listed above. You may access the
Common Application from the Wheelock College website at this link: http://
www2.wheelock.edu/wheelock/Admissions/Undergraduate/FirstYear_Application_Process.html or you may go directly to Common Application
at www.commonapp.org. In addition to the completed application applicants must
also submit:
• A graded writing sample or college essay.
• Secondary school report to be filled out by your guidance counselor.
• One academic recommendation to be filled out by an English, Math,
History, Science, or Foreign Language instructor.
• Official transcripts from your high school.
• Official SAT scores or ACT scores. Wheelock’s SAT CEEB code is 3964.
Wheelock’s ACT code is 1934.
• TOEFL score if English is not your native language. Wheelock’s minimum
TOEFL scores required for admission are: 500 paper based, 173 computer
based, and 61 IBT.
• Application fee of $15 for the paper application (Application Fee is waived
for the on-line application)
Early Action Program
If Wheelock is among a student’s top-choice, he or she can receive an early
admission decision through the Early Action program. The application deadline is
December 1, and decision notification is in late December. Early Action
candidates have until May 1 to indicate their intention to enroll.
The applications of students who are not accepted under the Early Action program
are automatically resubmitted for consideration with all other candidates applying
under the College’s rolling admissions plan.
Advanced Placement Credit
Students who have completed college-level courses in secondary school and have
earned qualifying scores on the Advanced Placement Examinations of the College
Entrance Examination Board may receive college credit. A score of three is the
minimum score considered for credit at Wheelock.
Deferred Admission
Any student who has been accepted by the College and submitted the required
nonrefundable deposit may defer enrollment until the following semester or the
following academic year by making a written request for deferral by July 1 for the
fall Semester or January 1 for spring Semester. A student may defer for one year
only. After that, the student must reactivate the application through the Office of
Admissions.
Reactivated Applications
Students who apply to Wheelock but do not attend the College, and students who
are not accepted for admission, may reactivate their applications within a period
of two years. This means they do not have to repeat the entire application process.
Typically, these students must request a reactivation form and complete it; write
an essay; and provide additional and updated information. To learn more about
reactivating an application, contact the Office of Admissions.
Applying as a Transfer Student
At Wheelock, we value the experience and maturity that transfer students bring
with them. Wheelock is committed to providing a smooth and supportive transfer
experience. We enroll transfer students from a variety of two- and four-year
private and public colleges. If applicants have earned nine or more college credits
at another accredited post-secondary college or university Wheelock will consider
them transfer students. Transfer students are encouraged to apply for one of our
degree programs, but for those students who have been out of school for a few
years and want to ease back into the college experience can take up to twelve
credits as a non-matriculated undergraduate student before officially applying to
one of our programs. Course schedules may be arranged on a part-time or full
time basis.
Transfer applicants should have good academic records at the colleges they
previously attended. A minimum GPA of 2.0 is required. The best preparation for
students planning to transfer into Wheelock is a liberal arts program or general
education courses.
Transfer applicants must submit a completed application. Wheelock College is an
exclusive user of the Common Application for our traditional on-campus
undergraduate students. Applicants will need to submit the Common Application
(On-line or paper version) by the priority deadlines listed above. Applicants can
access the Common Application from the Wheelock College website at this link:
http://www2.wheelock.edu/wheelock/Admissions/Transfer/
Transfer_Application_Process.html or go directly to Common Application at
www.commonapp.org .
In addition to the completed application applicants must also submit:
• A graded writing sample or college essay.
• One academic letter of recommendation from a college professor.
• Official high school transcripts.
• Official transcripts from all colleges attended.
• TOEFL score if English is not your native language. Wheelock’s minimum
TOEFL scores that are required for admission are: 500 paper based, 173
computer based, and 61 IBT.
• Application fee of $15 for the paper application (Application Fee is waived
for the on-line application)
Credit Evaluation
The Admissions staff can informally evaluate the transcripts of all incoming
students during the interview. Transfer credits are reviewed on an individual
basis, and students may be asked to supply catalog course descriptions and must
supply official transcripts from all former institutions to facilitate the evaluation
of transfer credit.
The acceptance of a student’s credits from prior institutions is also affected by the
choice of an academic program. The transfer credit evaluation process is not
completed until after the student enrolls and declares a program of study.
Wheelock’s transfer credit evaluations apply students’ prior course work to their
Wheelock programs in a flexible manner within the framework of the College’s
academic standards. Courses from accredited institutions in which a student has
earned a grade of “C” or better are considered for transfer credit. In some cases,
students may be eligible for exemption from a required course. Information on
applying for exemptions is available from the Office of the Registrar. All transfer
students must complete at Wheelock a minimum of half the credits required for
the Bachelor of Science, the Bachelor of Arts, or the Bachelor of Social Work to
earn a Wheelock degree.
Exemptions
Wheelock recognizes that many transfer students have studied education and
human services at other colleges or universities and have had substantial work
experience with young children as part of these studies. These students are offered
the opportunity to apply these experiences towards electives in professional
programs. Exemptions are not granted for students enrolled in a program leading
to teacher licensure, which they must complete at Wheelock.
Some transfer students and returning scholars have had extensive supervised work
experience with children beyond their academic programs. These students, too,
may apply for elective credit. Inquiries should be directed to the Academic Deans
of their program.
CLEP at Wheelock
Applicants over 25 years of age or who have been out of school for three or more
years may submit for credit consideration the results of College Level
Examination Program (CLEP) exams in certain academic areas. The Registrar
evaluates CLEP results and may grant up to 32 credits for Wheelock-approved
exams. Candidates for admission who are interested in taking these exams may
contact the Office of Admissions or the Office of the Registrar for additional
information.
Credit for Prior Learning
Accepted students who have had extensive supervised work experience with
children, or students who have taken seminars, participated in workshops, or
gained knowledge through programs other than courses in schools and colleges,
may apply for credit for prior learning. Students must apply during their first
semester of full-time enrollment or during the semester after they have earned at
least 12 credits at Wheelock.
To comply with accreditation standards set by the Council on Social Work
Education, the social work programs cannot grant credit for life experience or
prior work experience.
Undergraduate Financial Information
An excellent undergraduate education is a major investment. The Financial Aid
Office works with all students and their families to develop realistic plans for
financing this lifelong investment in personal and professional development.
Wheelock is committed to identifying sources of grant, loan, and work assistance
for qualified students, a commitment that endures throughout students’
undergraduate years. Wheelock annually awards more than $10 million in
financial assistance. Additional assistance is distributed by the College from
federal and state sources.
Tuition and Fees
All costs and fees cited here are for the 2010-2011 academic year. Changes in fee
structures or expenses are reported directly to all prospective students by the
Office of Financial Services.
Tuition and Room and Board:
Resident
Tuition $27,900
Room and Board $11,900
General Fee $935
Student Activities Fee $105
Total Average Cost $40,840
Tuition for courses taken in addition to the full-time, full year academic program,
and for courses taken on a part-time basis, are determined on a per credit hour
basis at $875 per credit hour. Some courses may require additional lab or
materials fees.
First year students will be billed an orientation fee of $250 for programs and
activities arranged by the Student Development Office.
Additional Fees
A late fee of $100 will be assessed to any student registering and/or paying after
the specified date. A fee of $25 will be assessed for any check returned to the
College by its bank. Past-due accounts are subject to interest at 18% and any
reasonable collection expenses incurred. Official transcripts are not issued to or
for students whose financial accounts are not in good standing.
Health Insurance
Massachusetts law requires all full-time students and part-time students registered
for 75% of a full-time curriculum to have health insurance. Wheelock College is
required to either enroll students in the school sponsored health insurance plan or
to require the student to complete a health insurance waiver verifying comparable
coverage.
Housing Fees
A room damage deposit of $100 is due on the first billing date before a student
begins dormitory residence. Wheelock will hold this deposit while the student
lives on campus, typically for four years. Any unused portion of the room-damage
deposit is refunded when the student terminates campus residency.
Students assuming residency status at the beginning of or during the academic
year are subject to the room charge for the remainder of the year, except under the
following circumstances:
Withdrawal
Fractional-year arrangement (such as early graduation) approved by the Office
of Student Development prior to the assumption of residence.
Participation in any off-campus, Wheelock-sponsored programs, not including
independent studies. Students will not be subject to fees for room and
board during their absence from residence. The College retains the right to
the use of the student’s room during the period, unless arrangements are
made by the student to pay a room fee.
Change in status to “off-campus” for Semester I for students who have paid
the room-retainer fee. Students eligible to move off campus will not be
subject to the room and board charge for Semester I if application to
change residency status, accompanied by a $200 penalty charge, is
received by the Office of Student Development prior to August 1 and is
approved. Students who move off campus Semester I without notification
to the Office of Student Development by the August 1 deadline will be
subject to a penalty charge of $400.
Change in status to “off-campus” for Semester II for students assuming
residency at the beginning of Semester I. Students eligible to move off
campus will not be subject to the room and board charge for Semester II if
application to change residency status, accompanied by a $200 penalty
charge fee, is received by the Office of Student Development prior to
November 1 and is approved. Students who move off campus Semester II
without notification to the Office of Student Development by the
November 1 deadline will be subject to a penalty charge of $400.
Refund Policy
To qualify for a tuition refund, students must file a written notice of course
withdrawal and forward it to the Office of Academic Records and Registration.
Notification of non-attendance or withdrawal to faculty alone does not constitute
official withdrawal, and a tuition credit cannot be allowed on that basis. Tuition
credit will be granted only on the basis of the date appearing on the course
withdrawal form, which is the last day of attendance. General fees, student
activity fee, registration fees and room-retainer fees are not refundable.
As defined, “net refundable fees” paid (tuition, room and board fees less
registration fees, and room-retainer fees) will be refunded under the following
refund schedule which is available upon request through the Office of Financial
Services. Room and board fees usually are inseparable, but for purposes of
refunds the board portion is considered to be 25% of the total room and board fee.
Students who receive institutional aid (grants, scholarships and loans) will have
these forms of aid refunded in the same percent as the refund of tuition and fees.
For students receiving federal aid under Title IV, that is Federal Pell Grants,
ACG, FSEOG, FFELP loans or Perkins Loans, the federal refund policy (known
as Return of Title IV Aid) applies and determines the amount of aid for which a
student is entitled to retain for the period of enrollment. For students receiving
state grants or scholarships, refunds are processed according to each state’s own
individual guidelines.
Refund Schedule
Semester Period Amount of Refund
Before classes begin 100% of net refundable fees
From the day classes begin through the 7th calendar day thereafter 100% of net
refundable tuition net refundable board fees prorated
From the 8th day through the 14th calendar day after classes begin 50% of net
refundable fees
From the 15th calendar day after classes begin 25% of net refundable fees
After the 21st calendar day after classes begin Board fees paid but not utilized
Return of Title IV Funds
This policy applies to students who withdraw, are approved for a leave of absence
for longer than 180 days, or are academically dismissed from the institution.
The term “Title IV Funds,” which refers to the federal financial aid programs
authorized under the Higher Education Act of 1965 (as amended) and for
students enrolled at Wheelock College, includes the following programs:
subsidized FFEL Stafford Loans, unsubsidized FFEL Stafford Loans,
FFEL PLUS loans, Federal Perkins Loans, Federal Pell Grant, Federal
Supplemental Educational Opportunity Grant (SEOG), Federal Academic
Competitiveness Grant (ACG) and other Title IV programs (not including
Federal Work-study).
A student’s withdrawal date is:
• The date the student began the institution’s withdrawal process or
officially notified the institution of intent to withdraw; or
• The midpoint of the period of enrollment for a student who leaves
without notifying the institution; or
• The student’s last date of attendance as documented by academically
related activity.
Determining the amount of Title IV funds to be returned:
• The amount of Title IV funds to be returned will be based on the
number of days in attendance in proportion to the number of days
in the term or period of enrollment, up to the 60% point in the
semester. There are no refunds after the 60% point in time, as the
federal regulations view the aid has been “100% earned” after that
point in time. A copy of the worksheet used for this calculation and
examples can be requested from the Wheelock College Financial
Aid Office.
• In accordance with federal regulations, the return of Title IV funds is
paid in the following order:
• Unsubsidized FFEL Stafford Loans
• Subsidized FFEL Stafford Loans
• Federal Perkins Loans
• FFEL PLUS
• Federal Pell Grant
• Federal Academic Competitiveness Grant
• Federal Supplemental Educational Opportunity Grant
• Other Title IV assistance
Institutional and student responsibilities in regard to the Return of Title IV
Funds:
• Wheelock College’s responsibilities include:
• Providing each student with the information given in this policy;
• Identifying students who are affected by this policy;
• Completing the Return of Title IV Funds calculation for students
who are subject to the policy; and
• Returning the Title IV Funds that are due the Title IV programs.
• The student’s responsibilities include:
• Contacting the Office of Academic Support Services (email:
mmccormack@wheelock.edu; phone: 617-879-2267) for details on
procedures for withdrawing or requesting a leave of absence;
• Notifying the Financial Aid Office (email: finaid@wheelock.edu)
immediately of a pending withdrawal or leave, as federal refunds
must be made within 30 days of the date of withdrawal or leave;
and
• Returning to the Title IV programs any funds that were disbursed
directly to the student and for which the student was determined to
be ineligible via the Return of Title IV Funds calculation.
Students have the right to obtain a final calculation of the Return of Federal
Funds.
The procedures and policies listed above supersede those published previously
and are subject to change at any time.
Undergraduate Financial Aid
Students and their families assume the primary responsibility for planning and
financing an undergraduate education. Wheelock College offers assistance to the
student whose financial need exceeds the family’s ability to pay.
Wheelock’s funds are administered in accordance with nationally established
policy and philosophy, which ensure equity. Criteria established by Congress and
Wheelock College are used in evaluating applications. Size of family, number of
children in college, income, and assets are analyzed to compute the family
contribution. This contribution is deducted from the education costs to determine
a student’s financial need.
Eligible applicants may receive assistance from institutional, federal and state
funds. The amount and type of aid a student receives depends on the level of need
and the available funds at the time of application. A financial aid package may
include one or more of the following: a grant or scholarship that does not have to
be repaid; a loan that must be repaid; a work-study award earned by the student as
wages for part-time employment.
Applying for Aid
While planning to meet college costs, the family should consider current tuition,
room and board (for resident students) and the health fee. Additional expenses,
including approximately $880 for books, and travel costs ($510), should be used
to calculate the total cost of education. You are encouraged to investigate local,
high school, civic and other private sources of funding.
To receive consideration for Wheelock funds, Federal Pell Grants, Federal
Academic Competitiveness Grants, Federal Supplemental Educational
Opportunity Grants, Federal Perkins Loans, Federal Work Study awards and
Federal Stafford Loans, applicants must complete the steps outlined below:
Incoming First-year students
Submit the Free Application for Federal Student Aid (FAFSA) online by the
February 15th priority deadline. Indicate Wheelock’s federal school code
number – 002228.
In addition to submitting the FAFSA, the Financial Aid Office may ask you
and your family to submit signed copies of your own and your parents’
income tax forms by February 15.
Students are notified of financial aid decisions starting in mid-March.
Transfer Students
Submit the Free Application for Federal Student Aid (FAFSA) online by the
April 15th priority deadline. If you are transferring for the spring and have
already filed with another school’s financial aid office for the same
academic year, you will need to go online and make a correction to your
FAFSA and add Wheelock College’s federal school code 002228.
In addition to submitting the FAFSA, the Financial Aid Office may ask you
and your family to submit signed copies of your own and your parents’
income tax forms by April 15 for fall or December 1 for spring.
Transfer students will be notified of decisions regarding their financial aid
applications starting in May for the fall semester
Returning Students
Submit the Free Application for Federal Student Aid Students (FAFSA)
online by the April 15 priority deadline.
On the FAFSA, indicate Wheelock College’s federal school code 002228.
In addition to submitting the FAFSA, the Financial Aid Office may ask you
and your family to submit signed copies of your own and your parents’
income tax forms within two weeks of notification. If you or your parents
will not be filing a tax return, the proper sections of the Wheelock College
Verification Worksheet must be completed; listing all sources of income.
Returning students who submit their FAFSA by April 15th will receive their
financial aid packages starting in June.
Financial Aid Award Packages
The Financial Aid Office will determine a student’s eligibility for assistance and
make an award to all students who have a valid, processed FAFSA and any other
required documents on file. Awards for new students are mailed starting in March
for fall and will continue on a regular basis. Awards for new students who enter
the College for the spring semester are mailed once all necessary documents are
received. Awards for returning students are mailed starting in June and will
continue on a regular basis.
Appeal Procedures
If a student or family’s circumstances change (such as unemployment, illness,
reduction of income) after submitting the FAFSA, please inform the Financial Aid
Office immediately. Submit a written letter of appeal requesting reconsideration
of your current aid decision. Your letter should provide specific information about
a change in your family financial situation or extenuating circumstances and
include appropriate documentation. Please submit a signed copy of your and your
parents’ U.S. Income Tax Return, including W-2s and verification of any untaxed
income.
Any student who is declared ineligible for financial aid for not maintaining
satisfactory academic progress may appeal in writing to the Director of Financial
Aid within one month of the date of notice of ineligibility. The student should
describe any extenuating circumstances that have compromised satisfactory
academic progress.
Minimum Academic Requirements
Federal and state regulations require that students receiving financial aid maintain
satisfactory academic progress.
Financial Aid is withheld or withdrawn if a student fails to meet the minimum
academic requirements as outlined below. Appeals may be made in writing to the
Financial Aid Office within 30 days of receipt of the aid decision, on the basis of
extenuating circumstances, such as illness, accident, or death of an immediate
family member. Financial assistance may be reinstated, as funds allow, when the
student meets either the minimum standards or the conditions set by the appeals
committee.
Incompletes, failures, or withdrawals are not considered earned credit hours, and
repeated courses are not counted as either attempted or earned credits. Transfer
and Colleges of the Fenway credits are counted as earned credits.
A student must have successfully completed the number of credits and maintain
the minimum grade point averages listed on the chart below by the end of each
successive academic year. This chart differentiates among full-time, three-quartertime and half-time students, and is based on the federal policy that a student may
only receive federal student aid for up to 150% standard length of time it takes a
student to complete the program of study.
Year Full Time Three-Quarter Time Half-Time
Minimum Credit Hours Minimum Cumulative Grade Point Average Minimum
Credit Hours Minimum Cumulative Grade Point Average Minimum Credit
Hours Minimum Cumulative Grade Point Average
1 22 1.50 18 1.50 12 1.50
2 45 2.00 36 1.75 24 1.50
3 68 2.00 54 2.00 36 1.75
4 90 2.00 72 2.00 48 1.75
5 112 2.00 90 2.00 60 2.00
6 134 2.00 108 2.00 72 2.00
7 126 2.00 84 2.00
8 134 2.00 96 2.00
9
108 2.00
10
120 2.00
11
132 2.00
12
134 2.00
Review Policies
Once a year, following the spring semester, the cumulative grade point average
(GPA) and number of credits earned versus attempted by each financial aid
recipient will be reviewed. Undergraduate students who have not met the
standards for satisfactory academic progress will be notified of their status.
A student may remain on financial aid probation for one semester and still receive
a financial aid award. At the end of the semester, a student who has not
reestablished satisfactory academic progress will be denied financial aid for the
next semester. The student must file a petition for the reinstatement of financial
aid once she/he is considered in good academic standing at Wheelock and meets
the criteria listed above.
Sources of Funds
All students who follow the instructions for applying for financial aid will be
considered applicants for all sources listed here, unless otherwise indicated. No
separate applications are required.
Undergraduate Institutional Aid
Grants and Scholarships
• Wheelock College Grants. Wheelock offers grants to students who
demonstrate financial need; these funds do not have to be repaid.
Recipients of these awards are selected by the College according to the
criteria of each fund. Scholarships range from $500 to $20,000 and are
awarded to incoming students based upon their academic record.
• Merit Scholarships are determined via the Admissions Department and are
available for qualifying first year and transfer students who start in the fall
semester. Students are automatically notified. Eligibility is based on the
grades and SAT scores that are on file at the time your admissions
decision.
• Wheelock College Loans. Funds are loaned at a 5% interest rate to needy
students. These loans must be repaid within ten years of graduation.
State Funds and Scholarships
Students who are applying for Wheelock funds are required to apply for their state
scholarships, if available. Scholarship and grant funds currently are available in
Connecticut, Maine, Massachusetts, New Hampshire, Pennsylvania, Rhode
Island, and Vermont. Each state regulates its own application deadlines and
procedures. New students should contact their guidance counselors or financial
aid office for additional information.
Federal Financial Aid Funds
• Federal Pell Grants are gift funds administered directly by the federal
government to students who demonstrate exceptional financial need.
These funds do not have to be repaid.
• Federal Supplemental Educational Opportunity Grants (FSEOG) are funds
that are awarded to students with great financial need ; Federal Pell Grant
recipients receive priority. These funds do not have to be repaid.
• Academic Competitiveness Grant (ACG) is grant that is offered to first and
second year undergraduate students who qualify for the Federal Pell
Grant, and who have completed a rigorous high school program. Students
must maintain a 3.0 cumulative G.P.A. for renewal.
• Federal Perkins Loans are long-term, low-interest (5%) federal loans
advanced by Wheelock. These funds must be repaid, but no interest or
repayments are due until the expiration of the grace period after the
borrower ceases to be enrolled at least half-time. A nine-month grace
period precedes loan repayment. Upon taking this loan, the borrower is
advised of her or his rights and responsibilities regarding repayment.
• The Federal Work-Study Program provides eligible students the opportunity
for employment that will give job training and help meet the costs of
college education. A student selects her or his job from positions offered
by on-campus academic and administrative departments, as well as offcampus employment. The amount of the work-study award is determined
by the Financial Aid Office and does not appear as a credit on the
student’s bill.
• Federal Subsidized and Unsubsidized Stafford Loans provide federally
insured funds of up to $5,500 for freshmen, $6,500 for sophomores, and
$7,500 for juniors and seniors. All students must demonstrate financial
need as one of the requirements of eligibility for a subsidized loan. Both
loans accrue interest while the student is enrolled, but in the subsidized
program interest is paid by the federal government until the student begins
repayment. The interest rate is determined annually July 1st. Repayment
begins six months after the student graduates or ceases enrollment of at
least half-time.
• The Federal PLUS Loan Program enables parents of dependent students to
borrow the cost of education minus financial aid. PLUS loan borrowers
have the option to begin repayment within 45 days after receipt of the loan
or the parent can choose to defer payment while the student is enrolled at
least half time. The interest rate is fixed at 7.9%. Eligibility is based on the
borrower’s creditworthiness. If parents are denied the Federal PLUS Loan,
the student becomes eligible for additional Unsubsidized Stafford loan
funds. Graduate students can borrow money through the PLUS Loan
program to pay for their own education.
• Alternative Student/Family Loan Programs. Wheelock participates in other
student/family loan programs, for ways in which to find alternative
financing please visit the financial aid website at http://www.wheelock.
edu.
Graduate Study at Wheelock College
Graduate Admissions and Financial Aid
Graduate Admissions
Wheelock College seeks applications from individuals with diverse social,
professional, educational, racial, geographic and economic backgrounds who have
the personal and academic potential to become outstanding educators, early
childhood specialists, social workers, child life specialists, and advocates.
Admissions decisions are based on a careful and thorough evaluation of each
applicant’s academic record, written application, essay, résumé, references and
relevant experience, professional, academic and personal background, skills and
goals.
Graduate students matriculating into degree programs enter Wheelock in either
the fall, spring, or summer semester, although some programs begin at specified
semesters. Our graduate programs adhere to the following priority deadlines for
application. In general, our application deadlines are guidelines that students
should use to complete their application. In setting these priority deadlines the
College has taken into consideration the need for applicants to secure academic
and field experience advising prior to the start of their academic program.
However, we will consider applications past the deadline as long as we are able.
Please Note: The Child Life and Family Centered Care Program will NOT
consider applications submitted or completed after April 1st.
Summer Semester (June) March 1
Fall Semester (September) May 1
Child Life Program (fall) March 1 (firm)
The Admissions Committee makes every attempt to notify applicants of a
decision within four to six weeks of receipt of a complete application. Details can
be found in the Graduate Programs section of this catalog.
All requests for information should be made to the Office of Graduate
Admissions, 200 The Riverway, Boston, MA, 02215-4176, by calling 617)
879-1114 , or by email at graduate@wheelock.edu.
Admissions Requirements
I. U.S. Graduate Students
Candidates for admission to Wheelock College graduate programs must have
received a bachelor’s degree at an accredited institution and generally attained a
minimum of 3.0 (on a 4.0 scale) GPA for the last two years of undergraduate
study.
To apply, you should submit:
• A completed online graduate application.
• Official transcripts showing degree conferral and any completed graduate
coursework.
• A current résumé.
• A 3-5 page personal essay that discusses the applicant’s career goals,
strengths, challenges, and interest either in Wheelock’s vision and mission
or the college and the particular program of interest.
• Three (3) letters of reference. One should be of an academic nature from a
faculty member who is familiar with the applicant’s academic work (e.g.,
a former professor or instructor of the applicant). The second reference
should be from an individual who can discuss the applicant’s work or
relevant experience. The third letter may be either academic or
professional at the applicant’s discretion. References from family
members or friends are not acceptable. Please note that additional letters
of reference may be requested at the discretion of the Admission
Committee.
All references must arrive in unopened envelopes with the evaluator’s signature
across the flap. While an applicant’s recommender may draft a letter on his or her
own letterhead we do require that the Reference Form be submitted with the
applicant’s signature as well as the recommender’s information. Please make sure
that information regarding the confidentiality of the letter is appropriately marked
on this form.
Applicants to the Social Work: Advanced Standing program must have a
reference from their field liaison, field instructor or director of the BSW program
from which they graduated.
Applicants to the Child Life and Family Centered Care program are highly
encouraged to provide a reference from the Child Life Specialist who supervised
their 100 hours of volunteer work.
• Some programs (Integrated Elementary & Special Education, Organizational
Leadership and Child Life) require an interview. All applicants are
welcome to request an interview through the Office of Graduate
Admissions to explore program and specialization options, and to devise a
plan that maps out a schedule and likely time to graduation.
Applicants should reference particular program descriptions for program specific
admissions requirements.
II. International Graduate Students
Wheelock welcomes students of diverse cultural backgrounds. In order to ensure a
successful experience for students, the Wheelock College Graduate Programs
require additional information from international students.
TOEFL - Applicants whose native language is not English, and who have not
received a degree from a college or university in the United States or another
English-speaking country, are required to submit scores from the TOEFL (Test of
English as Foreign Language) as evidence of proficiency in oral and written
English. The minimum TOEFL score generally accepted is 550 paper based, 213
computer based, or 80 Internet-Based Test.
Transcript Evaluation - Applicants are required to provide an evaluation of their
undergraduate and graduate course of study, if completed outside of the U.S.
Acceptable evaluations can be obtained by sending all international transcripts to:
Education Credentials Evaluators
Educational Credential Evaluators, Inc.
PO Box 514070 Milwaukee WI 53203-3470
www.ece.org
World Education Services
Bowling Green Station
P.O. Box 5087
New York, NY 10274-5087
www.wes.org
Financial Statement - Prior to being issued an I-20, immigration or visa form, all
international applicants are required to certify that they have made adequate
financial arrangements to cover their expenses for the full duration of their
program of graduate study as a full-time student. Please contact the Office of
Graduate Admissions for further explanation of what is required.
International applicants are also required, if needed, to obtain third party
translations of any letters of recommendation or other supporting documents if
those documents are not written in English. Applicants are not permitted to
translate the documents themselves. Please contact the Office of Graduate
Admissions for further information if needed.
Teacher Licensure
Applicants who want to be teachers, in public and many private PreK-12 schools
in Massachusetts, need a license from the State Department of Elementary and
Secondary Education. Eligibility for the first Initial license includes completion of
a state approved program. Wheelock programs in Early Childhood (PreK-2), and
the Integrated Elementary (1-6) and Special Education (PreK-8) program are state
approved and nationally recognized as part of the accreditation process for the
National Council for Accreditation of Teacher Education (NCATE) through
which Wheelock College is accredited, and both lead to licensure.
Advanced Licensure
Applicants who wish to complete requirements for Massachusetts licensure as
Teacher of Reading (all levels) must supply a copy of their initial teaching license
and a letter from their principal written on official stationery to verify at least one
year of employment in the role of that basic license. The Department of
Elementary and Secondary Education requires that the year of teaching
experience with a teacher license has been completed in the state which issued the
license.
Certificate Option Program
A certificate option program is available to recent graduates of Wheelock College
who completed all or most of the requirements for an education major or licensure
program except the MTEL examinations and final course or courses. After
completing all state examination requirements for the license, a candidate can
apply for department faculty approval to enter the Certificate Option Program and
complete the remaining program requirements for institutional endorsement as a
non-degree candidate.
Because the Certificate Option Program is not degree-granting, financial aid is not
available. Explanation of tuition and fees is included in the Financial Information
section below.
Additional Requirements for Specific Programs
Child Life and Family-Center Care Program
Applicants who wish to pursue a program of study in Child Life must submit a
completed verification form and a favorable letter of reference documenting 100
hours experience in a pediatric health care setting under the direct supervision of a
Child Life Specialist. A background in child development and an internship in a
child life program are preferred. An interview is required for this program.
Early Childhood Program and Integrated Elementary and Special Education
These programs include internships and in-depth mentoring by sponsoring
teachers at partnering schools. All internships are processed through the Field
Experience Office. Each partner school has its own interview requirements and
employment criteria for paid internships.
Since students must complete three prerequisite courses before beginning the
internship in the fall, they should contact the Office of Field Experience
(617-879-2165) as soon as they have made a deposit to attend Wheelock and have
spoken with their academic advisor. The placement process, which can take up to
two months, begins ideally in March. Most placements for the following fall
semester are completed by early June before public schools close.
Application Process
Early submission of application materials is strongly encouraged for all
programs.
Once all application materials are received, candidates are reviewed for
admission consideration, and each applicant is notified, in writing, of
acceptance or denial as soon as a decision has been made.
Accepted students who plan to enroll are required to return the enrollment
form with a non-refundable tuition deposit of $100. This deposit is
applicable to tuition charges.
Deferred Enrollment
Students who have been offered admission to a master’s degree program offered
at the Boston campus only may request deferral of or to the next appropriate term
of entry if the program has set entry terms. To do so students must submit, in
writing, an explanation for this request to the Office of Graduate Admissions.
This request will then be discussed with the appropriate Dean or Department
Chair for approval. Students who defer for one year may be asked to submit new
letters of recommendation and a new resume to be used in the placement process
for practicum and field experience. Students who have received approval for
deferral of admission are expected to update the Office of Graduate Admission
regarding any change in address, phone or contact information.
Reactivated Applications
Students who are accepted to a graduate program but do not enroll, or students
who are not accepted, may reactivate their applications within a period of two
years. For further information on reactivating an application, students should
contact the Office of Graduate Admissions at (617) 879-1114.
Transfer of Credit
Graduate students are eligible to transfer up to six (6) graduate credit hours for
courses successfully completed at an accredited institution of higher education.
Transfer credits will not be awarded for classes that are taken pass/fail. No credits
will be transferred if the graduate student received a grade of B or higher in the
course or if the credits in question are older than six years at the time of
admission. The credits in question also may not duplicate any graduate or
undergraduate work for which credit has been given at Wheelock College and
cannot have been applied to an academic degree at any other institution. All
requests for transfer of credit must be submitted within one year from the
student’s date of matriculation.
To have credits considered for transfer, students must:
• Obtain and complete the Transfer of Credit form available from the Office
of Records and Registration;
• Obtain written approval from the student’s advisor;
• Submit course description(s) of the courses successfully completed at the
other institution for review by the Dean of their school or Department
Chair or Director.
• Submit to the Registrar an official transcript issued by the other institution.
Approval of Future Course Work for Transfer of Credit
Matriculated students must obtain written approval from the Dean of their school
before enrolling in graduate courses that are to be transferred for credit into a
Wheelock College degree program. Only courses that are to be completed at an
accredited graduate institution shall be eligible for such approval. Students will be
held to a limit of 6 graduate transferred credit hours. Transfer credits will not be
awarded for classes that are taken pass/fail. No credits will be transferred unless
the graduate student receives a grade of B or higher in the course. The credits in
question also may not duplicate any graduate or undergraduate work for which
credit has been given at Wheelock College and cannot have been applied to an
academic degree at any other institution.
Graduate Financial Information
Tuition
On-campus Courses: $890 per credit.
Off-campus graduate courses and programs are offered for cohorts at varying
rates. Likewise, Professional Development Institute fees may vary by term. For
more information, refer to the registration guidelines published each semester.
Tuition Payments
Graduate tuition is charged on a per-credit basis.
Audit Fees
Students wishing to audit a course pay two-thirds of the tuition.
Certificate Option
Students in the Certificate Option Program pay the regular fees with the following
exceptions:
Practicum Tuition
The practicum places a high demand on Wheelock personnel and services. The
tuition charge for half- or full-practicum as part of a non-degree program is
available in the office of Financial Services.
Enrollment Fee
For all students, an enrollment deposit of $100 is due when a student accepts
Wheelock College’s offer of admission. This fee is non refundable but is
applicable to tuition charges.
Registration Fees
For all students, a $10 fee is charged for registration every semester.
Late Registration Fee
All students who register after the deadline are charged a $100 late fee in addition
to the $10 registration fee.
Returned Check Fee
A fee of $25 is charged to any student who submits a payment check or money
order that the College’s bank cannot honor due to insufficient funds or any other
cause.
Tuition Vouchers
In appreciation for the learning experiences provided to our practicum students,
Wheelock College issues one voucher per student to each supervising practitioner
with whom a student has completed a 3, 4, 5, or 6 credit practicum. Supervising
practitioners may use their voucher for any course or professional development
institute taking place on campus or at other locations.
Vouchers are sent directly to the supervising practitioner or site supervisor. If not
used by the supervising practitioner, vouchers may be used by other site
personnel; however, they may not be transferred to persons employed at any other
site nor to a part or full-time student who is matriculated at Wheelock College.
Vouchers may only be used by persons able to demonstrate current employment
at the practicum site to which the voucher was issued. The voucher must be
signed by a member of the administrative staff to validate it for registration. Be
prepared to show proof of employment.
Vouchers are valid for one calendar year immediately following the semester in
which the Wheelock College student was placed at the practicum site. There are
no extensions. No more than one voucher may be used per semester by any
individual.
For individuals enrolled in a Wheelock degree program, vouchers can be used for
up to half the credits required for the degree. Individuals not enrolled in a degree
program may use vouchers for up to four undergraduate or two graduate courses.
Non-matriculated graduate students may apply for the status of lifelong learner
and continue to register for graduate courses.
Vouchers may be used only once for one graduate or undergraduate course or
institute, regardless of the credits assigned to the course (from 1-4 credits).
Vouchers may not be used for field courses, practica or independent study. The
voucher will be honored when presented for registration accompanied by a
registration fee.
Wheelock College reserves the right to cancel courses and institutes with
insufficient enrollment. In the event of cancellation, a voucher can be used for
another course that semester or a practicum site may request a voucher to be
reissued for the following semester only. No other exceptions will be entertained.
A bachelor’s degree is required for graduate registration.
Persons using a voucher will be responsible for payment of a registration fee. We
are not able to extend vouchers or reissue lost ones. We advise you to treat the
voucher as you would a check and put it in a safe and retrievable spot.
If you have questions about the voucher policy, you may contact the Director of
Field Experience by calling (617) 879-2237.
Tuition Refund Policy
Withdrawal
Refunds for withdrawal from a course and/or practicum will not be made without
a receipt from the Office of Records and Registration, of written notification of
intent to withdraw. Net refundable fees paid (tuition less registration fees and
general fees) will be refunded according to the college’s refund schedule.
Drop/Add: Refunds for courses dropped during the Drop/Add period when a
replacement course is NOT added will be refunded according to the college’s
refund schedule. When a student adds a course in place of a dropped course, the
full tuition payment may be applied towards the added course.
Refund Schedule
Before classes begin = 100% of net refundable fees.
From the day classes begin through the 1st class meeting = 75% of net refundable
fees.
After the 1st class meeting through the 2nd class meeting = 50% of net refundable
fees.
After the 2nd class meeting = No tuition refund.
For more information, please contact Financial Services/Student Accounts at
(617) 879-2236.
Return of Title IV Funds
This policy applies to students who withdraw, are approved for a leave of absence
for longer than 180 days, or are academically dismissed from the institution.
Tuition/fees and room and board refunds for these students are determined
according to the following policy:
The term “Title IV Funds,” which refers to the federal financial aid programs
authorized under the Higher Education Act of 1965 (as amended) and for
graduate students enrolled at Wheelock College, includes the following
programs: Direct Subsidized Stafford Loans and Direct Unsubsidized
Stafford Loans
A student’s withdrawal date is:
• The date the student began the institution’s withdrawal process or
officially notified the institution of intent to withdraw; or
• The midpoint of the period of enrollment for a student who leaves
without notifying the institution; or
• The student’s last date of attendance as documented by academically
related activity.
Determining the amount of Title IV funds to be returned:
• The amount of Title IV funds to be returned will be based on the
number of days in attendance as a proportion to the number of days
in the term or period of enrollment, up to the 60% point in the
semester. There are no refunds after the 60% point in time, as the
federal regulations view the aid has been “100% earned” after that
point in time. A copy of the worksheet used for this calculation and
examples can be requested from the Wheelock College Office of
Admissions and Financial Aid.
• In accordance with federal regulations, the return of Title IV funds is
paid in the following order:
• Direct Lending Unsubsidized Stafford Loans
• Direct Lending Subsidized Stafford Loans
• Direct Lending Graduate PLUS Loan
Other Title IV assistance
Institutional and student responsibilities in regard to the Return of Title IV Funds
Wheelock College’s responsibilities include:
• Providing each student with the information given in this policy;
• Identifying students who are affected by this policy;
• Completing the Return of Title IV Funds calculation for students who are
subject to the policy; and
• Returning the Title IV Funds that are due the Title IV programs.
• The student’s responsibilities include:
• Contacting the appropriate Academic Dean to initiate the withdrawal
process. They must also complete an official withdrawal form available in
the Office of Academic Records.
• Notifying the Financial Aid Office (email: finaid@wheelock.edu)
immediately of a pending withdrawal or leave, as federal refunds must be
made within 30 days of the date of withdrawal or leave; and
• Returning to the Title IV programs any funds that were disbursed directly to
the student and for which the student was determined to be ineligible via
the Return of Title IV Funds calculation.
Students have the right to obtain a final calculation of the Return of Federal
Funds.
The procedures and policies listed above supersede those published previously
and are subject to change at any time.
Graduate Assistantships
Assistantships are awarded to full-time, qualified matriculated students on the
basis of academic merit. Assistantships involve research or scholarly work or
administrative functions assistance to one of the academic schools of the College.
Awards are one academic year in length. Students who wish to be considered for
an assistantship should complete the Application for Graduate Assistantship on
the financial aid page for graduate students under “scholarships and
assistantships.” Only admitted students who are starting their program in the
summer or fall will be considered for graduate assistantships. Assistantships are
awarded in the spring for a fall start.
Graduate Merit Scholarships
All incoming graduate students with an undergraduate GPA of 3.2 or higher will
be considered for these scholarships for full or half-time study. Scholarships are
awarded by the Admissions Committee based on undergraduate GPA, the
application essay and references. Applications will be reviewed on a rolling basis
each term until the funds are awarded. There is no separate application for the
merit grant. Applicants will be informed in writing if they have received a
scholarship. Scholarships are a one-time award for incoming students and are not
renewable. Scholarship recipients are notified by the Graduate Admissions Office.
Federal Stafford Loans
This fixed-rate loan program is available for graduate students enrolled at least
half-time during the semester(s) within they wish to borrow. (Half-time for
graduate students is five credits.) Students who demonstrate financial need are
eligible for the federal subsidy that pays the interest during the in-school and
grace period. Students without need are eligible for the unsubsidized loan, which
has the same conditions as the need-based loan except for the interest subsidy.
The maximum subsidized loan is $8,500, and the maximum combined subsidized
and unsubsidized loan is $20,500. If you plan to apply for this loan, you must
submit the Free Application for Federal Student Aid (FAFSA) and the Wheelock
College graduate financial aid application which is available on the graduate
financial aid page on the Wheelock website.
Alternative Loans
If additional resources are necessary to finance your education, other loans are
available. These loans can be borrowed by the student or by another borrower on
the student’s behalf. Repayment typically begins within 45 days of disbursement,
but deferments may be available. For loan information and applications, please
visit the graduate financial aid section of Wheelock College’s website or call the
Financial Aid Office at (617) 879-2443 to request a brochure.
Other Sources of Aid
Several graduate education programs offer paid internships as an integral part of
their program. This includes the Integrated Elementary and Special Education
Program and the Early Childhood Master’s Programs.
Financial Aid for Students in the Integrated Elementary and Special Education (IESE) Program
The School of Education, Social Work, Child Life and Family Studies offers an
innovative program leading to an M.S. in Integrated Elementary and Special
Education. A hallmark of this program is that all students participate in a full-time
teaching internship; students can also elect to teach in their own classrooms (with
faculty review and approval). Internships with stipends ranging from $10,000 to
$15,000 are offered through several partner schools in the Boston area.
Policy on Satisfactory Academic Progress for Graduate Financial Aid Recipients
Per federal regulations, students must be in Good Academic Standing in order to
continue to receive federally funded financial aid awards.
If a student withdraws from one or more courses, his/her bill and financial aid
may be adjusted according to the college’s Tuition Refund Policy and federal
student aid guidelines.
Departments and Graduate Programs
Department of Child Life and Family Studies
Paul Thayer, Chair and Associate Professor
Dinny Coleman, Instructor
Suzanne Graca, Instructor
Carolyn Kurker-Gallagher, Instructor
Stefi Rubin, Associate Professor
Claire White, Assistant Professor
Available Programs of Study:
Certificate in Parenting Education
Master of Science, Child Life and Family Centered Care
Master of Science, Child Life and Family Centered Care: Advanced Standing
Master of Science, Child Life and Family Centered Care: Combined Degree
Certificate In Parenting Education/15 Credits
Increasingly, parenting education is being recognized as an appropriate strategy
for supporting parents and parents-to-be, and as a foundation for raising healthy
children and families. There is a high demand for knowledgeable, skilled
professionals in this developing field. In this program, professionals who work
with families in supportive, educational and therapeutic capacities will gain
knowledge of the issues and concerns of parents, and of how to respond to these
concerns; gain an understanding of how adults grow and develop and of the
developmental stages of parenting; and gain the skills needed to work more
effectively with parents individually and in groups.
HDF 515 Lifespan Development II: Adult Development 3 credits
CFS 614 Perspectives on Parenting 3 credits
CFS 737 Leading Parent Groups 3 credits
CFP 603 Practicum and Seminar I: Family Studies 3 credits
Elective Courses
Students select an additional 3 credits from among HDF or CFS course offerings
3 credits
M.S./Child Life And Family Centered Care/39 Credits
The Child Life and Family-Centered Care program prepares students to work as
child life specialists in inpatient, outpatient, and community-based health care
settings. Students develop skills as child development specialists, interdisciplinary
team members and health educators. They select courses in child life, human
development, multiculturalism, research, and child and family studies. The Child
Life and Family-Centered Care Program includes clinical experiences and course
work that prepare students, as members of an interdisciplinary health team, to
support the psychosocial and developmental needs of children and families across
the health care continuum. Upon successful completion of the program, students
will obtain a Master of Science in Child Life and Family Centered Care, and will
be eligible to sit for the Child Life Council Certification examination.
Requirements
Core Courses( 9 credits)
HDF 526 The Meaning and Development of Play 3 credits
Multicultural selective 3 credits
Research selective 3 credits
Department Courses (6 credits)
Selectives in Human Development or other related courses to be determined with
academic advisor.
Program Courses (18 credits)
CLF 632 The Child and Family in Health Care 3 credits
CLF 670 Clinical Issues in Child Life Programs 3 credits
CLP 671 Clinical Experience & Seminar I: Children in Health Care Settings 6
credits
CLF 770 Child Life Program Development and Administration 3 credits
CLP 673 Clinical Experience and Seminar II: Child Health & Development 3
credits
Elective Courses (6 credits) 6 credits
MS/Child Life and Family Centered Care: Advanced Standing/36
Credits
Designed for students who are currently eligible to become certified as Child Life
Specialists or have completed a 480-hour internship under a certified Child Life
Specialist, this program offers opportunities for students to advance the skills of
the Child Life Competencies. During one required 200-hour internship in a
community health care or specialty settings, students work with interdisciplinary
teams in more specialized areas of child life, including: child development and
family-centered care, health promotion, bereavement support and program
development. Upon successful completion of the program, students will obtain a
Master of Science in Child Life and Family Centered Care and will be eligible to
sit for the Child Life Council Certification Examination.
Requirements
Core Courses (9 credits)
HDF 526 The Meaning and Development of Play 3 credits
Multicultural selective 3 credits
Research selective 3 credits
Department Courses (9 credits)
Selectives in Human Development or other related field
Program Courses( 12 credits)
CLF 632 The Child and Family in Health Care 3 credits
CLF 670 Clinical Issues in Child Life Programs 3 credits
CLP 670 Clinical Experience and Seminar I: Child Health & Development 3
credits
CLF 770 Child Life Program Development and Administration 3 credits
Elective Courses (6 credits)
Optional internship: CLP 672 Clinical Experience and Seminar II 3 credits
Master of Science in Child Life and Family Centered Care: Combined
Degree/27 graduate credits
This program is only open to students who graduate with a professional major in
Child Life from Wheelock College. Students must enter the program within 3
years of receiving their undergraduate degree.
Required graduate coursework
CLF 670 Clinical Issues in Child Life 3 credits
CLF 770 Child Life Program Development and Administration 3 credits
Research selective (3 credits)
Human Development Selectives (Choose two)(6 credits)
HDF 501 Lifespan Development I: Birth-Adolescence 3 credits
HDF 502 Infant and Toddler Behavior and Development 3 credits
HDF 521 Children’s Cognitive Development 3 credits
HDF 560 Risk and Resiliency in Infancy 3 credits
Professional Internship Course (3 credits)
CLP 670 Child Life Internship/Seminar I 3 credits
Graduate Selectives (choose 3) (9 credits)
CFS 504 Assessment of Development in B-3 3 credits
CFS 506 Neurobehavioral Assessment of the Newborn 1 credit
CFS 514 Curriculum Development B-3 3 credits
CFS 602 Family Interaction 3 credits
CFS 606 Family Support: Children with Special Needs 3 credits
CFS 614 Perspectives on Parenting 3 credits
CFS 617 Bereavement Care 3 credits
CFS 618 Contemporary Issues in Child and Family Studies 3 credits
CFS 622 Issues in Death and Dying 3 credits
CFS 630 Helping Children Cope with Stress 3 credits
CFS 634 Families and Chronic Illness 3 credits
EDU 531 Learning and Teaching Through the Arts 3 credits
CLF 674 The Hospitalized Child in England 3 credits
Department of Early Childhood Education
David Fernie, Chair and Professor
Catherine Donohue, Associate Professor
Ellie Friedland, Associate Professor
Lucinda Heimer, Assistant Professor
Cheryl Render Brown, Associate Professor
Bobbi Rosenquest, Associate Professor
Patricia Hnatiuk, Instructor
Diane Levin, Professor
Karen Murphy, Associate Professor
Amy Phillips Losso, Associate Professor
Susan Shainker, Instructor
Available Programs of Study:
Master of Science in Early Childhood Education (PreK-2) for Initial Licensure
Master of Science in Care and Education in Early Childhood Settings
MS/Early Childhood Education (PreK-2) for Initial Licensure/34
credits
The 34-credit Early Childhood Education (PreK-2) Masters Program is designed
to prepare professionals who wish to pursue careers in public schools, child care
programs, Head Start programs, and community- or corporate-based early care
and education settings. Students develop skills in curriculum design, observation
and assessment, communication, collaboration, responding to diverse learning
styles, and classroom management. Emphasis is placed on a commitment to
equity in a multi-racial and multicultural society, working in partnership with
families, fully integrating children with special needs into the learning
environment, and collaboration with community agencies. This program leads to
Massachusetts’ Department of Elementary and Secondary Education Early
Childhood: Teacher of Students With and Without Disabilities (PreK-2) Initial
Licensure. This license enables educators to work in diverse settings, including
inclusive pre-K-2 public school settings and early childhood programs serving
children ages 3-8 in public and private settings. To be eligible for state licensure
through this program, students must meet all program requirements, including
successfully passing the Massachusetts Tests for Educator Licensure (MTEL).
Requirements
Orientation to Education Programs 0 credit
Core Courses(9 credits)
Take either of the following: 3 credits
HDF 504 Child Development: The Early Years* or
HDF 501 Lifespan Development: Birth through Adolescence
EDU 505 Racial and Cultural Identities 3 credits
RES 651 Action Research I 1 credit
RES 652 Action Research II 2 credits
Program Courses (25 Credits)
EDU 520 Introduction to Inclusive Early Childhood Education 3 credits
RDG 537 Teaching Reading 3 credits
EDU 535 Developing Numeracy for Diverse Learners 3 credits
Practicum Core I:
EDU 522 Curriculum for EC Social Studies & Arts fall only 2 credits
EDU 528 Impact of Special Needs: ECE fall only 2 credits
EDP 521 Practicum & Seminar: ECE PreK/K or 3 credits
EDP 526 Practicum & Seminar ECE 1st/2 nd
Practicum Core II:
EDU 525 Curriculum for ECE Science, Tech & Health 2 credits
spring only
EDP 521 Practicum & Seminar: ECE PreK, K or 3 credits
EDP 526 Practicum & Seminar: ECE, 1st/2nd
Completion of Program:
RDG 530 Teaching Literacy to English Language Learners or 3 credits
RDG 625 Early Childhood Literacy
EDU 702 Capstone Course 1 credit
M.S./ Care and Education in Early Childhood Settings/30 credits
Care and Education in Early Childhood Setting, a 30 credit masters program is
designed for students who will work with young children from 2.8 to 8 years of
age in public, private and parochial care and education settings as care givers,
classroom teachers, lead teachers, directors, and/or family liaison workers. This
program prepares students to work with an increasingly diverse population of
children, families and communities.
The Care and Education program has two different options: one for beginning
early childhood education practitioners and one for continuing practitioners.
• Beginning practitioners typically are students without an academic
background in early education who want to pursue careers outside of a
public school setting. This program includes foundation courses in early
childhood education including children with special needs, child
development, early childhood curricula and multicultural issues.
• Certification: Students completing the Beginning Practitioner option can use
their course experience to qualify for the Department of Early Education
and Care (EEC) lead teacher credential. This program does not lead to
institutional endorsement for a PreK-2 teacher license issued by the
Massachusetts Department of Elementary and Secondary Education (SES)
• Continuing practitioners are students who want to increase their knowledge
of early childhood education and may have already obtained an initial
teaching license or have an academic background in early education.
Certification: Students who have an initial license, the masters degree, and who
complete a state approved 12-credit course cluster (in Special Education,
Teaching English Language Learners or Reading) as part of their program, may
advance their license to the professional level after teaching for three years.
Depending on students’ prior experience and course of study at Wheelock, the
Continuing Practitioner option may lead to DEEC Director I certification.
Requirements: Beginning Practitioner Option
Orientation to Education Programs 0 credits
Core Courses (9 credits)
Take either of the following:
HDF 504 Child Development: The Early Years* or 3 credits
HDF 501 Lifespan Development: Birth through Adolescence
EDU 505 Racial and Cultural Identities* 3 credits
Research Selective 3 credits
Program Courses (15 credits)
EDU 520 Introduction to Inclusive ECE 3 credits
RDG 537 Teaching Reaching 3 credits
EDU 528 Impact of Special Needs: ECE 2 credits
EDU 522 Curriculum for EC Social Studies and Arts or 3 credits
EDU 525 Curriculum for ECE Science, Technology, & Health
EDP 530 Field Experience & Seminar in ECE 3 credits
EDU 655 Capstone: Care and Education 1 credit
Focus of Study (6 Credits)
All students must do a focus of study consisting of six credits in related area and
drawing from an approved list of focus courses. A focus of study can be selected
from the following options or can be constructed by the student in consultation
with their academic advisor. All foci of study must be approved by and planned
with the academic advisor. Individual courses can not be used to meet more than
one program requirement..
Suggested Areas of Focus
Early Child Care Environments
Family Communication and Support
Expressive Arts
Math, Science and Technology
Child Development
Early Childhood Curriculum Development
Early Childhood Special Needs
Early Childhood Leadership, Policy and Administration
Requirements: Continuing Practitioner Option
Core Courses (9 credits)
Human Development Selective or 3 credits
Specialization specific HD course
EDU 505 Racial and Cultural Identities 3 credits
(Racial and Cultural Identities is waived if already taken as a Wheelock
undergraduate student )
Research Selective 3 credits
Program Courses (15 credits)
CFS 618 Cont. Issues in Ch and Fam Stud 3 credits
EDU 528 Impact of Special Needs: ECE 2 credits
EDU 522 Curriculum for ECE Social Studies/Arts or 3 credits
EDU 525 Curriculum for ECE Science/Tech/Health (if student selects some
specialization options a different curriculum course may be substituted)
Language/Literacy Selective or Specialization Content Course 3 credits
EDP 531 Extended Field Experience in ECE 3 credits
EDU 655 Capstone: Care and Education 1 credit
Focus of Study (6 credits)
All students must do a focus of study consisting of six credits in a related area. A
focus of study can be selected to meet the requirements of a formal specialization
or course cluster or can be constructed by the student in consultation with their
academic advisor. All foci of study must be approved by and planned with the
academic advisor. Individual courses can not be used to meet more than one
program requirement.
Students may wish to develop a self-constructed program that meets their own
interests and professional needs or select a specialization or course cluster. (see
below)
Areas of Formal Specialization
Child and Family Studies
Certificate in Parenting Education
Areas of Focus to Meet Requirements For Massachusetts DESE Professional License
If you wish to forward an Initial License to the Professional Level, select a 12
credit course cluster approved by the Massachusetts Department of Elementary
and Secondary Education for this purpose
Teaching English Language Learners
Reading
Special Education
If you are not seeking to advance an Initial license to the Professional level, or
pursuing a formal specialization, a broader selection of courses is open to you to
use for your focus of study.
Departments of Elementary and Special Education
Elementary Education
Eleonora Villegas Reimers, Chair and Associate Professor
Linda Banks-Santilli, Associate Professor
Joeritta de Almeida, Assistant Professor
Judith Richards, Instructor
Deborah Samuels-Peretz, Assistant Professor
William Shorr, Assistant Professor
William Thompson, Associate Professor
Jeff Winokur, Instructor
Karen Worth, Instructor
Special Education
Stephanie Cox Suarez, Chair and Associate Professor
John Crapps, Professor
Felicity Crawford, Assistant Professor
Kathleen McDonough, Instructor
Ju Hee Park, Assistant Professor
Available Programs of Study:
Master of Science in Educational Studies
Master in Integrated Elementary and Special Education
Advanced Professional Course Cluster in Special Education
MS/Educational Studies/30 credits
This program is designed for students who are interested in pursuing a master’s
degree in education, but are not interested in obtaining state licensure as a teacher.
Students work with an academic advisor to develop a program of study that meets
the student’s academic and professional goals. The program includes 17 credits of
elective courses which allow the student to select from a number of courses,
including one of the 3 advanced professional course cluster, the parenting
education certificate program, the organizational leadership certificate program,
or a combination of courses from different areas of study offered at Wheelock.
Requirements
Core Courses (9 credits)
Human Development Selective 3 credits
Multicultural Selective 3 credits
Research Selective 3 credits
EDU 505 Racial and Cultural Identities 3 credits
EDU 704 Capstone: Educational Studies 1 credit
Elective Courses: 17 credits
Students work with an advisor to select courses in Elementary Education, Special
Education, Language and Literacy, Early Childhood Education, Child and Family
Studies, Social Work and/or Organizational Leadership.
MS/Integrated Elementary and Special Education/38-47 credits
(depending on prior license)
The nationally recognized Master of Science in Integrated Elementary and Special
Education(IESE) program prepares educators who wish to work with children in a
public or private school setting as an Elementary teacher or a Teacher of Students
with Moderate Disabilities. The IESE program leads to institutional endorsement
for the Massachusetts Department of Elementary and Secondary Education
Elementary Teacher (1-6) license at the Initial stage, and Teacher of Students with
Moderate Disabilities (PreK-8) license at the Initial stage*.
The Integrated Elementary and Special Education program incorporates essential
elements required of a teacher prepared to meet the needs of all learners. The
content areas of mathematics, science, social studies, and language arts are
incorporated in the study of curriculum development, assessment, meeting
curriculum standards, and differentiating the curriculum for learners working at,
above, and below grade level. Teachers acquire the knowledge, skills, and
dispositions to provide effective special education services which includes
understanding the impact of disabilities on learning, assessing children to
determine their learning strengths and areas of need, collaborating with the family
and team to promote a positive learning environment, and creating adaptations to
enable the child to access the general curriculum.
This program is designed to prepare both experienced teachers who currently hold
a license to teach as well as those new to the field of teaching and education.
Students may complete the program full-time or part time. Full-time students may
be able to complete the program in 14-18 months, starting in the summer
semester. Students may begin their course work on a part-time basis but must
enroll full-time during the semesters in which the internship is completed. Parttime students may complete the program in 2 years. Students follow a sequence of
courses and participate in the paid teaching internship with courses meeting in the
evening, weekend, and summers. Candidates may also elect to complete their
internship in their own inclusive or special needs classroom but this site must be
approved by the faculty and Field Experience Office.
Upon entering the program, all students must meet with an advisor to develop a
study plan. Preference for admission is given to applicants with prior experience
working with children and families, preferably in a group setting. A prerequisite
for admission is completion of a major in the Arts and Sciences or its equivalent.
Requirements***
Orientation to Education Programs 0 credits
Core Courses
Human Development (choose one) 3 credits
HDF 530 Language Acquisition
HDF 702 Language, Literacy and Culture
Multicultural
EDU 505 or 506 Racial and cultural Identities/ RCI –Advanced 3 credits
Research (choose one) 3 credits
RES 723 Teacher as Researcher
RES 725 Research Methods
Program courses (38 credits)
RDG 537 Teaching Reading 3 credits
SPE 542 Impact of Special Education 3 credits
SPE 652 Inclusive Education Curriculum or 3 credits
SPE 654 Advanced Inclusive Curriculum
EDU 535 Mathematical learning for Diverse Learners or 3 credits
SPE 635 Number sense for learners who struggle
SPE 710 Assistive Technology 1 credit
SPE 656 Special Education Assessment 3 credits
EDU 546 Teaching and Learning History and Social Studies 3 credits
SPE 650 Understanding Reading Difficulties 2 credits
SPE 560 Understanding and Managing Behavior 2 credits
EDU 545 Elementary Science 3 credits
SPE 685 Democracy and Education 2 credits
RDG 531 Teaching Reading to ELLs 1 credit
Internship**
SPP 640 Practicum: Students with Special Needs 3 credits
EDP 536 Elementary Practicum 3 credits
SPE 645 Instructional Methods 2 credits
Portfolio
EDU 682 Portfolio Development: Integrated Elementary and Special Education 1
credit
* Licensure: Students select either Elementary Teacher (1-6) or Teacher of
Students with Moderate Disabilities (PreK- 12) as a primary Initial license, and
they are eligible to apply for a second license upon receipt of the first.
** Students are required to take the Communication and Literacy Test of the
Massachusetts Tests for Educator Licensure (MTEL) no later than the August
administration before the start of their internship.
*** Some courses are waived or substituted based on previous licensure and
experience.
Advanced Professional Course Cluster in Special Education/12 credits
This 12-credit course cluster in special education develops expertise in teaching
children with exceptional learning needs in diverse settings. For teachers who
already hold a master’s degree and an initial teaching license, this group of
courses is designed to be used to move an initial license in early childhood
education, elementary education, and ESL to professional status.
Requirements
SPE 542 Impact of Special Needs on Development and Learning 3 credits
SPE 654 Advanced Inclusive Curriculum 3 credits
SPE 656 Special Education Assessment 3 credits
SPE 560 Understanding and Managing Behavior 2 credits
SPE 710 Assistive Technology 1 credit
Department of Language and Literacy
Lowry Hemphill, Co-chair and Associate Professor
Terry Meier, Co-chair and Associate Professor
Jennifer Klinefelter, Instructor
Twakia Martin, Instructor
Jane Yedlin, Associate Professor
Available Programs of Study:
Master of Science in Language and Literacy Studies
Master of Science in Teacher of Reading
12-credit Course Cluster in Teaching English Language Learners
12-credit Course Cluster in Reading
MS/Language and Literacy Studies/31 credits
The Language and Literacy Studies master’s degree is non-licensure program
designed for students interested in developing expertise in topics such as
multilingual literacy or reading, writing and assessment. Students may use this
program as preparation for work in curriculum development, school leadership, or
doctoral study in literacy and may incorporate courses into this program to qualify
for professional licensure.
Requirements
Core courses(9 credits)
HDF 521 Children’s Cognitive Development or 3 credits
HDF 530 Language Acquisition
HDF 702 Language, Literacy and Culture 3 credits
RES 722 Research in Language and Literacy 3 credits
Specialty courses 21 credits
Specific program developed with advisor. Suggested areas of focus given below.
Working in Multilingual Communities
MLE 535 Second Language Acquisition and Assessment/3 cr
RDG 530 Teaching Literacy to English Language Learners/3 cr
RDG 558 Multicultural Children’s Literature/3 cr
RDG 559 Latino Children’s Literature/3 cr
RDG 560 African-American Children’s Literature/3 cr
RDG 568 Developing Young Writers/3 cr
MLE 525 Content Area Instruction for English Language Learners/3 cr
MLE 530 Supporting Second Language Acquisition/3 cr
Reading, Writing and Assessment
RDG 616 Assessment of Reading and Writing/3 cr
RDG 618 Literacy Across the Curriculum/3 cr
RDG 558 Multicultural Children’s Literature/3 cr
RDG 568 Developing Young Writers/3 cr
RDG 601 Multisensory Approaches to Teaching Literacy/3 cr
RDG 622 Individualized Instruction in Literacy/3 cr
RDG 626 Diagnosis and Correction of Reading Problems/3 cr
Completion of program
EDU 708 Capstone: Language and Literacy Studies 1 credit
Sample Course Sequence
First Semester HDF 530 Language Acquisition
RDG 558 Multicultural Children’s Literature or other elective
Second Semester HDF 702 Language, Literacy and Culture
RDG 618 Literacy Across the Curriculum or other elective
RDG 622 Individualized Instruction in Literacy or other elective
MLE 530 Supporting Second Language Acquisition or other elective
Third Semester RES 722 Research in Language and Literacy
RDG 601 Multisensory Approaches to Teaching Literacy or other elective
Fourth Semester MLE 525 Content Area Instruction for English Language
Learners or other elective
RDG 530 Teaching Literacy to English Language Learners or other elective
EDU 708 Capstone: Language and Literacy Studies
MS/Teacher of Reading/31 credits
The Teacher of Reading master’s degree is designed for students who want to
become reading specialists or classroom teachers who are experts in teaching
reading and writing in multilingual and multicultural settings. Upon successful
completion of the program and the required Massachusetts Tests for Educator
Licensure (MTEL), students are eligible for Massachusetts Teacher of Reading
Initial license (Pre K-12).
Before program entry, students must have an initial teacher license, typically in
early childhood, elementary, middle school, or special education, and must have
at least one year of teaching experience in the area of this first license. The
Master’s in Reading fulfills state content requirements for advancing an Initial
license to the Professional level for teachers with initial licenses in Early
Childhood , Elementary , English as a Second Language or Moderate Disabilities .
Requirements
Core courses (9 credits)
HDF 530 Language Acquisition 3 credits
HDF 702 Language, Literacy and Culture 3 credits
RES 722 Research in Language and Literacy 3 credits
Program courses (21 credits)
RDG 558 Multicultural Children’s Literature 3 credits
RDG 530 Teaching Literacy to English Language Learners 3 credits
RDG 618 Literacy Across the Curriculum 3 credits
RDG 622 Individualized Instruction in Literacy 3 credits
RDG 626 Diagnosis and Correction of Reading Problems 3 credits
RDP 609 Teacher of Reading Practicum 3 credits
Program selective: (choose one) (3 credits)
RDG 559 Latino Children’s Literature/3 cr
RDG 560 African-American Children’s Literature/3 cr
RDG 568 Developing Young Writers/3 cr
RDG 601 Multisensory Approaches to Teaching Literacy/3 cr
RDG 616 Assessment of Reading and Writing/3 cr
MLE 535 Second Language Acquisition and Assessment/3 cr
MLE 530 Supporting Second Language Acquisition/3 cr
MLE 525 Content Instruction for English Language Learners/3 cr
Completion of Program*
ACD 507 MTEL Preparation–Reading Specialist Review 0 credits
EDU 706 Capstone: Teacher of Reading 1 credit
*Entrance to capstone requirement: passing scores on the Reading Specialist and
Communication and Literacy Massachusetts Tests for Educator Licensure
(MTEL).
Sample Course Sequence
First Semester HDF 530 Language Acquisition
RDG 558 Multicultural Children’s Literature
Second Semester HDF 702 Language, Literacy and Culture
RDG 618 Literacy Across the Curriculum
RDG 622 Individualized Instruction in Literacy
Program selective
Third Semester RDG 626 Diagnosis and Correction of Reading Problems
RDP 609 Teacher of Reading Practicum
Fourth Semester RES 722 Research in Language and Literacy
RDG 530 Teaching Literacy to English Language Learners
ACD507 MTEL Preparation–Reading Specialist Review
EDU 706 Capstone: Teacher of Reading
12-credit Course Cluster/Teaching English Language Learners
This 12-credit course cluster develops expertise in working with young English
language learners in mainstream or sheltered English immersion classrooms.
For teachers who already hold or are completing a master’s degree, these courses
can be used to move an initial license in early childhood education, elementary
education, reading, or special education (teacher of students with moderate
disabilities) to professional licensure.
Requirements
RDG 530 Teaching Literacy to English Language Learners 3 credits
MLE 535 Second Language Acquisition and Assessment 3 credits
MLE 530 Supporting Second Language Acquisition 3 credits
MLE 525 Content Instruction for English Language Learners 3 credits
12-credit Course Cluster/Reading
This 12-credit course cluster develops expertise in teaching reading in culturally
and linguistically diverse classrooms. For teachers who already hold or are
completing a master’s degree, these courses can be used to move an initial license
in early childhood education, elementary education, English as a second language,
or special education (teacher of students with moderate disabilities) to
professional licensure.
The course of study is most appropriate for teachers in urban schools or who work
with multicultural populations in grades pre-K-6.
Requirements
RDG 618 Literacy Across the Curriculum 3 credits
HDF 702 Language, Literacy and Culture 3 credits
RDG 616 Assessment of Reading and Writing 3 credits
RDG 530 Teaching Literacy to English Language Learners or 3 credits
RDG 622 Individualized Instruction in Literacy
Department of Leadership and Policy
Irwin Nesoff, Chair and Associate Professor
Available Programs of Study:
Master of Science in Organizational Leadership
Certificate in Organizational Leadership
MSW Certificate in Organizational Leadership
MS/ Organizational Leadership/30 credits
The thirty-credit Master of Science in Organizational Leadership is designed to
prepare a diverse group of students for leadership roles in nonprofit organizations,
NGO’s and higher education institutions. Students will be prepared to take on
administrative, executive and leadership positions through a series of required
courses and advanced electives providing them with the knowledge, skills and
values necessary to assume leadership roles. Students completing the four-course
core curriculum will be awarded a Certificate in Organizational Leadership. The
courses in this sequence include: Organizational Mission, Strategy and
Leadership; Planning Evaluation and Marketing; Leading People: Developing
Human Potential; and, Budgeting, Financial Management and Resource
Development.
After completing the four course core curriculum students will then take a two
course required sequence designed to further enhance their leadership skills in
organizational governance and change. Students will also have the opportunity to
choose two advanced electives specific to higher education or nonprofits.
All students, as part of their studies, will also complete a two-semester Capstone
Project. This group project will consist of applied research in a specialized area of
interest, providing students with a critical learning experience as they seek to
address an identified organizational priority, issue or service delivery challenge.
Over the course of an academic year, students will work in teams to address an
organizational challenge and identify organizational opportunities or to conduct
applied research on a specific issue of interest. Through this hands-on group
experience, students will have the opportunity to become engaged in real-world
issues and problem solving, while integrating and enhancing their learning.
Upon completion of the degree, students will have a unique combination of
theory, knowledge of practical applications to organizational issues, leadership
skills and applied knowledge that will qualify them for a wide-range of leadership
positions in nonprofit organizations, NGO’s and institutions of higher education.
Consistent with Wheelock’s mission of improving the lives of children and
families the masters program will also provide students the skills and knowledge
to lead diverse multicultural organizations with a global perspective focusing on
social and organizational change.
Requirements
ORL 510 Organizational Leadership, Mission and Strategy 3 credits
ORL 520 Leading People: Developing Human Potential 3 credits
ORL XXX Planning, Evaluation and Marketing 3 credits
ORL XXX Nonprofit Budgeting and Financial Management 3 credits
ORL XXX Organizational Governance 3 credits
ORL XXX Capstone I 3 credits
ORL XXX Organizational Change 3 credits
ORL XXX Capstone II 3 credits
Advanced Electives(2) 6 credits
Suggested Course Sequence
First Semester Foundation Year: Semester 1 (Fall)
ORL 510 Organizational Leadership, Mission and Strategy/3 credits
ORL 520 Leading People: Developing Human Potential/3 credits
Second Semester Foundation Year: Semester 2 (Spring)
Planning, Evaluation and Marketing/3 credits
Nonprofit Budgeting and Financial Management/3 credits
Third Semester Advanced Year: Semester 3 (Fall)
Organizational Governance/3 credits
Capstone I/3 credits
Advanced elective/3 credits
Fourth Semester Advanced Year: Semester 4 (Spring)
Organizational Change/3 credits
Capstone II/3 credits
Advanced Elective/3 credits
Certificate in Organizational Leadership/12 credits
MSW/Certificate in Organizational Leadership/12 credits
Recent research indicates that within the next five to ten years, more than 50% of
current nonprofit leaders will retire and their organizations are not involved in
succession planning or training of the next generation of leaders. This is also true
of higher education where we will be seeing a generational shift in leadership. As
these shifts are approaching, more opportunities will be opening up for people
interested in taking on leadership positions and responsibilities in these
institutions. The Certificate Program is designed to address this emerging need by
providing students with the theory, skills, knowledge and hands-on experience to
you for advancement in the nonprofit and higher education management and
leadership.
Students enrolled in the MSW program can complete the certificate as part of
their graduate studies. Three courses in the MSW curriculum can be substituted
with three of the four courses in the Organizational Leadership certificate
program. As a result, MSW students can complete their social work degree and
also earn the Certificate in Organizational Leadership by only taking one
additional course.
Requirements
ORL 510 Organizational Leadership, Mission and Strategy 3 credits
ORL520 Leading people: Developing Human Potential 3 credits
ORL XXX Planning, Evaluation and Marketing 3 credits
ORL XXX Nonprofit Budgeting and Financial Management 3 credits
Department of Social Work (MSW Program)
Nina Aronoff, M.S.W, Ph.D., Associate Professor
Lenette Azzi-Lessing, M.S,W., Ph.D., Assistant Professor
Deborah Lisansky Beck, M.S.W., Director and Assistant Professor
James Bourque, M.S.W., Instructor
Nicole Dubus, M.S.W., Ph.D., Assistant Professor
Castagna Lacet, M.S.W., Ph.D. Candidate, Instructor
Irwin Nesoff, M.S.W., Ph.D., Associate Professor
Brenda Noel, B.S.W., M.S.W., Instructor
Roy Old Person, M.S.S.W., Ph.D. Candidate, Assistant Professor
Keavy Hennessey Smith, M.S.W., Director of Social Work Field Education
Hope Haslam Straughan, M.S,W., Ph.D., Interim Chair, Director, MSW Program
and Associate Professor
Wendy Champagnie Williams, B.S.W., M.S.W., Ph.D. Candidate, Instructor
Available Programs of Study:
Masters of Social Work- Full and Part time programs
Masters of Social Work- Advanced Standing
Master of Social Work/60 credits
The Master of Social Work (MSW) program is designed to educate a diverse
group of students who are committed to being leaders in justice-based social work
practice, effecting change in the social conditions of children , families, and
communities, especially those who are the most discriminated against, oppressed,
and disadvantaged. Students will be prepared for advanced social work practice
that is grounded in advancing human rights and justice for clients and client
systems.
Foundation and advanced coursework provides students with professional social
work knowledge, skills, and values that are strengths-based and empowerment
focused, so that graduates are able to work effectively toward change at the
individual, family, community, and structural/systems levels. The focus of the
program, to advance human rights and social justice, is contextualized throughout
the curriculum by nine curricular themes that form the basis for advanced
professional education and lifelong practice. In the first year of the program,
students prepare for practice with individuals, families, groups, organizations, and
communities through study in the five core areas of social work education. The
second year of the program is organized around a singular concentration on
human rights and justice, for those children, families, and their communities that
are most at risk for not being able to participate fully in society’s services,
resources, and supports. Some of the conditions that put families at risk include,
but are not limited to, poverty, homelessness, violence, substance abuse, longterm individual and group marginalization and discrimination, incarceration,
special health and education needs, immigrant or refugee status, and religious or
spiritual diversity.
Building on the foundation knowledge of the first year, students in the second
year identify a focus of study which is a self identified specialization within the
concentration (e.g., violence in the lives of children and families; death, dying,
and bereavement; parenting education and family supports; early childhood, and
others). Students then use their policy, practice, research, human behavior, and
field practicum experience to further refine and develop their knowledge and
skills in that selected area. Students will have the opportunity in their second year
to choose a field practicum and elective courses that support and strengthen their
learning in this chosen area of focus. For example, a student with an interest in
family violence might be placed in the Child Witness to Violence Program at
Boston Medical Center for their concentration field practicum, use their advanced
human behavior class to write a grant proposal that focuses on supporting families
experiencing violence, and take an elective on Children and the Law. [end of
LINK?]
Upon completion of the MSW degree, students are eligible to sit for the
intermediate social work licensure examination (LCSW) in Massachusetts.
General questions about state licensure can be answered by searching the
Massachusetts NASW website (http://naswma.org/licensingQs.asp). Students
planning to practice in other states can also consult other NASW state chapter
websites for additional information on licensure, which can be located through the
national website (http://www.naswdc.org).
Master of Social Work Degree (MSW)/Full and Part time/ 60 credits
Full-time study is completed on a four-semester, two-year (fall and spring
semester) schedule. Part-time study can be completed within four years, usually
including no more than eight part-time semesters on a four-year, fall and spring
semester schedule. The MSW program typically begin s in the fall semester.
Master of Social Work Degree (MSW): Full and part-Time/60 credits
Requirements
SWK 510 Human Behavior and the Social Environment I 3 credits
SWK 520 Social Policy 3 credits
SWK 540 Generalist Social Work Practice I 3 credits
SWK 542 Social Work Practice Laboratory I 2 credits
SWK 550 Social Work Field Practicum and Seminar I 3 credits
SWK 511 Human Behavior and the Social Environment II 3 credits
SWK 530 Foundations of Social Research 3 credits
SWK 541 Generalist Social Work Practice II 3 credits
SWK 543 Social Work Practice Laboratory II 1 credit
SWK 546 Multicultural Social Work Assessment 3 credits
SWK 551 Social Work Field Practicum and Seminar II 3 credits
SWK 610 Human Behavior and the Social Environment: Advanced Application 3
credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Concentration Electives 6 credits
Optional Course Work: Students may choose to pursue an additional MSW
certificate in organizational leadership, which consists of four core courses. The
certificate may be taken in addition to the 60 credit MSW degree or in
conjunction with the regular program, by using two or three of the certificate
courses to fulfill MSW program requirements.
Course Sequence- MSW-Full time
First Semester Foundation Year: Semester 1 (Fall)
SWK 510 Human Behavior and the Social Environment I 3 credits
SWK 520 Social Policy 3 credits
SWK 540 Generalist Social Work Practice I 3 credits
SWK 542 Social Work Practice Laboratory I 2 credits
SWK 550 Social Work Field Practicum & Seminar I 3 credits
Second Semester Foundation Year: Semester 2 (Spring)
SWK 511 Human Behavior and the Social Environment II 3 credits
SWK 530 Foundations of Social Research 3 credits
SWK 541 Generalist Social Work Practice II 3 credits
SWK 543 Social Work Practice Laboratory II 1 credit
SWK 546 Multicultural Social Work Assessment 3 credits
SWK 551 Social Work Field Practicum & Seminar II 3 credits
Third Semester Concentration Year: Semester 3 (Fall)
SWK 610 Human Behavior and the Social Environment: Advanced Applications
3 credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum & Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
Concentration Elective 3 credits
Fourth Semester Concentration Year: Semester 4 (Spring)
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum & Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Concentration Elective 3 credits
Course Sequence MSW-Part time
First Semester Foundation Year: Semester 1 (Fall)
SWK 510 Human Behavior and the Social Environment I 3 credits
SWK 520 Social Policy 3 credits
Second Semester Foundation Year: Semester 2 (Spring)
SWK 511 Human Behavior and the Social Environment II 3 credits
SWK 530 Foundations of Social Research 3 credits
Third Semester Foundation Year: Semester 3 (Fall)
SWK 540 Generalist Social Work Practice I 3 credits
SWK 542 Social Work Practice Laboratory I 2 credits
SWK 550 Social Work Field Practicum & Seminar I 3 credits
Fourth Semester Foundation Year: Semester 4 (Spring)
SWK 541 Generalist Social Work Practice II 3 credits
SWK 543 Social Work Practice Laboratory II 1 credit
SWK 546 Multicultural Social Work Assessment: Applying Theory to Practice 3
credits
SWK 551 Social Work Field Practicum & Seminar II 3 credits
Fifth Semester Concentration Year: Semester 5 (Fall)
SWK 610 Human Behavior and the Social Environment: Advanced Applications
3 credits
Concentration Elective 3 credits
Sixth Semester Concentration Year: Semester 6 (Spring)
SWK 620 Social Policy Practice 3 credits
Concentration Elective 3 credits
Seventh Semester Concentration Year: Semester 7 (Fall)
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum & Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
Eighth Semester Concentration Year: Semester 8 (Spring)
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum & Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Master of Social Work Degree (MSW): Advanced Standing full time/
minimum 30 credits
Any student who has graduated with a BSW degree from a CSWE-accredited
program is welcome to apply for advanced standing status. If accepted into the
advanced standing program, students typically enter directly into the
concentration (advanced) year of study. The concentration year curriculum
provides students with advanced professional social work knowledge, skills, and
values that are strengths-based and empowerment focused, so that, as graduates,
they are able to work effectively toward justice-based change at the individual,
family, group, community, and structural/systems levels. All students in the
advanced year concentrate in social work practice that will actively advance
human rights and social and economic justice in partnership with client systems
and their providers, through the study of advanced theory, research, policy, direct
practice skills, an advanced field practicum, as well as an integrative capstone
project that is focused on human rights action in a specific area.
The concentration/advanced year of the program is organized around a singular
concentration on human rights and justice, particularly in the lives of children ,
families, and their communities that are most at risk for not being able to
participate fully in society’s services, resources, and supports. Some of the
conditions that put families at risk include, but are not limited to, poverty,
homelessness, violence, substance abuse, long-term individual and group
marginalization and discrimination, incarceration, special health and education
needs, immigrant or refugee status, and religious or spiritual diversity.
Building on the foundation knowledge of the BSW degree, students in the
advanced year identify a particular focus of study, which is a self identified
specialization, within the concentration (e.g., violence in the lives of children and
families; death, dying, and bereavement; parenting education and family supports;
early childhood, and others). Students then use their policy, practice, research,
human behavior, and field practicum experience to further refine and develop
their knowledge and skills in that selected area. Students will have the opportunity
in the concentration year to choose a field practicum and elective courses that
support and strengthen their learning in this chosen area of focus. For example, a
student with an interest in family violence might be placed in the Child Witness to
Violence Program at Boston Medical Center for their concentration field
practicum, use their advanced human behavior class to write a grant proposal that
focuses on supporting families experiencing violence, and take an elective on
Children and the Law.
Advanced Standing full time study is completed in a two-semester, one year (fall
and spring) schedule. Advanced Standing part-time study is completed in a two
year (fall and spring) schedule.
Advanced Standing MSW Program Requirements
SWK 610 Human Behavior and the Social Environment: Advanced Applications
3 credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Concentration Electives 6 credits
Optional Course Work: Students may choose to pursue an additional MSW
Certificate in Organizational Leadership, which consists of four core courses. The
certificate may be taken in addition to the 30 credit Advanced Standing MSW
degree or in conjunction with the regular program, by using two or three of the
certificate courses to fulfill MSW program requirements.
Sample/Suggested Course Sequence-Full time
First Semester Concentration Year: Semester 1 (Fall)
SWK 610 Human Behavior and the Social Environment: Advanced Applications
3 credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
Concentration Elective 3 credits
Second Semester Concentration Year: Semester 2 (Spring)
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Concentration Elective 3 credits
Sample/Suggested Course Sequence-Part time
First Semester Concentration Year: Semester 1 (Fall)
SWK 610 Human Behavior and the Social Environment: Advanced Applications
3 credits
Concentration Elective 3 credits
Second Semester Concentration Year: Semester 2 (Spring)
SWK 620 Social Policy Practice 3 credits
Concentration Elective 3 credits
Third Semester Concentration Year: Semester 3 (Fall)
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 3 credits
Fourth Semester Concentration Year: Semester 4 (Spring)
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 3 credits
Master of Social Work Field Practicum
Basic Requirements:
Following acceptance into Wheelock’s MSW program, each student will meet
with the Director of Social Work Field Education to discuss his/her areas of
interest and begin the process of identifying an internship for the academic year.
All students who are eligible for field practicum are in the field for a full
academic year and must complete the following requirements.
Foundation Year students are required to be in the field 16 hours per week, for a
total of 480 hours for the academic year. Days in the field are not predetermined;
the schedule is established through a collaborative effort between the student, the
field site, and the Field Director. Students must receive a minimum o f 1 hour of
supervision per week provided by an MSW licensed at the LCSW or LICSW
level.
Concentration Year Students (including advanced standing) are required to be in
the field 24 hours per week, for a total of 720 hours for the academic year. Days
in the field are not predetermined; the schedule is established through a
collaborative effort between the student, the field site, and the Field Director. The
student must receive a minimum of 1 hour of supervision per week provided by
an MSW licensed at the LCSW or LICSW level. The concentration year
practicum and supervision hours count towards licensure.
Flexible Field Option
The MSW program is committed to our students’ success in achieving their
academic and professional goals. Being mindful that many of our students are not
only graduate students but also may be juggling a variety of professional and
personal responsibilities, we offer a flexible field option when possible. The
Director of Field meets with each of our students in order to assess individual
needs and, in some situations, to collaborate with the student and potential field
practicum sites to craft a flexible field practicum experience. The goal is to assist
students in fulfilling the required number of hours in a more flexible format –
generally over a longer period of time than what is typical - while also allowing
for a rich, yet challenging, field experience. Requirements for the total number of
hours at the practicum and for supervision are consistent with those in the regular
field options, specified by the program year.
Departments and Undergraduate
Programs
Department of American Studies
Gail Dines, Chair and Professor
Susan Owusu, Instructor and Coordinator of the Communications Major
Joyce Hope Scott, Associate Professor
Eric Silverman, Associate Professor
Available Programs of Study:
B.A., American Studies
B.A., Communication and Media Literacy
B.A./American Studies Major with a Professional Major /36-40
credits
The American Studies major is an interdisciplinary program that permits students
to combine interests in sociology, history, literature, political science, art and
psychology. American Studies, with its focus on the ways historically oppressed
groups have fought for social justice and helped shape American Society, offers
students a multicultural lens that complements professional preparation for the
fields of teaching, social work, juvenile justice and youth advocacy, and child life.
• Students develop an individualized focus that allows for a flexible program
of study. Suggested areas of focus include; Popular Culture and
Representation, Race and Ethnic Studies, and Women’s Studies.
• An arts and sciences major that may be combined with a professional major
in • Juvenile Justice and Youth Advocacy, • Early Childhood Education, •
Elementary Education, • Special Education, or • Social Work
• American Studies is also available as a minor.
• You may choose American Studies for your undergraduate major as part of
Wheelock’s five-year dual degree program leading to a master’s in • Child
Life .
Course Requirements/36 credit option
AST 160 American Identities 4 credits
HDS 106 Sociology of Minority Groups 4 credits
Select One* 4 credits
AST 150 Introduction to American Government
AST 256 Gender and Politics
HIS 165 America Through the Civil War
HIS 167 America Since the Civil War
HIS 245 Women in America
LIT 215 Survey of American Literature
LIT 245 Native American Literature
LIT 246 African-American Literature
PHL 230 American Philosophy
Select one* (Intermediate courses) 4 credits
AST 215 Political and Social Change in America
AST 220 Coming to America
AST 257 Race in America
AST 285 Children and Families in American Society
*Courses used to meet this requirement may not be counted toward the
individualized focus area.
Select One (Advanced courses) 4 credits
AST 403 Senior Seminar in American Studies
AST 410 Internship in American Studies
Or, an advanced course at one of the Colleges of the Fenway (to be decided with
an advisor)
Individualized focus area (16 Credits)
Select One (Introductory Courses) 4 credits
AST 140 Media and Race in American Society
AST/
HDA 225 Anthropology of American Men
HDS 103 Women, Culture and Society
HDS 105 Sociology of the Media
HIS 165 America Through the Civil War
HIS 167 America Since the Civil War
HIS 215 Africa and Its Global Encounters
HIS 235 America and the World
LIT 180 Film and Fiction
MUS 130 American Popular Music
Select at least one (Intermediate Courses) 4-8 credits
AST 215 Political and Social Change in America
AST 220 Coming to America
AST 256 Gender and Politics
AST 257 Race in America
AST/
HDA 258 Religion in America
AST 265 Studies in American Popular Culture
AST 285 Children and Families in American Society
AST 290 History, Culture and Spirituality of West Africa
HDP 282 Children and the Media
HIS 245 Women in America
HIS 269 The Sixties
HUM 270 Asian-American Experiences
LIT 215 Survey of American Literature
LIT 225 African Literature
LIT 226 Literature and History of the Caribbean
LIT 230 African-American Women Writers
LIT 245 Native-American Literature
LIT 246 African American Literature
MUS 230 African-American Music
MUS 240 World Music Traditions
PHL 205 Philosophies of Social Justice
PHL 230 American Philosophy
PHL 240 Great Ages and Ideas of the Jewish People
THE 238 African-American Theatre
VIS 265 Women, Art and Society
Select at least one (Advanced Courses) 4-8 credits
AST 365 Studies in American Popular Culture
HDS 32 Feminist Theories
HIS 402 Advanced Studies in History
HIS 414 Social History of America’s Working People
LIT 388 Advanced Studies in the Novel
THE 305 African and Caribbean Theatre
American Studies Major without Professional Major /40 credits
Students opting to major in American Studies without a second major should
follow the requirements for the 36-credit major as listed above and add the
following, for a total of 40 credits:
Select One:
An additional advanced course in American Studies
An internship if not already completed as an advanced course
An advanced course in either the Humanities or Art History
Sample Course Sequence for the American Studies- 40 credit major
First Year AST 160 American Identities (4 cr.)
HDS 106 Sociology of Minority Groups (4 cr.)
Successful completion of the WLCE
Second Year AST 285 Children and Families in American Society (4 cr.)
PHL 230 American Philosophy (4 cr.)
Junior Year 2 courses in focus area (8 cr.)
*If completing the 40 credit major, take one additional required course (4 cr.)
Senior Year 2 courses in focus area (8 cr.)
AST 403 Senior Seminar in American Studies (4 cr.)
Communications Major/ B.A. Degree/36-48 credits
The Communications major combines a foundation in the Arts and Sciences with
a theoretical and practical framework for understanding communications, media
development, and production. Students learn theories of how media shapes
society and a set of skills for creating and implementing media literacy programs
for children, youth and adults. This major offers students a unique perspective on
how to communicate in both traditional and digital contexts. Students learn to
critically analyze, craft, and deliver information using a variety of media—print,
TV, radio, and the web. Students will then build on this foundation through one of
two focus areas.
Students chose from one of two focus areas:
• The Media Literacy focus is for students interested in careers working with
children and families, where it will useful to educate youth to be medialiterate.
• The Production focus is for students who aspire to a communications career
requiring strong hands-on skills in content development and production
for print, video, and digital media. Offers internships for practical
experience and access to the job market.
Communications Major with a Professional Major—36 Credits
Course Requirements: (20 Credits)
Introductory (12 credits)
COM 150 Communication, Persuasion and Propaganda 4 credits
COM 101 Introduction to Media Production 4 credits
Choose One 4 credits
HDS 105 Sociology of Media
AST 140 Media and Race in American Society
HDP 282 Children and the Media
Media Literacy ( Choose One)*
COM [new] Media Literacy Curriculum for Children and Youth
COM [new] Global Perspectives in Media Literacy
Advanced Media Theory (Choose One)* 4 credits
AST 365 Advanced Studies in Pop Culture
COM [new] Media, Capitalism and Children
COM [new] Media, Violence and Sexualization
COM [new] Understanding Media Creating Change
*Courses used to meet this requirement may not be counted towards other major
requirements.
Focus Areas/16 credits
The Media Literacy focus (16 credits) is designed to be combined with one of the
professional majors. This focus is for students interested in careers in professions
such as schools, libraries, and non-profits. Students choosing this focus will:
• Be theoretically grounded and digitally literate.
• Have courses that provide both the theoretical basis and the practical
expertise for developing media education/literacy programs for children
and youth.
• Be provided with an intellectually critical view of the world that
complements professional preparation for the fields of teaching, social
work, juvenile justice and youth advocacy, and child life.
The focus is also recommended for students interested in pursuing a graduate
degree in related areas.
Introductory Courses (Choose one) (4 credits)
COM [new] Media Literacy for Children and Youth
COM [new] Global Perspectives in Media Literacy
HDS 105 Sociology of the Media
LIT 180 Film and Fiction
AST 140 Media and Race in American Society
THE 123 Public Speaking
Intermediate Courses (Choose one)
MUS 279 Music for Children
THE 277 Movement and Drama for Children
VIS 278 Art for Children
HDP 222 Languages and Culture
HDP [new] Global Perspectives in Media Literacy
HDP 282 Children and the Media
COM 210 Video Production I
COM 222 Designing the Digital Image
Advanced Courses (Choose two )
HDP 362 The Meaning and Development of Play
RDG 558 Multicultural Children’s Literature
THE 374 Children’s Theater
COM [new] Media, Violence and Sexualization
AST 265 Advanced Studies in Pop Culture
COM [new] Video Production II
COM [new] Animation and Motion Graphics
COM [new] Media, Capitalism and Children
COM [new] Understanding Media Creating Change
COM [new] Internship
Communications Major without a Professional Major—48 Credits
Students must complete the 20 credits of core requirements listed above for the 36
credit major and the 28 credit Media Production Focus.
Media Production Focus (28 credits)
The Media Production focus designed for students without one of the professional
majors, opting to pursue careers requiring strong hands-on skills in content
development and production for print, video, and digital media. This focus offers
internships for practical experience and access to the job market and delivers a
strong foundation in industry-standard software .Students choosing this focus
will:
• Gain hands-on experience in a range of traditional and alternative media
including production, graphic design, video production, animation, and
motion graphic.
• Gain the skills necessary to create various forms of communications,
including print, video, and digital and electronic applications.
• Complete an internship, gaining professional experience and mentoring.
Choose 7 (4 credits each)
COM 222 Designing the Digital Image
COM 210 Video Production 1
COM [new] Writing for Media
COM [new] New Media Production I
COM [new] Animation and Motion Graphics
COM [new] Video Production 11
COM [new] Storytelling for the Digital Age
COM [new] New Media Production 11
COM [new] Internship
Suggested Course Sequence- 36 credit with professional major
First Year COM 150 Communication, Persuasion and Propaganda
Second Year COM 101 Introduction to Media Production
AST 140 Media and Race in American Society
Junior Year HDP 282 Children and the Media
COM [new] Media Literacy Curriculum for Children and Youth
COM 222 Designing the Digital Image
COM [new] Media, Violence and Sexualization
Senior Year COM [new] Understanding Media Creating Change
COM [new] Internship
Suggested Course Sequence- 48 credit without professional major
First Year COM 150 Communication, Persuasion and Propaganda
Second Year COM 101 Introduction to Media Production
AST 140 Media and Race in American Society
COM 210 Video Production I
COM [new] Global Perspectives in Media Literacy
Junior Year COM 222 Designing the Digital Image
COM [new] Video Production II
COM [new] Writing for Media
COM [new] Animation and Motion Graphics
Senior Year COM [new] Storytelling for the Digital Age
COM [new] Understanding Media Creating Change
COM [new] Internship
Department of Early Childhood Education
David Fernie, Chair and Professor
Cheryl Render Brown, Associate Professor
Catherine Donahue, Associate Professor
Ellie Friedland, Associate Professor
Lucinda Heimer, Assistant Professor
Patricia Hnatiuk, Instructor
Debby Keefe, Instructor
Diane Levin, Professor
Amy Phillips Losso, Associate Professor
Karen Murphy, Associate Professor
Bobbi Rosenquest, Associate Professor
Susan Shainker, Instructor
Available Program of Study
Major in Early Childhood Education with a specialty in one of the following:
Preschool-Grade 2 Specialist: Inclusive Classroom Teacher
Birth-5 Specialist, Preschool-Kindergarten Focus
Birth-5 Specialist, Infant/Toddler Focus
All students in Early Childhood Education must also have a Liberal Arts/Sciences
Major leading to a BS or BA in that Major.
Preschool-Grade 2 Specialist: Inclusive Classroom Teacher (44
Credits)
The Inclusive Classroom Teacher specialty focuses on comprehensive education
and care of children birth to 8-years old and professional work with their families
and communities, with focus on preprimary and primary grades (through grade 2).
Emphasis is placed on responding to the developmental, cultural and racial
uniqueness of each child as students learn to design, implement and evaluate
learning environments and curricular activities. Completion of this degree leads to
Massachusetts Department of Elementary and Secondary Early Childhood
Teacher of Students with and without Disabilities, Pre K-2 licensure (MTEL
required and Full time practicum in a grade 1 or 2 classroom) or to Massachusetts
Department of Early Education and Care (DEEC) Certification (MTEL not
required, Full time practicum in a Kindergarten). For information on teacher
licensure, please refer to the Professional Certification and Licensure section of
this catalog on page 14.
Required Support Courses* (16 credits)
MAT 130/131 or 140/141 Concepts and Processes 8 credits
HDP 122/123 and 126/127 Human Growth and Develop 8 credits
*These support courses may also apply to requirements for General Education or
for the student’s Liberal Arts & Sciences Major.
Course Requirements
EDU 201 Orientation to Education Programs 0 credits
EDU 255 Racial and Cultural Identities (Fulfills General Education Ethics Social
Justice requirement) 4 credits
EDU 305 Principles of Inclusive Early Childhood Education in a Diverse Society
4 credits
EDU 275 Foundations of Communication and Collaboration with Families,
Professionals and Communities 2 credits
EDU 320 Mathematics for Young Children 4 credits
EDU 327 Teaching Reading to Young Children 4 credits
EDU 250 Supporting Young Children with Special Needs 2 credits
EDU 341 Assessment of Young Children with or without special needs (B-8) 2
credits
Integrated Practicum I* 10 credits
EDP 436 Teaching and Learning in the Primary Grades /4 cr
EDP 437 Early Childhood Practicum & Seminar Gr. 1 & 2 /6 cr
(For students seeking Massachusetts Licensure) or
EDP 427 Early Childhood Practicum & Seminar Kindergarten
(For students not seeking Massachusetts Licensure)
EDU 328 Reading, Writing, and Understanding 2 credits
Integrated Practicum II: 8 credits
EDP 457 Early Childhood Practicum and Seminar (B-6)/ 4 cr
EDP 456 Teaching and Collaboration in Diverse Early / Childhood Settings (B-6)
4c
**EDU 464 Seminar Policy Advocacy and Leadership ECE 1 credit
EDU 465 Capstone: Early Education 1 credit
Other Requirements
*Students seeking Massachusetts Licensure must pass the Communications and
Literacy Skills Tests of the MTEL prior to entering Integrated Practicum I.
** Students seeking Massachusetts Licensure must pass the Early Childhood
Education Subject Matter and the Foundations of Reading Tests of the MTEL
prior to taking EDU 464 and EDU 465.
Suggested Course Sequence- Preschool-Grade 2 Specialist: Inclusive Classroom Teacher
First Year MAT 130/131 or MAT 140/141 Concepts and Processes (8 cr.)
HDP 122/123 and 126/127 Human Growth & Development I & II (8cr.)
Successful completion of the WLCE
For students seeking Massachusetts Licensure: Successful completion of MTEL
Literacy & Communication Skills Test
Second Year Semester 1
EDU 201 Orientation to Education Programs (0 cr.)
ACD 306 MTEL Preparation: For students seeking MA Licensure (0 cr.)
EDU 255 Racial and Cultural Identities (4 cr.) (Fulfills General Education Ethics
AS Social Justice requirement
Semester 2
EDU 305 Principles of Inclusive Early Childhood Education (4 cr.)
EDU 320 Mathematics for Young Children (4 cr.)
EDU 275 Foundations of Communication and Collaboration with Families,
Professionals and Communities (2 cr.)
Junior Year Semester 1
EDU 327 Teaching Reading to Young Children (4 cr.)
EDU 250 Supporting Young Children with Special Needs (2 cr.)
EDU 341 Assessment of Young Children with or without Special Needs (B-8) (2
cr.)
Semester 2
Integrated Practicum I
EDP 436 Teaching and Learning in the Primary Grades (4 cr.)
EDP 437 Early Childhood Practicum and Seminar Grades 1 or 2 (6 cr.)(for
students seeking Massachusetts Licensure)
OR EDP 427 Early Childhood Practicum and Seminar Grade K (6 cr.)
EDU 328 Reading, Writing, and Understanding (2 cr.)
For students seeking Massachusetts Licensure: Successful completion of MTEL
Foundations of Reading Test and Early Childhood Education Subject Matter Test
Senior Year Semester 1
Integrated Practicum II
EDP 457 Early Childhood Practicum and Seminar (B-6) (4 cr.)
EDP 456 Teaching & Collaboration in Diverse EC Settings (B-6) (4 cr.)
Semester 2
EDU 464 Seminar in Policy, Advocacy and Leadership in ECE (1 cr.)
EDU 465 Capstone – Early Education (1 cr.)
Optional 3rd Practicum: EDP 467 Kindergarten/Early Childhood Internship
(150-300 contact hours; 2-4 cr.)
Birth-5 Specialist, Pre-School-Kindergarten (44 credits)
Birth-5 Specialist, Preschool-Kindergarten provides a variety of options for
students interested in working with children in early childhood care and education
settings, such as child care centers, museums, publishing firms and resource and
referral agencies. Students interested in teaching in private kindergarten, preschool and early care settings may use courses and experiences in this program as
they apply to the Massachusetts Department of Early Education and Care (DEEC)
for Lead Teacher credential. Students complete two practica with children birth to
5-years old. The full time practicum is in a preschool or kindergarten setting.
Students follow the same pre-practicum preparation as is required for all Early
Childhood Education majors.
Students must major in Human Development with a Developmental Psychology
focus as their Liberal Arts/Sciences Major.
Required Support Courses* (16 credits)
MAT 130/131 or 140/141 Concepts and Processes 8 credits
HDP 122/123 and 126/127 Human Growth & Development I & II 8 credits
* These support courses may also apply to the General Education Requirements
or requirements for the Human Development Major with Developmental
Psychology Focus.
Required Support Courses taken as part of the Human Development major with Psychology focus. (8 credits, within the
requirements for the Major).
HDP 227 Language Development 4 credits
HDP 362 Meaning and Development of Play 4 credits
Major Course Requirements:
EDU 201 Orientation to Education Programs 0 credits
EDU 255 Racial and Cultural Identities 4 credits
(Fulfills General Education Ethics Social justice requirement)
EDU 305 Principles of Inclusive ECE in a Diverse Society 4 credits
EDU 320 Mathematics for Young Children in a Diverse Society 4 credits
EDU 327 Teaching Reading to Young Children 4 credits
EDU 250 Supporting Young Children with Special Needs 2 credits
EDU 341 Assessment of Young Children w/ & without Special Needs 2 credits
Integrated Practicum I: 10 credits
EDP XXX Early Childhood Practicum and Seminar I: Preschool-K (6 cr)
EDP 456 Teaching & Collaboration in a Diverse EC Setting (4 cr)
EDU 275 Foundations in Communication and Collaboration 2 credits
Integrated Practicum II: 8 credits
EDP XXX EC Practicum & Seminar II : Infants/ Toddlers
(4 cr)
EDU XXX Curriculum and Program Development for Infants & Toddlers
or
EDU 427 Childcare Management and Administration (4 cr)
or
EDP 456** Part time Practicum: Specialization (4 cr) and
Selectives: Choice of a course supporting the practicum (4 cr)
**requires permission from ECE Advisor or Department Chair
EDU 420 Advancing Communication and Collaboration 2 credits
EDU 464 Seminar in Policy Advocacy and Leadership ECE 1 credit
EDU XXX Capstone: Preschool-Kindergarten 1 credit
Optional course work EDP 467 Kindergarten/Early Childhood Internship (150300 hr) (2-4 credits)
Suggested Course Sequence
First Year MAT 130/131 or 140/141 Concepts and Processes (8 cr.)
HDP 122/123 and 126/127 Human Growth and Development (8 cr.)
Successful completion of the WLCE
Second Year Semester 1
EDU 201 Orientation to Education Programs (0 cr.)
ED EDU 255 Racial and Cultural Identities (4cr) (Fulfills General Education
Ethics Social Justice requirement
HD HDP 227 Language Development (4 cr.)
Semester 2
EDU 305 Principles of Inclusive ECE in a Diverse Society (4 cr.)
EDU 250 Supporting Young Children with Special Needs & Their Families (2
cr.)
EDU 320 Mathematics for Young Children in a Diverse Society (4 cr.)
Junior Year Semester 1
HDP 362 Meaning and Development of Play (4 cr.)
EDU 327 Teaching Reading to Young Children (4 cr.)
EDU 341 Assessment of Young Children with or without Special Needs (B-8) (2
cr.)
Semester 2
Integrated Practicum I
EDP XXX Early Childhood Practicum and Seminar I: Preschool-Kindergarten (6
cr.)
EDP 456 Teaching and Collaboration in a Diverse Early Childhood Setting (4
cr.)
EDU 275 Foundations of Communication and Collaboration with Families,
Professionals and Communities (2 cr.)
Senior Year Semester 1
Integrated Practicum II
EDP XXX Early Childhood Practicum & Seminar II: Infants/ Toddlers (4 cr.)
EDU XXX Curriculum and Program Development for Infants and Toddlers (4
cr.)
or
EDP XXX Childcare Admin Internship (4 cr.) and
EDU 427 Childcare Management and Administration(4 cr.)
or
** EDP 465 Practicum: Specialization (Children’s Museum, WGBH Children’s
Programming, etc) (4 cr.) and
Selectives: Choice of course supporting practicum: course(s) (4 cr.)
EDU 420 Advancing Communication and Collaboration with Families
Professionals and Communities (2 cr.)
Semester 2
EDU 464 Seminar in Policy, Advocacy and Leadership in ECE (1 cr.)
EDU 462 Capstone Prek –K (1 cr.)
Optional 3rd practicum: EDP 467 Kindergarten/Early Childhood Internship
(150-300 contact hours; 2-4 cr.)
**requires permission from ECE Advisor or Department Chair
Early Childhood Education Major: Birth-5 Specialist Infant/Toddler
(44 credits)
Birth-5 Specialist, Infant/Toddler provides a variety of options for students
interested in working with very young children in early child care, family day
care, and other ECE settings, such as museums, publishing firms, and resource
and referral agencies. Students interested in teaching in early care settings may
use courses and experiences in this program as they apply to the Massachusetts
Department of Early Education and Care (DEEC) for the Lead Teacher credential.
Students complete two practica with children birth to 5-years old. The full time
practicum is in an infant/toddler setting. Students follow the same pre-practicum
preparation as is required for all Early Childhood Care and Education majors.
Students are required to major in Human Development with a Developmental
Psychology focus as their Liberal Arts/Sciences Major.
Required Support Courses* (16 credits)
MAT 130/131 or 140/141 Concepts and Processes 8 credits
HDP 122/123 and 126/127 Human Growth and Development 8 credits
* These support courses may also apply to the requirements for General
Education or for the Human Development Major with Developmental Psychology
Focus.
Required Support Courses taken as part of the Human Development major with Psychology focus. (12 credits within the
credits required for the major)
HDP 257 Infant Toddler Behavior & Development 4 credits
HDP 227 Language Development 4 credits
HDP 362 Meaning and Development of Play 4 credits
Major Course Requirements:
EDU 201 Orientation to Education Programs 0 credits
EDU 255 Racial and Cultural Identities 4 credits
(Fulfills General Education Ethics Social Justice requirement)
EDU 305 Principles of Inclusive ECE in a Diverse Society4 credits
EDU 315 Quality Infant Toddler Programs 4 credits
EDU 250 Supporting Young Children with Special Needs 2 credits
EDU 275 Found. of Communication & Collaboration, I 2 credits
EDU 420 Advancing Communication & Collaboration, I 2 credits
Integrated Practicum I:
EDP XXX EC Practicum and Seminar: Infants/Toddlers 6 credits
EDP XXX Curriculum & Prog. Develop. for Inf. & Toddlers 4 credits
EDU XXX Supporting Families with Infants & Toddlers 2 credits
EDU 341 Assessment of Yng Children w/without Sp. Needs 2 credits
Integrated Practicum II 8 credits
EDP XXX EC Practicum & Seminar (Infants & Toddlers) 4 credits
EDP XXX Infant/Toddler Programming in Community Settings 4 credits
or
EDU 427 Child Care Management & Admin 4 credits
EDU XXX Supporting Infants & Toddlers w Sp. Needs 2 credits
EDU 464 Seminar Policy Advocacy and Leadership ECE 1 credit
EDU 462 Capstone: Infant/Toddler 1 credit
Optional course work: EDP 467 Kindergarten/Early Childhood Internship (150300 hr) (2-4 credits)
Suggested Course Sequence
First Year MAT 130/131 or 140/141 Concepts and Processes (8 cr.)
HDP 122/123 and 125/127 Human Growth and Development (8 cr.)
HDP 257 Infant Toddler Behavior & Development (4 cr.)
Successful completion of the WLCE
Second Year Semester 1
EDU 201 Orientation to Education Programs (0 cr.)
EDU 255 Racial and Cultural Identities (4 cr.) (Fulfills General Education Ethics
Social Justice requirement)
HDP 227 Language Development (4 cr.)
Semester 2
EDU 315 Quality Infant Toddler Programs (4 credits)
EDU 275 Foundations of Communication and Collaboration with Families, I (2
cr.)
EDU 250 Supporting Young Children with Special Needs & Their Families (2
cr.)
Junior Year Semester 1
EDU 367 Advancing Communication and Collaboration with Families, II (2 cr.)
HDP 364 Meaning and Development of Play (4 cr)
Semester 2
Integrated Practicum I
EDP XXX Early Childhood Practicum and Seminar: Infants/Toddlers (6 cr.)
EDP XXX Curriculum and Program Development for Infants and Toddlers (4
cr.)
EDU 341 Assessment of Young Children with or without Special Needs (B-8) (2
cr.)
Senior Year Semester 1
Integrated Practicum II
EDP XXX Early Childhood Practicum and Seminar (4 cr.)
Selectives:
EDP XXX Infant/Toddler Programming in Community Settings (4 cr.)
or
EDU 427 Child Care Management & Admin (4 cr.)
EDU XXX Supporting Families with Infants and Toddlers (4 cr.)
Semester 2
EDU 464 Seminar in Policy, Advocacy and Leadership in ECE (1 cr.)
EDU 462 Capstone (1 cr.)
Optional 3rd practicum: EDP 467 Kindergarten/Early Childhood Internship
(150-300 contact hours; 2-4 cr.)
Department of Elementary Education
Eleonora Villegas Reimers, Chair and Associate Professor
Linda Banks-Santilli, Associate Professor
Joeritta de Almeida, Assistant Professor
Judith Richards, Instructor
Deborah Samuels-Peretz, Assistant Professor
William Shorr, Assistant Professor
William Thompson, Associate Professor
Jeff Winokur, Instructor
Karen Worth, Instructor
Available Programs of Study:
Elementary Education
Minor, Education
B.S or B.A./Elementary Education / 40 Credits
The Elementary Education major prepares students to become teachers of
elementary school children (grades 1 to 6) in public and private schools, with a
focus on urban settings. Students study the foundations of elementary education,
theories and methods of teaching and assessing student learning in inclusive
classrooms, and standards-based curriculum development. Students study the arts
and sciences disciplines including human development, and they build content
knowledge in the subject matter they will be teaching. They develop a theoretical
framework for understanding and evaluating educational practice and work with
children and their families in diverse communities in a multicultural society.
Students learn to design, implement, and assess the effectiveness of curriculum
and instruction in relation to the development and academic achievement of all
children. For information on teacher licensure, please refer to the Professional
Certification and Licensure section of this catalog on page 14.
Required Support Courses* (16-20 credits in addition to the 40 credits required for the major)
MAT 130/131/132 or MAT 140/141 Concepts and Processes 8-12 credits
AST 150 Introduction to American Government 4 credits
HIS 165 America through the Civil War or 4 credits
HIS 167 America since the Civil War
* These support courses may also apply to the General Education Requirements.
Major Course Requirements:
EDU 201 Orientation to Education Programs 0 credits
EDU 255 Racial and Cultural Identities 4 credits
EDU 306 Introduction to Elementary Teaching 4 credits
EDU 330 Elementary Mathematics 4 credits
EDU 337 Teaching Reading in Grades pre-K-8 4 credits
EDU 338 Teaching Nonfiction Literacy (completed prior to or concurrent with
the pre-practicum) 2 credits
Elementary Prepracticum Core
EDU 316 Elementary Curriculum Development 3 credits
EDP 317 Elementary Pre-practicum (minimum 100 hours) 1 credit
EDU 321 Elementary Science and Technology 2 credits
EDU 323 Elementary History & Social Sciences 2 credits
Elementary Practicum Core
EDU 446 Elementary Teaching & Learning 4 credits
EDP 447 Elementary Practicum 6 credits
EDU 445 Meeting Diverse Learning Needs 2 credits
Completion of Major
EDU 485 Capstone: Elementary Education 2 credits
Successful passing scores on the MTEL Literacy & Communication, General
Curriculum (multi-subject and math subtests) and MTEL Foundations of Reading
Tests.
Sample/Suggested Course Sequence-Elementary Education
First Year MAT 130, MAT 131 Concepts and Processes I, II (8 credits)
AST 150 Introduction to American Government (4 credits)
HIS 167 America since the Civil War (4 credits) or
HIS 165 America through the Civil War (4 credits)
Successful passing of WLCE
Second Year EDU 201 Orientation to Education Program (0 credits)
EDU 255 Racial and Cultural Identities (2 credits)
EDU 306 Introduction to Elementary Teaching (4 credits)
MAT 132 Concepts and Processes III (4 credits)
Successful passing scores on the MTEL Literacy & Communication Test
Junior Year EDU 330 Elementary Mathematics (4 credits)
EDU 337 Teaching Reading in Grades pre-K-8 (4 credits)
EDU 338 Teaching Nonfiction Literacy (2 credits)
Elementary Prepracticum Core
EDU 316 ELE Curriculum Development (3 credits)
EDP 317 Elementary Pre-practicum (100 hours) (1 credit)
EDU 321 Elementary Science and Technology (2 credits)
EDU 323 Elementary History & Social Sciences (2 credits)
Successful passing scores on the MTEL General Curriculum (subject matter and
math and Foundations of Reading Tests. )
Senior Year First Semester
EDU 446 Elementary Teaching & Learning (4 credits)
EDP 447 Elementary Practicum (6 credits)
EDU 445 Meeting Diverse Learning Needs (2 credits)
Complete all required MTELS
Second Semester
EDU 485 Capstone: Elementary Education (2 credits)
Education Minor / 16 Credits
The Education minor is designed for students interested in exploring professional
options in education that are outside of the classroom, such as working in
educational publishing, creating educational software, or working in after school
settings or other out-of-school settings. The Education Minor is open to all
interested students who do not have an Education major. It can be combined with
the Community-based Human Service Certificate, the Juvenile Justice and Youth
Advocacy major, the Social Work major, the Child Life major or any of the Arts
and Sciences majors. It provides an education option for students with a Human
Development major who are interested in school psychology rather than working
with children in the classroom. The Education Minor does not lead to state
licensure and it does not require passage of any sections of the Massachusetts
Tests for Educator Licensure.
Course Requirements
EDU 255 Racial and Cultural Identities 4 credits
Introductory Education Course (select one) 4 credits
EDU 305 Principles of Inclusive Early Childhood Education
EDU 306 Introduction to Elementary Education
HDP 290 Children with Special Needs
Reading Course (select one) 4 credits
EDU 327 Teaching Reading to Young Children
EDU 337 Teaching Reading in Grades pre-K-8
Selective courses 4 credits
EDU 316/317 Elementary Curriculum Development/Elementary Pre-practicum/4
cr
EDU 320 Mathematics for Young Children/4 cr
EDU 321 Elementary Science and Technology/2 cr
EDU 323 Elementary History and Social Sciences/2 cr
EDU 330 Elementary Mathematics/4 cr
EDU 341 Assessing Young Children With and Without Special Needs/2 cr
EDU 332 Multicultural Picture Books/2 cr
EDU 333 Multicultural Chapter Books/2 cr
EDU 351 Teaching and Learning Science in the Early Childhood Classroom/2 cr
SPE 346 Assistive Technology/2 cr
SPE 264 Behavior Management/2 cr
SPE 392 Teaching Students with Diverse Learning Needs/2 cr
Suggested Course Sequence- Education Minor/16 credits
Second Year EDU 255 (4 cr)
Choose one, EDU 305, EDU 306 or HDP 290 (4 cr)
Junior Year EDU 327 or EDU 337 (4 cr)
Senior Year Selective course or courses (4 credits total)
Department of Humanities
Marcia Folsom, Chair and Professor
Mary Battenfeld, Associate Professor
Jama Lazerow, Professor
Jenne Powers, Instructor and Director of the Writing Center
Joyce Hope Scott, Associate Professor
Swen Voekel, Associate Professor
Scott Votel, Instructor and Director of Composition Programs
Phillip Weiss, Assistant Professor
Lee Whitfield, Associate Professor
Richard Williams, Instructor
Available Programs of Study:
B.A., Humanities
Minors, History, Humanities, Literature, Philosophy, Writing
B.A./Humanities/ 36-40 credits
Humanities is a multidisciplinary major based in history, literature and
philosophy. The major introduces the origin of “humanities” as the study of
human experience and culture, and explores its evolving meaning over time.
Students in the major focus in one of the three Humanities disciplines as they
consider questions of value, identity, and meaning in the histories, literatures,
philosophies, religions, and arts of different cultures. An aim of the Humanities
major is to develop in students an appreciation not only of their own intellectual
heritages but also of their cultural legacies of other peoples. In Humanities
courses, students are also encouraged to explore the changing lives of women,
people of color, and working people throughout the world.
The Humanities major complements professional preparation for careers working
with children and families, and for all careers in which an understanding of the
past, analytical skills, and excellent writing are necessary. It provides a lens
through which students can view, reflect on and understand human culture and
experience. Study in the Humanities provides the intellectual basis for a full, rich
life.
Course Requirements (20 credits)
HUM 201 Introduction to the Humanities 4 credits
Global Perspectives Course 4 credits
Humanities or Art History course at the intermediate or advanced level 4 credits
Integrated Course 4 credits
HUM 450 Research Seminar in the Humanities 4 credits
Global Perspectives Courses:
These are courses based in Asian, African, or Latin American cultures.
AST 290 West African History, Culture and Spirituality
HIS 210 Encounters Between East and West in World History
HIS 215 Africa and its Global Encounters
HIS 270 Human Rights as World History
LIT 226 Literature and History of the Caribbean
LIT 225 African Literature
MUS 240 World Music Traditions
PHL 215 Asian Thought
THE 305 African and Caribbean Theatre
Integrated Courses:
These are courses that integrate at least two disciplines.
AST 160 American Identities
AST 215 Political and Social Change in America
HIS 194 Europe in the Age of Discovery
HIS 208 Twentieth Century European History
HIS 240 The Holocaust
HUM 210 Russian History through Literature
LIT 226 Literature and History of the Caribbean
LIT 225 African Literature
LIT 240 The English Renaissance
LIT 270 The American Renaissance
LIT 262 Shakespeare
LIT 263 The Epic: Heroes and Monsters
LIT 301 Medieval Literature: Epic and Romance
PHL 240 Great Ages and Ideas of the Jewish People
Focus (16 credits)
Students select a focus in one of the following disciplines: literature, history, or
philosophy. At least 4 credits in the focus must be at the advanced level.
Humanities Major Without Professional Major (40 credits)
Students who choose to major in the Humanities without a professional major
follow the requirements for the 36-credit major as listed above and must also
complete an one additional course in the focus at the intermediate or advanced
level.
Suggested Course Sequence- Humanities Major -36 or 40 credits
First Year HUM 201 Introduction to the Humanities (4 cr.)
Successful completion of the WLCE
Second Year Global Perspectives Course (4 cr.)
1-2 courses in Focus (4-8 cr.)
Junior Year Humanities or Art History course at the intermediate or advanced
level (4 cr.)
Integrated Course (4 cr.)
1-2 courses in Focus (4-8 cr.)
Senior Year 1-2 courses in Focus (4-8 cr.)
HUM 450 Research Seminar in the Humanities (4 cr.)
Minor/Writing/16 credits
The minor in Writing is open to all students looking to complement their primary
field of study. Students in the program may chose courses from a variety of
departments and disciplines in both creative and professional writing. These
courses may count for the minor after students have completed English 111 and
the Wheelock Literacy and Communication Exam (WLCE).
Course Requirements: three courses from the following list, one of which must
have an ENG designation, and the writing capstone.
ENG 2XX Writing for Social Change 4 credits
ENG 201 Creative Nonfiction 4 credits
LIT 150 Introduction to the Short Story 4 credits
XXX XXX Science Writing 4 credits
THE XXX Storytelling 4 credits
THE XXX Playwriting 4 credits
ENG 3XX Writing Capstone
Department of Juvenile Justice and Youth Advocacy
Willie Rodriquez, Chair and Assistant Professor
Ann Tobey, Associate Professor
Available Programs of Study:
B.S., Juvenile Justice and Youth Advocacy
BSW, Dual Major Social Work and Juvenile Justice and Youth Advocacy
Minor, Juvenile Justice and Youth Advocacy
B.S./ Juvenile Justice And Youth Advocacy/42 Credits
The major in Juvenile Justice and Youth Advocacy prepares students to become
leaders and professionals ready to work with and/or for youth in a wide range of
settings. Students gain a thorough understanding of the conditions and
circumstances that place youth at risk as well as those that help youth thrive. Our
students are interested in working to help young people through jobs in fields
such as: Law, policy, politics, education, after-school time, recreation and sports,
prevention, and corrections. Courses cover topics such as: What causes
delinquency and how can it be prevented; Courts, legal procedure, laws,
community safety and the juvenile justice system; Justice, fairness, and policy in
our society; and Advocacy for youth and families in a variety of circumstances
and settings. We explore current issues from multiple perspectives and the
positive youth development approach forms a foundation for practice and skills
development in youth work. Students in the major have numerous opportunities to
learn through practical community based experiences, allowing them to integrate
theory with practice and to develop marketable skills and a pathway into a career.
Course Requirements*
Support Courses (12 credits)
HDP 366 Adolescent Development 4 credits
Choose one: 4 credits
HDS 106 Sociology of Minority Groups /4 cr
SWK 225 Dynamics of Oppression and Discrimination/4 cr
Choose one: 4 credits
HDP 264 Research Methods/4 cr
SWK 268 Social Research/4 cr
JJYA Professional Core Courses (26 credits)
JJA 201 Intro. to Juvenile Justice and Delinquency 4 credits
JJA 301 Juvenile Courts and Juvenile Law 4 credits
JJA 302 Delinquency: Causes, Prevention & Intervention 4 credits
JJA 380 Youth Work and Youth Advocacy 4 credits
JJP 401 Practicum in JJYA 4 credits
JJA 402 Field Seminar in JJYA 2 credits
JJA 403 Senior Integrative Seminar in JJYA 4 credits
Selectives 4 credits
AST 140 Media and Race in American Society/4 cr
AST 150 Introduction to American Government/4 cr
AST 215 Political and Social Change in America/4 cr
HDP 214 Violence in Lives of Children & Families/4 cr
HDP 221 Family Theories/4 cr
HDP 265 Achievement Motivation/ 4 cr
HDP 301 Counseling Psychology/4 cr
HDS 343 On Being Different: Sociological Perspectives/4 cr
HUM 201 Introduction to Humanities/4 cr
PHL 170 Contemporary Moral Issues/4 cr
PHL 205 Philosophies of Social Justice/4 cr
CFS 240 Helping Children with Grief and Loss/4 cr
PRO 257 Theory & Practice: Stress Reduction/1 cr
PRO 314 Child Neglect and Abuse/2 cr
PRO 342 Child Welfare/2 cr
PRO 336 Student Policy Fellows Seminar/4 cr
PRO 344 Crisis Intervention/4 cr
SBD 203 Introduction to Coaching Youth Sports/4 cr
SBD 260 Exercise and Sport Psychology/4 cr
SPE 264 Managing Behavior/4 cr
SWK 345 Human Behavior and Social Environment/4 cr
THE 123 Public Speaking/4 cr
THE 205 Acting/4 cr
* College Math Requirement: Students in JJYA fulfill the General Education
math requirement with MAT 120 Quantitative Reasoning and MAT 170 Statistics
for Behavioral Sciences.
Sample Course Sequence
First Year Second Semester:
MAT 120 Quantitative Reasoning (4 credits)
HDS 106 Sociology of Minority Groups (4 credits)
Second Year First Semester:
JJA 201 Intro. to Juvenile Justice and Delinquency (4 credits)
MAT 170 Statistics for Behavioral Sciences (4 credits)
Second Semester:
JJA 302 Delinquency: Causes, Prevention & Intervention (4 credits)
SWK 268 Social Research (4 credits)
Junior Year First Semester:
JJA 301 Juvenile Courts and Juvenile Law (4 credits)
HDP 366 Adolescent Development (4 credits)
Second Semester:
JJA 380 Youth Work and Youth Advocacy (4 credits)
Selective (4 credits)
Senior Year First Semester
JJP 401 Practicum in JJYA (4 credits)
JJA 402 Field Seminar in JJYA (2 credits)
Second Semester:
JJA 403 Senior Integrative Seminar in JJYA (4 credits)
BSW/Dual Major In Social Work And Juvenile Justice And Youth
Advocacy / 102 Credits
For a full description of the program see the Social Work department section on
pages 95-98.
Minor/Juvenile Justice And Youth Advocacy/16 Credits
The Juvenile Justice and Youth Advocacy minor provides students with an
understanding of effective methods of prevention, advocacy, and intervention
with youth, and the conditions and circumstances that place youth at risk as well
as conditions that help youth thrive. Our students are interested in working to help
young people through jobs in fields such as: Law, policy, politics, education,
after-school time, recreation and sports, prevention, and corrections. Courses
cover topics such as: What causes delinquency and how can it be prevented;
Courts, legal procedure, laws, community safety and the juvenile justice system;
Justice, fairness, and policy in our society; and Advocacy for youth and families
in a variety of circumstances and settings. We explore current issues from
multiple perspectives and students in the minor have opportunities for field based
learning experiences.
Course Requirements
JJA 201 Introduction to Juvenile Justice and Delinquency 4 credits
JJA 302 Delinquency: Cause, Prevention & Intervention 4 credits
JJA 301 Juvenile Courts and Juvenile Law 4 credits
JJA 380 Youth Work & Youth Advocacy 4 credits
Department of Mathematics and Science
Ellen Faszewski, Chair and Associate Professor
Debbie Borkovitz, Associate Professor
Galina Dobrynina, Associate Professor
Charles Fidler, Assistant Professor
Dorothy Gorenflo, Instructor
Peter Holden, Assistant Professor
Sara Levine, Assistant Professor
Maurice Page, Instructor
Christine Redford, Instructor
Judith Richards, Instructor
Ivy Schram, Instructor
Available Programs of Study:
B.S., Mathematics and Science
Minors, Mathematics, Life or Physical Science
B.S./Mathematics And Science/36-48 Credits
The Mathematics and Science Department offers a 36-credit major for students
electing a professional major and a 48-credit major for those students without a
professional major. There are three pathways through the 36-credit major:
Mathematics, Science, and Interdisciplinary.
• The Math for Teacher’s Pathway is intended to be taken in conjunction with
an Elementary Education, Special Education or Early Childhood
Education major
• The Science for Teacher’s Pathway is a program to produce and support
scientifically skilled and knowledgeable pre-service elementary teachers.
The Science Pathway is intended to be taken in conjunction with an
Elementary, Special Education or Early Childhood Education major.
• The Interdisciplinary Pathway is for students who prefer a broader
preparation in both mathematics and science, want to study Environmental
Science through the Colleges of the Fenway consortium, or wish to design
their own program.
The Math for Teacher’s Pathway helps students to:
• Develop profound understanding of fundamental mathematics ideas vital for
teaching K-8 mathematics.
• Gain significant mathematical content knowledge in algebra, geometry,
probability, statistics, and number theory, as well as some other areas,
such as discrete mathematics, calculus, and/or history of mathematics.
• Acquire numerous strategies for approaching and solving unfamiliar
problems. Demonstrate ability to justify mathematical reasoning and to
construct formal proofs.
• Achieve strong capacity to communicate mathematical ideas orally and in
writing, as well as to independently read and comprehend mathematical
texts.
• Demonstrate ability to use appropriate technology for data analysis and
interpretation, for exploring mathematical ideas, and for creating tables,
graphs, pictures, and other mathematical representations..
Course Requirements
Math 140/141 or Math 130/131/132 4 credits
MAT 230 Algebra and Number Theory 4 credits
MAT 245 Geometry 4 credits
MAT 255 Probability and Statistics (preferred) or 4 credits
MAT 170 Statistics for the Behavioral Sciences
MAT 390 Mathematics Seminar 4 credits
Mathematics Selectives (8 credits):
Two mathematics courses(one advanced; one either intermediate or advanced.)
Science Courses (12 credits)
MSC 184 Science Inquiry and the Earth 4 credits
1 Physical Science Course (intermediate or advanced level) 4 credits
1 Life Science Course (intermediate or advanced level) 4 credits
Suggested Course Sequence- Mathematics for Teacher’s Pathway
First Year Mat 140/141 or Mat 130/131
Second Year Mat 132 (if needed), Mat 245 and/or Mat 255, Mat 230, possibly
intermediate elective
Junior Year Mat 245 or 255, if needed. One or two electives
Senior Year Mat 390, possibly electives.
The Science for Teacher’s Pathway helps students to:
• Demonstrate a conceptual as well as functional understanding of the process
of scientific inquiry including: question formation, prediction, observation,
data analysis, experimental design, and communication of ideas.
• Understand how scientific inquiry is related to and distinguished from other
forms of inquiry through characteristic elements such as the nature of
evidence, skepticism, and creativity.
• Demonstrate awareness of the nature of science and how the development of
scientific knowledge may be influenced by historical, cultural, political,
and economic contexts.
• Develop ability, as appropriate, to use technology for scientific research,
data analysis, and dissemination of findings.
• Demonstrate knowledge of fundamental concepts of life and physical
sciences and the ability to make interdisciplinary connections across the
various domains of science.
• Utilize science content and process knowledge to ask, find, or determine
answers to questions derived from curiosity about everyday experiences as
well as issues described in the media. Clarify the concepts underlying the
nature of science, scientific thinking, and scientific modes of inquiry.
*No more than three courses in the major can be at the introductory level.
Course Requirements*
MAT 130/131/132 or MAT 140/141 Concepts and Processes 8-12 credits
(The above courses are taken as support courses for the major, the credits for
these courses do not count toward the major.)
PSC 184 Science Inquiry and the Earth 4 credits
MSC 401 Seminar in Critical Thinking 4 credits
Selective Any math or science course 4 credits
Mathematics Course (choose one: 4 credits
MAT 230 Algebra and Number Theory/4 cr
MAT 245 Geometry/4 cr
MAT 255 Probability and Statistics/4 cr
MAT 280 Calculus I/4 cr
Core Domain Courses (12 credits):
Students choose one of the core domains, and take one introductory, one
intermediate, and one advanced course in that domain.
Human Biology Core Domain:
Introductory Courses 4 credits
LSC 152 Nutrition/4 cr
LSC 153 Human Biology/4 cr
Intermediate Courses 4 credits
LSC 250 Human Physiology/4 cr
LSC 280 Metabolic Processes in the Human Female/4 cr
Advanced Courses 4 credits
LSC 302 Human Diseases/4 cr
LSC 305 Human Genetics/4 cr
LSC 317 Human Embryology/4 cr
Environmental Science Core Domain:
Introductory 4 credits
LSC 151 Introduction to Plants and Animals/4 cr
LSC 185 Discovering Planet Earth/4 cr
Intermediate Courses 4 credits
LSC 254 Marine Biology/4 cr
LSC 257 Animal Behavior/4 cr
Advanced Courses 4 credits
LSC 335 Environmental Impacts/4 cr
LSC 400 Independent Studies in Life Science/4 cr
Minor Core Domain Courses (8 credits):
Students take two courses, either one at the introductory and one at the
intermediate level or one at the intermediate and one at the advanced level.
Introductory course 4 credits
PSC 140 The Physics of Sports/4 cr
PSC 154 Investigations in Physical Science/4 cr
PSC 161 The Solar System/4 cr
PSC 185 Discovering Planet Earth/4 cr
PSC 191 The Physical Universe/4 cr
Intermediate Courses 4 credits
PSC 250 Physical Processes in the Human Body/4 cr
PSC 251 Principles of Chemistry/4 cr
PSC 255 Natural Disasters/4 cr
Advanced courses 4 credits
PSC 399 Field Studies in Environmental Science/4 cr
PSC 400 Independent Studies in Physical Science/4 cr
Minor Core Domain in Mathematics (optional) (8 credits)
Students may complete an additional minor core domain in mathematics by
completing two additional mathematics courses.
Education Major Requirement (4 credits applied to education major):
EDU 351 Teach and Learn Science in Early Childhood
Sample/Suggested Course Sequence-Teacher of Science
First Year MAT 130/131 Concepts and Processes I, II
PSC 184 Science Inquiry and the Earth
Second Year MAT 132 Concepts and Processes III
PSC 255 Natural Disasters
LSC 151 Introduction to Plants and Animals
MAT 255 Probability and Statistics
Junior Year LSC 254 Marine Biology
LSC 257 Animal Behavior
LSC 335 Environmental Impacts
Senior Year MSC 401 Seminar in Critical Thinking
PSC 400 Independent Studies in Physical Science
Interdisciplinary Pathway
36-Credit Major
Mathematics Support Requirement:
Completion of the College Requirement in Mathematics. Students who use the
regular Concepts and Processes sequence (Math 130/131) for this requirement,
must also complete Math 132.
Introductory Science Course:
4 credits. Students must take one of the following courses in their first or second
year at Wheelock:
PSC 185 Discovering Planet Earth
PSC 191 The Physical Universe
LSC 151 Introduction to Plants and Animals
PSC 184 Science Inquiry and the Earth
Students electing to take PSC 191 or LSC 151 are strongly encouraged to take
both courses (with the other course counting as a selective).
Intermediate or Advanced Mathematics Course: 4 credits. Students must take one
mathematics course at the 200 level or above.
Selectives: 24 credits. In conjunction with their academic advisors, students
determine the scope of the major. At least one course must be chosen from life
science, and one from physical science. At most, two courses can be at the
introductory level and at least one course must be at the advanced level.
Capstone: 4 credits. Students must take either MSC 401 Seminar in Critical
Thinking or MAT 390 Mathematics Seminar. Students may take both courses
(with one counting as a selective).
Minor: Working in conjunction with an advisor, students may design a 16-credit
minor in mathematics, physical, or life sciences.
48 Credit Major without a Professional Major:
The Department of Mathematics/Science allows students who do not elect a
professional major, in Education or Child Life, to follow a course of study beyond
the 36-credit major. After consulting with a Mathematics/Science academic
advisor, students may choose to focus their major in such areas as: environmental
studies or human biology. Students enrolled in this major may elect to take a
selection of courses in their area of focus, or may wish to incorporate a 4-8 credit
Field Study into their program of study.
Minor/Mathematics/ 16 Credits
The Mathematics Minor is intended for students concentrating in education who
desire a strong preparation in mathematics, but do not wish to major in the
subject. Students are strongly encouraged to take these four designated courses as
a minor; however, in some cases, in consultation with an advisor, substitute
courses may be approved.
Course Requirements
MAT 230 Algebra and Number Theory 4 credits
MAT 245 Geometry 4 credits
MAT 255 Probability and Statistics 4 credits
MAT 390 Mathematics Seminar 4 credits
Minor/Life or Physical Science/ 16 credits
The life or physical scince minor is intended for students who desire a strong
preparation in life or physical science, but do not wish to major in the subject.
Students take four courses as a minor, in consultation with an advisor.
Department of Psychology and Human Development
Detris Adelabu, Chair and Associate Professor
Janine Bempechat, Associate Professor and Coordinator, Center for Research and
Scholarship
Akeia Benard, Assistant Professor
Emily Cahan, Professor
Gail Dines, Professor
Tina Durand, Assistant Professor
Martha Eshoo, Instructor
Petra Hesse, Associate Professor
Maya Honda, Associate Professor
Grace Kim, Assistant Professor
Kathryn Portnow, Instructor
Eric Silverman, Associate Professor
Eleonora Villegas Reimers, Associate Professor
Available Programs of Study:
B.S. /Psychology and Human Development
Psychology And Human Development Major / B.S. Degree / 36
Credits
The Psychology and Human Development major is rooted in the intellectual
traditions of psychology, sociology and anthropology. The theories, research and
practices of this multidisciplinary field of inquiry contribute to a greater
understanding of human experience in our complex and changing world. Human
development over the life course is studied in cultural, social, historical and
political contexts. Students are encouraged to explore the relevance of the field to
their personal experiences and professional growth and to formulate new research
questions and policy agendas for improving the quality of the lives of children,
families and communities.
This major, with its emphasis on development, is designed to provide in-depth
study in an area that complements professional preparation for the fields of
teaching, social work, juvenile justice and youth advocacy, and child life. The
major is also recommended for students interested in pursuing graduate study in
related areas.
Course Requirements
Students must take 36 credit hours of course work in Psychology and Human
Development, consisting of a multi-disciplinary core of 16 credits and 20 credits
in one of three focus areas: Counseling Psychology, Developmental Psychology,
or Children, Families and Culture. Courses taken to fulfill multi-disciplinary core
requirements cannot be used to fulfill focus area requirements.
Multi-disciplinary Core (16 Credits)
Students must complete a course in each discipline of the major (psychology,
sociology, and anthropology) and a research methods course to meet the multidisciplinary core requirement. Human Growth and Development, a college
requirement for all first year students, also counts as the psychology course in the
multi-disciplinary core:
Human Growth and Development (select one) 4 credits
HDP 122/123 Human Growth and Development
or
HDP 126/127 Human Growth and Development Intensive
One Sociology or Anthropology Course 4 credits
Students can take any sociology (HDS) or anthropology (HDA) course/4 cr
Research Methods
HDP 264 Research Methods 4 credits
Diversity Selective (select one) 4 credits
HDS 106 Sociology of Minority Groups/4 cr
HDP 260 Special Topic: Psychology of Race/4 cr
HDS 343 On Being Different/4 cr
New HDA Psychological Anthropology/4 cr
New HDP Asian American Psychology/4 cr
New HDP Race, Culture and Mental Health/4 cr
Focus (20 credits)
In addition to the multidisciplinary core requirement, students must complete 20
credits in one of three focus areas: Counseling Psychology, Developmental
Psychology, or Children, Families and Culture. In each focus area, students must
take a combination of introductory, intermediate and advanced courses.
Focus: Counseling Psychology
The counseling psychology focus explores topics related to mental health and
counseling with a particular emphasis on human development and diversity. This
focus prepares undergraduate students for graduate study in counseling or clinical
psychology, which can lead to working in various mental health and human
services fields. Please note that the course work is at the undergraduate level. In
order to practice as a counselor, one needs to obtain a state licensure upon the
completion of graduate study.
In addition to the required coursework, students are recommended to pursue
gaining experiences in the field and/or seeking research opportunities. Please see
your advisor for more information.
Counseling Psychology Core (select 2) 8 credits
HDP 223 Abnormal Psychology/4 cr
or
HDP 379/380 Emotional Problems of Children/Seminar in Emotional Problems of
Children/4 cr
HDP 301 Counseling Psychology/4 cr
Introductory and Intermediate Courses (select 1-2) 4-8 credits
CFS 240 Helping Children with Grief and Loss/4 cr
HDP 102 Introduction to Psychology/4 cr
HDP 104 Social Psychology/4 cr
HDP 207 Psychodrama/2 cr
HDP 220 Theories of Personality/4 cr
HDP 223 Abnormal Psychology/4 cr
HDP 224 Theories of Emotional Development/4 cr
CFS 240 Helping Children with Grief and Loss/4 cr
New HDP Positive Psychology/4 cr
New HDP Health Psychology/4 cr
Advanced Courses (select 1-2) 4-8 credits
AUT 260 Special Topic: Autism Across the Spectrum/4 cr
HDP 379/380 Emotional Problems of Children /4 cr
HDP 385 Psychological Trauma/4 cr
New HDA Psychological Anthropology/4 cr
New HDP Asian American Psychology/4 cr
New HDP Race, Culture and Mental Health/4 cr
Students choosing to major in Psychology and Human Development with a
Counseling Psychology focus may combine their major with the following
professional majors and certificates: Juvenile Justice and Youth Advocacy,
Human Service Certificate, Child Life, Early Childhood, Elementary Education,
Social Work and Special Education (Moderate Disabilities). Instead of a
professional major, some students may also want to double major in Humanities,
Math/Science, American Studies or the Arts.
Students majoring in Psychology and Human Development with a focus in
Counseling Psychology may also pursue an extended major without a professional
major by taking an additional 4 advanced credits. Students interested in
completing additional fieldwork may do so as an independent study with a faculty
advisor.
Students interested in graduate study in clinical or counseling psychology should
complete the following courses as part of their counseling psychology focus or
extended major.
HDP 102 Introduction to Psychology 4 credits
HDP 220 Theories of Personality 4 credits
HDP 223 Abnormal Psychology 4 credits
HDP 301 Counseling Psychology 4 credits
Focus: Developmental Psychology
This focus examines the cognitive, social, motivational, and emotional changes
that occur in the individual across the life span. The study of human development
is framed within the context of families, schools, and communities. Courses
emphasize the variety of social, cultural, economic, and political factors that
influence the trajectories of both individuals and groups.
Intermediate Courses (select 2-3) 8-12 credits
HDP 222 Language and Culture/4 cr
HDP 224 Theories of Emotional Development/4 cr
HDP 227 Language Development/4 cr
HDP 257 Infant and Toddler Behavior and Development/4 cr
New HDP Infants, Toddlers, and the Media/4 cr
HDP 265 Achievement Motivation/4 cr
New HDP Moral Development/4 cr
HDP 282 Children and the Media/4 cr
HDP 290 Children with Special Needs/4 cr
Advanced Courses (select 2-3) (8-12 credits)
HDP 316 Children’s Political Lives/4 cr
HDP 325 Memory, Identity and Development /4 cr
HDP 335 Cognition in the Deaf and Blind/4 cr
HDP 352 Cognitive Development/4 cr
HDP 358 Cross-cultural Perspectives on Child Care/4 cr
HDP 362 Meaning and Development of Play/4 cr
HDP 366 Adolescent Development/4 cr
HDP 368 Adult Development/4 cr
HDP 371 Humor and Child Development/4 cr
HDP 382 Nature of Linguistic Knowledge/4 cr
New HDP The Psychology of Race/4 cr
New HDP Autism Across the Spectrum/4 cr
New HDP Ethnicity and Achievement/4 cr
Students choosing to major in Psychology and Human Development with a
Developmental Psychology focus may combine their major with the following
professional majors and certificates: Child Life, Juvenile Justice and Youth
Advocacy, Human Service Certificate, Early Childhood Education, Elementary
Education, Social Work and Special Education. Instead of a professional major,
some students may also want to double major in Humanities, Math/Science,
American Studies or the Arts.
Students majoring in Psychology and Human Development with a focus in
Developmental Psychology may also pursue an extended major without a
professional major by taking an additional 4 advanced credits. Students interested
in completing additional fieldwork may do so as an independent study with a
faculty advisor.
Students with a major in Elementary Education should consider taking one or
more of the following courses as part of their developmental psychology focus:
HDP 224 Theories of Emotional Development 4 credits
HDP 227 Language Development 4 credits
HDP 352 Cognitive Development 4 credits
Focus: Children, Families and Culture
This focus introduces students to the diversity of childhoods and families in the
United States and elsewhere, as understood by Anthropology and Sociology. This
focus area also studies different aspects of culture, including globalization,
ethnicity, gender, race, religion, sexuality, consumerism, inequality, and power –
how people create, contribute towards, and challenge their social worlds.
Introductory Courses (select 1) 4 credits
HDS 103 Women, Culture, & Society/4 cr
HDA XXX Children, Families and Parenting Around the World/4 cr
HDS 106 Sociology of Minority Groups/4 cr
HDA 120 Cultural Anthropology/4 cr
Intermediate Courses (select 1-2) 4-8 credits
AST 220 Coming to America/4 cr
AST 265 Studies in American Popular Culture/4 cr
AST 285 In the Best Interest of the Child (formerly Children and Families in
American Society)/4 cr
HDP 222 Language and Culture/4 cr
HDA/AST 258 Religion in America/4 cr
New HDA/HDS Globalization and Immigration/4 cr
New HDA/HDS Sex and Culture/4 cr
New HDA/HDS Native Americans/4 cr
New HDA/HDS Boys and Men in America/4 cr
HDP 222 Language and Culture/4 cr
New HDP Global Perspectives in Media Literacy/4 cr
Advanced Courses (select 2-3) 8-12 credits
HDS 332 Feminist Theories/4 cr
HDS 343 On Being Different/4 cr
HDP 316 Children’s Political Lives/4 cr
HDP 358 Cross-cultural Perspectives on Child Care/4 cr
New HDA Psychological Anthropology/4cr
New HDA Human Rights and Globalization/4cr
New HDP The Psychology of Race/4cr
Students choosing to major in Psychology and Human Development with a focus
on Children, Families and Culture may combine their major with the following
professional majors and certificates: Child Life, Juvenile Justice and Youth
Advocacy, Human Service Certificate, Early Childhood Education, Elementary
Education, Social Work and Special Education (Moderate Disabilities). Instead of
a professional major, some students may also want to double major in
Humanities, Math/Science, American Studies or the Arts.
Students majoring in Psychology and Human development with a focus on
Children, Families and Culture may also pursue an extended major without a
professional major by taking an additional 4 advanced credits. Students interested
in completing additional fieldwork may do so as an independent study with a
faculty advisor.
Department of Social Work (BSW Program)
Nina Aronoff, M.S.W, Ph.D., Associate Professor
Lenette Azzi-Lessing, M.S,W., Ph.D., Assistant Professor
Deborah Lisansky Beck, Director, B.S.W. Program and Assistant Professor
James Borque, M.S.W., Instructor
Nicole Dubus, M.S.W., Ph.D., Assistant Professor
Castagna Lacet, M.S.W., Ph.D. Candidate, Instructor
Irwin Nesoff, M.S.W., Ph.D., Associate Professor
Brenda Noel, B.S.W., M.S.W., Instructor
Roy Old Person, M.S.S.W., Ph.D. Candidate, Assistant Professor
Keavy Hennessey Smith, M.S.W., Director of Social Work Field Education
Hope Haslam Straughan, M.S,W., Ph.D., Interim Chair, M.S.W. Program
Director and Associate Professor
Wendy Champagnie Williams, B.S.W., M.S.W., Ph.D. Candidate, Instructor
Available Programs of Study:
BSW, Social Work
BSW, Dual Major Social Work and Juvenile Justice and Youth Advocacy
BSW/ Social Work / 82 Credits
The mission of the BSW program is to improve the quality of life for children,
adults, families, and communities by preparing entry-level generalist social work
practitioners who work collaboratively with clients to provide services, help to
identify and secure resources, and advance human rights and social justice. Social
workers serve people of all ages, from infants to senior citizens. The program
places students in practicum sites that reflect diverse needs of people in society. In
keeping with the goal of the Social Work program, the primary focus of the senior
practicum is generalist practice, in which students are given a range of
assignments to learn a core group of skills. The program is accredited by the
Council on Social Work Education.
Course Requirements*
Support Courses (These courses may also apply to the General Education
Requirements)
HDP 122 Human Growth and Development Theory II 3 credits
HDP 123 Human Growth and Development Fieldwork II 1 credit
LSC 153 Human Biology 4 credits
MAT 120 Quantitative Reasoning 4 credits
MAT 170 Statistics for the Behavioral Sciences 4 credits
SOCIOLOGY Students can take any Sociology (HDS) course 4 credits
AST 150 Introduction to American Government 4 credits
Professional Core Courses
SWK 205 Introduction to Social Work 4 credits
SWK 225 Dynamics of Oppression and Discrimination 4 credits
SWK 268 Social Research (offered fall only) 4 credits
SWK 345 Human Behavior and the Social Environment 4 credits
SWK 355 Social Welfare Policy and Services (offered spring only) 4 credits
*SWK 440 Social Work Practice and Skills Lab I 4 credits
SWK 450 Social Work Practice and Skills Lab II 4 credits
SWK 451 Social Work Practice & Field Seminar I 2 credits
SWK 452 Social Work Practice: Practicum I 4 credits
SWK 455 Social Work Practice and Skills Lab III 4 credits
SWK 456 Social Work Practice & Field Seminar II 2 credits
SWK 457 Social Work Practice: Practicum II 4 credits
Selectives (2 credits)
The Selective requirement may be fulfilled by completing any course in American
Studies (AST), Autism (AUT), Human Development (HD), Inter-professional
Studies (PRO), Child and Family Studies (CFS), or Education (EDU). Seniors
may choose a graduate level course for this purpose. Courses chosen as the
Selective may not be used to fulfill a General Education requirement.
Students must complete a minimum of 12 additional arts and sciences credits
beyond their general education requirements. This may be fulfilled by a second
major in the arts and sciences, an arts and sciences minor, or three individual arts
and sciences courses.
*Successful passing of the WLCE is a prerequisite for SWK 440: SWK Practice I and all
subsequent professional core courses in the major
Suggested Course Sequence-BSW
First Year Spring semester
HDP 122/123 Human Growth and Development II (4 credits)
MAT 120 Quantitative Reasoning (4 credits)
SOCIOLOGY Students can take any Sociology (HDS) course (4 credits)
AST 150 American Government (4 credits)
SWK 205 Introduction to Social Work (4 credits)
Second Year Fall semester
SWK 225 Dynamics of Oppression and Discrimination (4 credits)
LSC 153 Human Biology (4 credits)
Spring semester
MAT 170 Statistics for the Behavioral Sciences (4 credits)
Successful completion of the WLCE.
Junior Year Fall semester
SWK 268 Social Research (offered fall only) (4 credits)
SWK 345 Human Behavior and the Social Environment (4 credits)
SWK Selective (2 credits)
Spring semester
SWK 355 Social Welfare Policy and Services (offered spring only) (4 credits)
SWK 440 Social Work Practice and Skills Lab I (4 credits)
Arts & Sciences Elective (4 credits)
Senior Year Fall semester
SWK 450 Social Work Practice and Skills Lab II (4 credits)
SWK 451 Social Work Practice: Field Seminar I (2 credits)
SWK 452 Social Work Practice: Practicum I (4 credits)
SWK Selective (2 credits)
Spring semester
SWK 455 Social Work Practice and Skills Lab III (4 credits)
SWK 456 Social Work Practice: Field Seminar II (2 credits)
SWK 457 Social Work Practice: Practicum III (4 credits)
Arts & Sciences Elective (4 credits)
BSW/Dual Major In Social Work And Juvenile Justice And Youth
Advocacy /102 Credits
The mission of the Bachelor of Social Work Program is to improve the quality of
life for children, adults, families, and communities by preparing entry-level social
work practitioners who work collaboratively with clients to provide services, help
to identify and secure resources, and human rights and social justice. In a
complementary fashion, the Juvenile Justice and Youth Advocacy program
prepares students to work with youth and their families in a range of settings
including preventative programs, advocacy programs, and programs for juvenile
offenders. The focus in the Juvenile Justice and Youth Advocacy major is on
adolescent development, legal systems, conditions and circumstances that place
youth at risk for involvement in the juvenile justice system, and effective methods
of prevention, advocacy, and intervention with youth. Dual majors focus their
academics and practical experiences in understanding the dynamics of working
with adolescents and youth at risk. These students complete a yearlong practicum
in a juvenile justice setting that fulfills the field requirement for both programs
and concurrently take separate field seminars in each.
Course Requirements
Support Courses / (These courses may also apply to the General Education
Requirements)
HDP 122 Human Growth and Development Theory II 3 credits
HDP 123 Human Growth and Development Fieldwork II 1 credit
AST 150 Introduction to American Government 4 credits
LSC 153 Human Biology 4 credits
SOCIOLOGY Students can take any Sociology (HDS) course (4 credits)
MAT 120 Quantitative Reasoning 4 credits
MAT 170 Statistics for the Behavioral Sciences 4 credits
*HDP 366 Adolescent Development (4 credits)
Research Course (choose one) 4 credits
SWK 268 Social Research (fall only)/4 cr
HDP 264 Research Methods/4 cr
HDS 264 Sociological Research Methods/4 cr
Social Work and Juvenile Justice Courses
SWK 205 Introduction to Social Work 4 credits
SWK 225 Dynamics of Oppression/Discrimination 4 credits
SWK 345 Human Behavior and the Social Environment 4 credits
SWK 355 Social Welfare Policy and Services (spring only) 4 credits
SWK 440 Social Work Practice: Methods and Skills Lab I 4 credits
JJA 201 Intro to Juvenile Justice and Delinquency 4 credits
JJA 301 Juvenile Courts and Juvenile Law 4 credits
JJA 302 Delinquency: Cause, Prevention & Intervention 4 credits
JJA 380 Youth Work & Youth Advocacy 4 credits
Practicum Core I/ 12 credits (fall semester only)
SWK 450 Social Work Practice: Methods and Skills Lab II 4 credits
SWK 451 Social Work Practice: Field Seminar I 2 credits
SWK 452 Social Work Practice: Practicum I 4 credits
JJA 402 Field Seminar in Juvenile Justice 2 credits
Practicum Core II/ (Spring Semester Only)
SWK 455 Social Work Practice: Methods and Skills Lab III 4 credits
SWK 456 Social Work Practice: Field Sem II 2 credits
SWK 457 Social Work Practice: Practicum II 4 credits
JJA 403 Senior Integrative Seminar in JJYA 4 credits
*12 additional credits in the Arts and Sciences 12 credits
*HDP 366: Adolescent Development may be used for 4 credits in this category
Sample/Suggested Course Sequence
First Year Spring Semester
MAT 120 Quantitative Reasoning (4 credits)
SOCIOLOGY Students can take any Sociology (HDS) course (4 credits)
AST 150 American Government (4 credits)
SWK 205 Introduction to Social Work (4 credits)
Second Year Fall semester
SWK 225 Dynamics of Oppression and Discrimination (4 credits)
LSC 153 Human Biology (4 credits)
JJA 201 Introduction to Juvenile Justice and Delinquency (4 credits)
Spring semester
MAT 170 Statistics for the Behavioral Sciences (4 credits)
JJA 301 Juvenile Courts and the Law (4 credits)
HDP 366 Adolescent Development (counts as an Arts & Sciences Elective)
Successful completion of the WLCE.
Junior Year Fall semester
SWK 268 Social Research (offered fall only) (4 credits)
SWK 345 Human Behavior and the Social Environment (4 credits)
JJA 302 Delinquency: Causes, Prevention & Intervention (4 credits)
Spring semester
SWK 355 Social Welfare Policy and Services (offered spring only) (4 credits)
SWK 440 Social Work Practice and Skills Lab I (4 credits)
JJA 380 Youth Work and Youth Advocacy (4 credits)
Arts & Sciences Elective (4 credits)
Senior Year Fall semester
SWK 450 Social Work Practice and Skills Lab II (4 credits)
SWK 451 Social Work Practice: Field Seminar I (2 credits)
SWK 452 Social Work Practice: Practicum I (4 credits)
(JJP 401 Practicum in JJYA)
JJA 402 Field Seminar in JJYA (2 credits)
Arts & Sciences Elective (4 credits)
Spring semester
SWK 455 Social Work Practice and Skills Lab III (4 credits)
SWK 456 Social Work Practice: Field Seminar II (2 credits)
SWK 457 Social Work Practice: Practicum III (4 credits)
JJA 403 Senior Integrative Seminar in JJYA (4 credits)
Department of Special Education
Stephanie Cox Suarez, Chair and Associate Professor
John Crapps, Professor
Felicity Crawford, Assistant Professor
Kathleen McDonough, Instructor
Available Programs of Study:
B.S, Special Education: Teacher of Students with Moderate Disabilities
Minor, Understanding Autism
B.S/ SPECIAL EDUCATION: TEACHER OF STUDENTS WITH
MODERATE DISABILITIES/40 CREDITS
This is a nationally recognized program is designed that leads to Massachusetts
Department of Elementary and Secondary Education Moderate Disabilities (Pre K
– 8), Initial License. It prepares professionals to work with children, prekindergarten through eighth grade, with mild to moderate disabilities who
participate in inclusive, resource, or substantially separate public or private
schools. Students develop skills in inclusive curriculum design, creating a
supportive classroom ecology, differentiating instruction,, understanding and
managing behavior, collaborative problem-solving, and commitment to equity for
all children in a multiracial and multicultural society. Students must participate in
a faculty group interview prior to acceptance into the program. For information on
teacher licensure, please refer to the Professional Certification and Licensure
section of this catalog on page xx.
Course Requirements
Required Support Courses (24-28 credits in addition to the courses required for
the major) (Credits may apply to General Education Requirements)
MAT 130/131 and 132 or MAT 140/141 Concepts and Processes 8-12 credits
AST 150 Intro to American Government 4 credits
HIS 165 America through the Civil War or 4 credits
HIS 167 America since the Civil War
Life or Physical Science 4 credits
Program Requirements: 44 credits
EDU 201 Orientation to Education Programs 0 credit
HDP 290 Children with Specials Needs 4 credits
EDU 255 Racial and Cultural Identities 4 credits
SPE 264 Behavior Management 2 credits
SPE 346 Assistive Technology 2 credits
EDU 330 Elementary Mathematics 4 credits
EDU 337 Teaching Reading in Grades Pre-K-8 4 credits
SPE 392 Teaching Students with Diverse Learning Needs 2 credits
Special Education Practicum Core I
EDU 338 Teaching Nonfiction Literacy 2 credits
SPE 394 Curriculum, Learning and Special Needs 4 credits
SPP 460 Practicum I 4 credits
SPP 461 Seminar I 2 credits
Special Needs Practicum Core II
SPE 481 Assessing Children with Special Needs 4 credits
SPP 470 Practicum II 3 credits
SPP 471 Seminar II 1 credit
SPE 465 Capstone and Portfolio: Special Education 2 credits
Completion of Major
All sections of the MTEL (Communication and Literacy Skills Test [both subtests], General Curriculum [both subtests], and Foundation of Reading) must be
completed; strongly advised to complete Practicum Core II prior to taking the
capstone course.
Minor/Understanding Autism/16 credits
Understanding Autism is a 16-credit (4 course) interdisciplinary minor that is
open to all Wheelock undergraduate students. The minor offers students the
opportunity to understand the cognitive, language, social, emotional and physical
aspects of individuals with autism. It introduces and examines current approaches
and strategies that enable people with autism to communicate and participate fully
in their lives. Students will explore current research-based interventions, teaching
methodologies, services and programs as well as fully consider the personal
stories of people with autism. Students will begin to develop professional skills to
foster the development of effective programs and to advocate for individuals with
autism and their families and communities.
Course Requirements
Prerequisites
HDP 120/121 or HDP 124/125 Human Growth and Development 4 credits
HDP 290 Children with Special Needs 4 credits
Program Requirements
AUT 320 Foundations of Understanding the Autism Spectrum 4 credits
AUT XXX Assessment and Intervention in Autism 4 credits
AUT XXX Family, Community & Inter-professional Collaboration in Autism 4
credits
AUT XXX Advancing the Field of Autism 4 credits
Department of Arts
Marjorie Hall, Chair and Associate Professor
Marianne Adams, Instructor
Leland Clarke, Associate Professor
Gregory Gomez, Associate Professor
Susan Kosoff, Professor and Director, Wheelock Family Theatre
Erica Licea-Kane, Instructor and Coordinator, Towne Art Gallery
Jane Staab, Instructor
Available Programs of Study:
B.A., Arts-Performing
B.A., Arts-Visual
Minors, Community Arts, Music, Theatre, Visual Art (Studio), Art History
Arts Major / B.A. Degree/36-48 credits
The Arts major offers programs in the Performing Arts (Music, Theatre, and
Dance) and the Visual Arts (Studio and Art History). Students participate in the
creative process, acquire theoretical tools for evaluating their own and others’
work, and study the history and literature of their chosen discipline. In addition to
its value in supporting the interests of individual students, the major complements
professional preparation in teaching, juvenile justice and youth advocacy, and
child life. The arts have always provided people with a means of communicating
ideas and reflecting on human experience. Students who have explored and
developed their own creative processes are in an excellent position to nurture
creative potential in the children with whom they work. Skills in performance and
studio art can be a vital tool for practitioners in learning and therapeutic
environments. Knowledge gained in studying the history and literature of the arts
can have a direct impact on the richness of curriculum offered in the early
childhood and elementary grades.
Course Requirements: Arts Major with Professional Major /36 credits
Performing Arts Focus
One introductory level course (100 level) in music, theatre, or dance 4 credits
Two history or literature courses, one from each of two different art forms 8
credits
2 electives in music, theatre, or dance 8 credits
THE 277 Movement and Drama for Children 4 credits
or
MUS 279 Music for Children
AMT 254 Aesthetics 4 credits
Two advanced courses in music, theatre, or dance* ^ 8 credits
Submission of portfolio
Visual Arts Focus
VIS 125 Introduction to Design 4 credits
VIS 130 Drawing 4 credits
One Art History course 4 credits
AMT 254 Aesthetics 4 credits
Three studio art electives 12 credits
Two advanced studio art courses* ^ 8 credits
Submission of portfolio
* Only one independent study can be applied to the advanced course requirement.
^AMT 412 Internship in the Arts (4 credits), a 150-hour placement in an arts
organization, may be substituted for one of the advanced courses, or may be taken
in addition to the 36 credit major.
Arts Major without Professional Major /48 credits
Students opting to major in the Arts without a second major should follow the
requirements for the 36-credit major as listed above and add the following, for a
total of 48 credits:*
One art elective
One additional course in the focus
One additional advanced course in the focus
*48-credit majors must include AMT 412: Internship in the Arts as one of the
advanced focus courses.
Suggested Course Sequence – Visual Arts 36-credit major
Fall Spring
First Year VIS 125 Introduction to Design VIS 130 Drawing
Second Year VIS – Studio Selective VIS – Art History Selective
VIS – Studio Selective
Junior Year AMT 254 Aesthetics VIS – Studio Selective
VIS – Advanced Studio
Senior Year Semester for full-time practicum (if paired with a professional major)
VIS – Advanced Studio
Portfolio Submission
Suggested Course Sequence –Performing Arts 36-credit major
Fall Spring
First Year THE or MUS 126 THE or MUS Selective
Second Year THE – Dramatic Literature Selective MUS – Music History
Selective
THE or MUS – Selective
Junior Year AMT 254 Aesthetics THE or MUS – Advanced
THE 277 Movement and Drama for Children or MUS Music for Children
Senior Year Semester for full-time practicum (if paired with a professional major)
THE or MUS – Advanced
Portfolio Submission
Department of Child Life and Family Studies
Paul Thayer, Chair and Associate Professor
Dinny Coleman, Instructor
Suzanne Graca, Instructor
Carolyn Kurker-Gallagher, Instructor
Stefi Rubin, Associate Professor
Claire White, Assistant Professor
Available Programs of Study:
Certificate, Community Based Human Services
Minor, Child Health
Dual Degree Program, BA/BS and Master of Science, Child Life and Family
Centered Care
Certificate Program in Community-Based Human Services / 16 credits
The Certificate Program in Community-Based Human Services is a 16-credit
program designed for juniors or seniors who plan to complete an Arts and Science
major without a professional major or for students with a professional major, in
consultation with their advisor. The program allows students to explore new
professional directions that might lead to employment after graduation or to
continued studies in graduate school. It consists of an Introductory course (CFS
340 Introduction to Community-Based Human Services), a practicum and seminar
in human services (CFP 420 Practicum and Seminar in Human Services), and an
additional 8 credits of selective courses. Courses used as selectives for this
program may not count toward other degree requirements.
Course Requirements
CFS 340 Introduction to Human Services (fall only) 4 credits
CFP 420 Practicum and Seminar in Human Services (spring only) 4 credits
Selective courses 8 credits
JJA 201 Intro to Juvenile Justice and Delinquency/4 cr
HDP 214 Violence in the Lives of Children and Families/4 cr
HDP 221 Family Theories /4 cr
HDP 223 Abnormal Psychology/4 cr
HDP 290 Children with Special Needs/4 cr
HDP 301 Counseling Psychology/4 cr
HDP 366 Adolescent Development/4 cr
HDP 379 Emotional Problems of Children/2 cr
HDP 380 Seminar in Emotional Problems of Children/2 cr
HDS 101 Introduction to Sociology/4 cr
HDS 106 Sociology of Minority Groups /4 cr
HDS 343 On Being Different: Sociological Perspectives/4 cr
PRO 275 AIDS and Addiction/2 cr
PRO 314 Child Neglect and Abuse /2 cr
PRO 342 Child Welfare /2 cr
PRO 344 Crisis Intervention/4 cr
SWK 345 Human Behavior and Social Environment/4 cr
Minor in Child Health/16 credits
The Child Health Minor is a 16 credit minor that is open to all students, including
social work students interested in medical social work, and education students
interested in health education. The child health minor provides students with an
understanding of the healthcare needs and issues of children and their families.
The child health minor is required of students enrolled in the dual degree child life
program.
Course Requirements
CLF 210 Child and Family Health Systems 4 credits
CLF 260 Children with Special Healthcare Needs (pre-requisite CLF 210) 4
credits
Family-Centered Healthcare Selective 4 credits
EDU XXX Supporting Infants & Toddlers in Home & Community Settings/4 cr
CFS XXX Family Supports: Children with Special Needs/4 cr
Child Health Selective 4 credits
HDS 225 Cross-cultural Perspectives on Health and Illness/4 cr
HDP XXX Health Psychology/4 cr
CFS 240 Helping Children Cope with Grief and Loss
Dual Degree Program/Child Life Specialist/78 credits
The Child Life dual degree program combines a BS or BA degree in the Arts and
Sciences, a child health minor, and a Master of Science degree in Child Life and
Family-Centered Care. The Child Life program prepares child life specialists to
work in inpatient, outpatient and community-based health care settings. Through
the use of play and other forms of communication, the child life specialist
functions as a member of the professional health care team to help reduce the
stress of hospitalization, illness and health care procedures. Sensitivity to the
emotional and developmental needs of children and families of diverse
backgrounds is stressed as an important concern of this field.
General Requirements
• Must be a current Wheelock student
• After meeting with the Coordinator of the Undergraduate Child Life
program, students apply* during the spring semester of their sophomore
year for admission to the program.
• Students are eligible to apply to enter the program after successful
completion of both semesters of Human Growth and Development (HDP
120/122 and 122/123 or HDP 125/127) ) with a grade of B- or better,
successful completion of the Child and Family Health course (CLF 210)
with a grade of B- or better, successful completion of all sections of the
WLCE, and a minimum GPA of 2.67.
*Entry into the child life program is competitive and is by application only.
Acceptance into the college does not guarantee admission into the child life
program. Students in the dual degree program must complete 134 undergraduate
credits required for graduation from the college, including 16 credits to complete
the child health minor, and an additional 30 graduate credits for completion of the
MS degree.
**Students may be able to complete the program in only five years, but may elect
to finish the program in six years. Students should work carefully with their
advisor to plan a course of study that best meets their needs.
Undergraduate Course Requirements
Support Courses (20 credits)
LSC 153 Human Biology or 4 credits
LSC 302 Human Diseases
MAT 120 Quantitative Reasoning 4 credits
MAT 170 Statistics for Behavioral Sciences 4 credits
HDP 362 Meaning & Development of Play 4 credits
Research Selective 4 credits
Minor in Child Health (16 credits)
CLF 210 Child and Family Health Systems 4 credits
CLF 260 Children with Special Healthcare Needs (pre-requisite CLF 210) 4
credits
Family-Centered Healthcare Selective 4 credits
EDU XXX Supporting Infants & Toddlers in Home & Community Settings/4 cr
CFS XXX Family Supports: Children with Special Needs/4 cr
Child Health Selective 4 credits
HDS 225 Cross-cultural Perspectives on Health and Illness/4 cr
HDP XXX Health Psychology/4 cr
CFS 240 Helping Children Cope with Grief and Loss
Professional Courses (8 credits)
CLF 350 Role of the Child Life Specialist 4 credits
CLF 421 Child Life Methods and Materials 4 credits
Selectives (4 credits)
The selective requirement may be fulfilled by completing any course in Human
Development (HD), Child and Family Studies (CFS) or Professional Studies
(PRO), including the following suggested courses, provided the course has not
been used to fulfill any other requirement..
EDU 331 Multicultural Picture Books 2 credits
EDU 332 Multicultural Chapter Books 2 credits
CFS 240 Helping Children Cope with Grief and Loss 4 credits
PRO 417 Welcoming LGBT Families in Education & Human Services 4 credits
CLP 674 The Hospitalized Child in England 4 credits
Master of Science in Child Life and Family Centered Care/30
graduate credits
Required graduate coursework
CLF 670 Clinical Issues in Child Life 3 credits
CLF 770 Child Life Program Development and Administration 3 credits
Research selective 3 credits
Human Development Selectives (Choose two) (6 credits)
HDF 501 Lifespan Development I: Birth-Adolescence 3 credits
HDF 502 Infant and Toddler Behavior and Development 3 credits
HDF 521 Children’s Cognitive Development 3 credits
HDF 560 Risk and Resiliency in Infancy 3 credits
Multicultural selective (Choose one) (3 credits)
CFS 632 Cross Cultural Perspectives on Grief 3 credits
PRO 517 Welcoming LGBT Families in Education & Human Services 3 credits
CFS 608 Multicultural Perspectives on Family 3 credits
Professional Internship Courses (9 credits)
CLP 671 Child Life Internship/Seminar I 6 credits
CLP 673 Clinical Experience & Seminar II: Child Health & Development 3
credits
Graduate Selective (3 credits)
CFS 504 Assessment of Development in B-3 3 credits
CFS 506 Neurobehavioral Assessment of the Newborn 1 credit
CFS 514 Curriculum Development B-3 3 credits
CFS 602 Family Interaction 3 credits
CFS 606 Family Support: Children with Special Needs 3 credits
CFS 614 Perspectives on Parenting 3 credits
CFS 617 Bereavement Care 3 credits
CFS 618 Contemporary Issues in Child and Family Studies 3 credits
CFS 622 Issues in Death and Dying 3 credits
CFS 630 Helping Children Cope with Stress 3 credits
CFS 634 Families and Chronic Illness 3 credits
EDU 531 Learning and Teaching Through the Arts 3 credits
CLF 674 The Hospitalized Child in England 3 credits
Suggested Course Sequence
First Year HDP 120/121 and 122/123 Human Growth and Development (8
credits)
LSC 153 Human Biology (4 credits)
MAT 120 Quantitative Reasoning (4 credits)
MAT 170 Statistics for Behavioral Sciences (4 credits)
Second Year Fall Semester
CLF 210 Child and Family Health Systems Research Selective (4 credits)
Spring Semester
HDP 362 Meaning and Development of Play
Apply for acceptance into 5-yr program
Junior Year Fall Semester
CLF XXX Child Health Selective
CLF XXX Family-Centered Healthcare Selective
Spring Semester
CLF XXX Children with Special Healthcare Needs
CLF 350 Role of the Child Life Specialist
CLF 421 Child Life Methods and Materials
Summer Semester
CLP 674 The Hospitalized Child in England (4 credits)
Senior Year HDF 521 Children’s Cognitive Development (3 credits)
CFS 632 Cross Cultural Perspectives on Grief ((3 credits)
CLF 670 Clinical Issues in Child Life ( 3 credits)
Fifth Year HDF 501 Lifespan Development I: Birth-Adolescence (3 credits)
CLP 671 Child Life Internship/Seminar I
CLF 770 Child Life Program Development (3 credits)
CFS 602 Family Interaction (3 credits)
CLP 673 Clinical Experience & Seminar II: Child Health & Development
Undergraduate Academic Policies
This section of the College Catalog briefly describes certain key academic
policies of Wheelock College. These policies ought not be considered allinclusive. A complete description of the College’s Academic Policies can be
accessed online at www.wheelock.edu. In addition to the policies described here,
there are requirements for students enrolled in various professional academic
programs. Questions about academic policies, procedures, or requirements should
be directed to an academic advisor, Academic Dean, and/or the Vice President for
Academic Affairs. Finally, the academic policies described in this catalog and on
the college website may refer to other documents (e.g., handbooks and pamphlets)
that explain certain policies, procedures, or requirements more fully and may be
obtained from the Registrar’s office.
Attendance and Absences
Regular class attendance is expected of all undergraduate and graduate students.
Each instructor must clearly explain his or her attendance policy in the course
syllabus. The course syllabus must clearly indicate:
• whether class attendance is a factor in the final grade
• what constitutes “excessive” absences
It is the student’s responsibility to communicate with his or her instructors
regarding absences. The student is expected to complete whatever work is
necessary to make up for absences.
Absences for Religious Beliefs
The College complies with Massachusetts law (G.L. c. 151C, § 2B) which
provides, in relevant part, that:
Any student in an educational … institution, … who is unable, because of his
religious beliefs, to attend classes or to participate in any examination, study, or
work requirement on a particular day shall be excused from any such examination
or study or work requirement, and shall be provided with an opportunity to make
up such examination, study, or work requirement which he may have missed
because of such absence on any particular day; however, that such a makeup
examination or work shall not create an unreasonable burden upon such school.
No fees of any kind shall be charged by the institution for making available to the
said student such opportunity. No adverse or prejudicial effects shall result to any
student because of his availing himself of the provisions of this section.
Academic Appeals
A Wheelock College student (and a student from any of the Colleges of the
Fenway institution taking a course at Wheelock) has a right to appeal a final grade
or academic dismissal. A student may appeal a final grade or academic dismissal
to the Academic Appeals Board. Undertaking such an appeal is an extraordinary
matter. For a complete explanation of the appeals process see the Academic
Policy Section of the Wheelock website at need website.
Grading Policy
For undergraduate students, Wheelock College uses a system of letter grades that
are equivalent to the following numerical quality points.
Letter Grade Quality Point Equivalent
A 4.00
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- 0.67 Minimum passing
F 0.00 Failing
P 0.00 Passing
In addition, a transcript may show the following statuses in the grade column
I 0.00 Incomplete
WD 0.00 Withdrawal
AU 0.00 Auditing
An “Incomplete” (I) may be submitted by the instructor only when a student fails
to complete the requirements of a course by the date grades are due, as a result of
documented medical emergency or illness or other extraordinary circumstances,
such as a death in the family. (See full description of the policy on Incompletes
below.)
“Withdrawal” is the status recorded by the Registrar’s Office when a student
officially leaves a course before the withdrawal deadline published in the
academic calendar and fills out a withdrawal form that is submitted to the
Registrar’s Office. Only a student can submit a request for withdrawal; a faculty
member does not submit such a request.
Pass/Fail Option
Each semester, an undergraduate student may elect a total of four credit hours to
be taken under the Pass/Fail option. During a four-year course of study, no more
than thirty-two credit hours may be taken under this option, though the restriction
does not apply to courses offered only on a Pass/Fail basis, such as some practica
and fieldwork.
A grade of “P” (Pass) does not affect a student’s cumulative grade-point average,
but a failing grade of “F” (Fail), whether it is awarded under the letter grade
system or the Pass/Fail option, is computed in the cumulative grade-point average.
The following restrictions apply to the election of the Pass/Fail option:
• Students must receive letter grades in courses that they select to fulfill
General Education requirements or in their arts & sciences and
professional majors, excluding practica.
• Only one course in a student’s minor may be taken under the Pass/Fail
option.
• Students on probation must take all courses (except courses offered only on
a Pass/Fail basis) for letter grades.
For full-semester courses, students must declare their choices of the Pass/Fail
option before the fourth class meeting. For seven-week courses, the Pass/Fail
option must be declared before the second class meeting. After these deadlines,
neither students nor instructors may change the grading election.
Dean’s List
The Dean’s List is a recognition of academic achievement for undergraduate
students during an academic term. A student is eligible when he or she meets the
following academic standards at the time the Dean’s List is compiled:
• Earns a minimum semester grade-point average of 3.8 (on a 4.0 scale); and
• Successfully completes a minimum of twelve credit hours during the
semester which are graded on a ‘letter grade’ basis; and
• Does not carry any Incomplete grades (‘I’) or Failing grades (‘F’) for the
semester at the time the Dean’s List is determined.
Note: A student enrolled in 20 credits where 19 credits earn grades of ‘A’ and 1
credit earns a grade of ‘F’ will have a term GPA of 3.8.
Declaration of Academic Program
By the end of the fall semester of sophomore year, every undergraduate student
must declare an academic program, by submitting a completed Declaration of
Program form to the Office of Academic Advising and Assistance. Students
wishing to enter the Child Life major must submit an application to the
coordinator of the program for the BA or BS and MS dual degree program.
Wheelock Literacy and Communication Policy
The Wheelock Literacy and Communication Exam (WLCE) is a part of a
College-wide commitment to help every student write clearly, effectively, and
correctly. Every undergraduate must take and pass the WLCE before entering
practice courses specified by each professional program. The WLCE consists of
five sections: Spelling, Grammar, and Mechanics, Summary, and Essay.
Reading and Writing Seminar Policy
The College has developed a system of writing courses and resources to support
students as they prepare for and pass the WLCE. These courses include reading
and writing seminars which are taken in the sophomore year by students who
must satisfy the WLCE requirement. A student who has not passed the WLCE by
the beginning of his or her second year at Wheelock must take and pass at least
one semester of a reading and writing seminar and pass all four sections of the
WLCE before entering practice courses specified by each professional program.
Students who complete the WLCE during their first year are not required to take
these seminars.
Academic Status-Undergraduate Full-Time
To complete degree requirements in four years, full-time undergraduates normally
carry a course load of between sixteen to eighteen credit hours per semester. For
the purposes of financial aid, on-campus housing, and eligibility for the Dean’s
List, a course load of twelve credit hours per semester is considered full-time.
During his or her first semester at Wheelock College, a student may enroll in
courses totaling no more than eighteen credit hours. Thereafter, except during a
semester when he or she is enrolled in a practicum, a student may enroll in
courses totaling no more than twenty credit hours. During a semester in which a
student is enrolled in a practicum, he or she may enroll in courses totaling no
more than sixteen credit hours unless he or she has received prior approval from
the Scholastic Review Board. To obtain such approval, a student must complete
and submit to the Scholastic Review Board a Request to Overload form, which is
available at the Office of Records and Registration.
Academic Standards
A 2.0 (C) cumulative grade-point average is the minimum acceptable standard for
all undergraduate students. An undergraduate student must maintain this standard
to graduate from the College and to enter a practicum. Also, all undergraduates
must attain a grade of C or higher in the professional studies courses and the preprofessional courses required for the professional program in which they are
enrolled. (This policy does not apply to foundation courses in Arts and Sciences.)
In addition, a student must demonstrate during pre-practicum courses a strong
likelihood that he or she will be able to complete successfully the requirements of
an Arts and Science major and/or professional major. The Scholastic Review
Board monitors an undergraduate student’s academic progress.
Honors Program Minimum GPA
Students in the Honors program must maintain a minimum cumulative GPA of
3.3. Students falling below this average will receive a warning from the Honors
Committee immediately after the semester during which the GPA average appears
on the transcript. Students have two semesters subsequent to the warning to raise
their GPA to the required minimum. Students will be removed from the program
if their GPA should fall below 3.3 again in any subsequent semester.
Residency Requirement
An undergraduate student must complete a minimum of 67 credits at Wheelock
College to receive a Bachelor’s degree. A student’s final semester must be
completed at Wheelock. Under special circumstances a student may request an
exception to this policy. However, students cannot complete more than 8 final
credits outside Wheelock. The undergraduate residency requirement is effective
as of fall 2009.
Independent Study
Independent Study offers students an opportunity to do self-directed, advanced
work in an area of academic interest with the guidance of a faculty member. The
topic of the independent work goes beyond the scope of courses offered in any
discipline area. Students initiate the planning of an Independent Study in
consultation with a faculty member. The academic work is usually completed in
one semester. Independent Study carries a 400 course number and the designation
of the academic discipline. Students must complete an Independent Study
Proposal form, available in the Office of Records and Registration, before
beginning the course work. An Independent Study typically does not apply to
General Education requirements; to use an Independent Study to satisfy a
requirement, the student must petition the Scholastic Review Board.
Self-Designed Major
In very special circumstances, a student may work with advisors to propose an
Individualized Program of Study. This is a comprehensive, independent learning
experience designed to take the place of a Professional Studies major or Arts and
Sciences major. Students who wish to pursue this option must submit, in
consultation with a faculty member in the appropriate academic area, a proposal
and a detailed academic map to the Scholastic Review Board for approval. For
additional information, contact the Office of Academic Advising and Assistance.
General Education Program
Wheelock College’s general education program prepares graduates to be engaged,
life-long learners, able to draw upon a broad range of disciplinary and
interdisciplinary ways of knowing. The skills and habits of mind gained in
General Education courses will enable graduates to enrich their personal lives,
adapt to a variety of professional situations, advocate for children and families,
and act responsibly in a diverse and changing world.
The General Education Program at Wheelock College
*Additional or more specific requirements apply to professional and arts and
sciences majors and programs. Students should check with advisors to determine
if special requirements related to general education apply to their particular
program of study.
General education courses enable Wheelock graduates to:
• use inquiry and critical thinking to recognize, investigate, analyze, and solve
problems and to value the process of that discovery;
• bring wide-ranging disciplinary knowledge to their lives and professions,
and pursue a lifetime of intellectual growth;
• communicate effectively using written, oral, and digital means and
appreciate the creative and practical functions of language;
• comprehend and employ scholarly and scientific problem-solving methods,
including quantitative concepts, to gather, interpret and critically evaluate
data, to investigate and answer questions, and to understand the value of
such research;
• engage intellectually and creatively with the fine and performing arts, and
appreciate creative expression;
• examine, develop and defend moral and ethical judgments, and understand
and value the judgments of others;
• connect and synthesize disparate information and ideas, and adapt to
personal, intellectual and professional challenges;
• understand human development in its multiple and varied contexts;
• gain an informed understanding of race, class, religion, gender, sexual
orientation, ethnicity, and disability, and use that understanding to live and
act responsibly in a diverse world.
Students develop these competencies and habits of mind in courses that provide
“Foundations of Knowledge and Inquiry” and “Ways of Knowing.” In addition,
students deepen their understanding through cross-curricular courses fulfilling
requirements in Perspectives on Diversity and Upper Level Writing, and make
connections among ways of knowing in an interdisciplinary General Education
capstone seminar.
Foundations of Knowledge and Inquiry
Foundation courses focus on developing skills and habits of mind essential to
succeed as a student, and to meet Wheelock College’s definition of an educated
person. These courses allow students to master skills in reading, writing,
speaking, mathematics and information literacy, to learn about human growth and
development, to develop an understanding of diverse cultures and the influence of
race and ethnicity on human beings, and to become empowered critical thinkers.
First Year Seminar/Critical Thinking (4 credits)
Critical thinking is important to academic, personal, and professional success. It
helps us distinguish between facts, theories, and opinions, research and evaluate
information, solve problems effectively, and convey ideas clearly. Students select
their first year seminar course from a variety of different offerings, all of which
also fulfill a “Ways of Knowing” requirement.
Reading, Writing, and Speaking (4-8 credits)
Understanding written texts and communicating in written, visual, oral, and
electronic form is critical to every academic discipline and profession, and to
success in private and public life. Students take a one or two course sequence
(ENG 110 and/or ENG 111) depending upon placement exam results.
Quantitative Reasoning and Mathematical Thinking (4 credits)
The capability to reason quantitatively and to engage in mathematical thinking
and problem solving is important to personal and professional success. In the core
courses students develop the ability to use and critically evaluate numerical
information and to understand and solve problems in a variety of contexts
demanding quantitative literacy. Particular course sequences apply to specific
programs of study.
Human Growth and Development (4-8 credits)
Understanding human development over the life span is important for personal
and professional growth and to Wheelock’s mission of improving the lives of
children and families. In these core courses (HGD 120/121 and HGD 122/123)
students examine patterns of physical, cognitive, social, and emotional
development, and compare and contrast major theoretical frameworks which
explain those patterns. In addition, students observe and analyze children’s
behavior in a field placement setting.
Ways of Knowing
Courses enable students to recognize, employ and understand the ways of
knowing central to the major academic disciplines. They provide opportunities for
students to explore diverse ideas and methodologies, to gain knowledge in
specific fields, and to become adept and flexible thinkers, capable of appreciating
and applying different disciplinary perspectives to situations in their personal and
professional lives.
Self and Society (4 credits)
The relationship between self and society is a fundamental human question.
Courses in this category focus on understanding individual and group identity in
the context of experiences, theories, institutions, and values that shape and inform
human thought and behavior. They allow students to explore the physical,
emotional and cognitive dimensions of identity development, as well as the
impact of societal beliefs, cultures and systems on human beings. Self and Society
courses are located largely in the social sciences, but may be based in topics and
approaches of other disciplines, from biology to literature.
Languages and Literatures (4 credits)
Languages and literatures are vital to expressing and understanding ourselves and
others. Through language, we express and experience the creativity and diversity
of human thought, experience and culture. Courses in this category focus on
language and how we use it in practical and imaginative ways to convey what it
means to be human. Courses may examine the origin or structure of language, or
involve reading and interpreting literary texts, the study and practice of one or
more languages, or creating language-based works. Courses in Languages and
Literature might be found in a number of disciplines, but are usually located in
Linguistics, Literature, and Foreign Languages.
Creativity and the Arts (4 credits)
Creativity is central to humans, and as such is essential to all that we do. Courses
in this category encourage students to explore their own creativity, and to
appreciate artistic expression and how and what it communicates. Students may
develop understanding of creativity and the arts through direct engagement in the
creative process or through the study of the creative work of others. Courses may
involve actual performance or production, teach skills, concentrate on artistic
history, or discuss the role of the arts in society. Courses in Creativity and the
Arts are typically based in fine and performing arts disciplines such as Studio Art,
Art history, Theatre performance, and Music performance or history.
Historical Perspectives (4 credits)
Learning about the past is crucial to becoming an educated, civically engaged
person, and to professional preparation. Historical perspectives and methods of
historical inquiry help us understand what has happened in the past, and give us
tools and perspectives for analyzing the present, and responding to the complex
challenges of the future. Courses may be focused on a particular historic moment
or topic, span time and cultures, and/or examine questions and processes related
to how we gather, interpret, and pass on knowledge of the past. Historical
perspectives courses increase students’ knowledge and understanding of the past
and the methods historians use to develop questions, gather information, and
verify and interpret their findings. Courses include those with a History
designation as well as those in other fields which place emphasis on learning
about and interpreting the past.
Investigations in Science and Technology (4 credits)
Having an understanding of basic science concepts, the nature of scientific
thinking and practices, and the connections between science and technology is
critical for appreciation of the natural world and active participation in issues of
public and personal concerns. Courses in this category focus on understanding the
basic elements of science inquiry and central components of scientific thinking as
well as fundamental concepts in one or more fields of science. The courses
engage students in direct experience with phenomena requiring the use of tools of
scientific research and processes of experimental design. Courses are usually
based in such life and physical sciences as astronomy, biology, botany, chemistry,
earth science, ecology, engineering and physics. They may also include
interdisciplinary courses which have a strong science and technology component.
Ethics and Social Justice (4 credits)
Thinking about and defining the “good” and moral life is a central feature of
human existence. Such examination is central to leading an engaged and ethically
empowered life. Courses in this category focus on ethical or moral dilemmas and
questions commonly confronted by individuals, groups, and nations. Such courses
may also focus on exploring the meaning of a just community, society, or world.
Courses come from a range of disciplines, including philosophy, anthropology,
political science, religion, psychology, science, and may include a service
learning experience.
Interdisciplinary and Cross-Curricular
Interdisciplinary Capstone Seminar (4 credits)
Thinking about the world from a variety of perspectives, and making connections
between ways of knowing is critical to learning and living in the 21st century.
Courses in this category enable students to bring together perspectives from the
different ways of knowing, and use them to explore specific topics and
demonstrate what they have learned in their general education program. Courses
could be located in any two disciplines or majors offered by the College. Students
must have completed at least 80% of their requirements in General Education
before registering for the capstone seminar.
Perspectives on Diversity
The ability to understand and interact with people from diverse cultures,
backgrounds and experiences is essential to thinking critically and creatively and
to living and working in local, regional, and global communities. Wheelock
defines diversity broadly to include culture (i.e., national origin, language,
ethnicity, and religion) as well as race, gender, social class, age, sexual
orientation, and disability. Courses in this category may examine concepts of race
and relations of power among cultures, and/or engage with the beliefs, history,
experiences, artistic or literary expressions, and traditions of people whose
experiences and cultures are outside of the Western tradition.
Upper Level Writing
Writing skills are vital component of success; the ability to communicate one’s
ideas clearly and effectively is critical to professional and personal growth.
Courses that fulfill this requirement ensure that students continue to work on their
written communication skills beyond their first-year composition courses.
Students must have successfully completed ENG 111 before taking their ULW
course.
Graduate Academic Policies
This section of the College Catalog briefly describes certain key academic
policies of Wheelock College. These policies ought not be considered allinclusive. A complete description of the College’s Academic Policies can be
accessed online at www.wheelock.edu. In addition to the policies described here,
there are requirements for students enrolled in various professional academic
programs. Questions about academic policies, procedures, or requirements should
be directed to an academic advisor, Academic Dean, and/or the Vice President for
Academic Affairs. Finally, the academic policies described in this catalog and on
the college website may refer to other documents (e.g., handbooks and pamphlets)
that explain certain policies, procedures, or requirements more fully and may be
obtained from the Registrar’s office.
A. Graduate Grading Policy
1. Grades and course status
For Graduate students, Wheelock College uses a system of letter grades that are
equivalent to the following numerical quality points.
Letter Grade Quality Point Equivalent
A 4.00 Superior
A- 3.67 Excellent
B+ 3.33 Very good
B 3.00 Good
B- 2.67 Satisfactory
F 0.00 Failing
R 0.00 Satisfactory progress in a course that spans over one semster
In addition, the following status may appear in a transcript
AU 0.00 Audit
I 0.00 Incomplete
WD 0.00 Withdrawal
P (Pass) Pass. Not included in grade-point average.
Each semester at registration, a graduate student may elect to take courses under
the Pass/Fail option. Students must declare at the time of registration their choice
of the Pass/Fail option or before the second class meeting. After this deadline,
neither students nor instructors may change the grading election. Students who are
considering pursuing study beyond the Master’s Degree level are encouraged to
take at least one-half of their courses for letter grades. A grade of Pass (P) does
not affect a student’s cumulative grade-point average.
An Incomplete (I) may be given to a student only for health reasons or in
extraordinary circumstances. It is the student’s responsibility to contact the
instructor to request an Incomplete. Unless the student has requested an
incomplete, the faculty cannot assign an incomplete.
Satisfactory in a continuing course (R) is the grade submitted by an instructor to
indicate satisfactory progress in a continuing independent study, field study,
thesis, or course that has been approved by the instructor and the appropriate
Academic Dean as a two semester study, thesis, or course. At the end of the
second semester, a letter grade, Pass, or Incomplete will be given. If an R is
changed to an Incomplete, the student must comply with the Incomplete
procedures described above. If an R grade is changed to Incomplete for a thesis,
the student must complete the thesis within one calendar year. A continuation fee
of $100 will be charged for each semester that the student carries an Incomplete
only in this circumstance. If the completed work is not submitted by the deadline,
the Incomplete will automatically be converted to a failing grade of F.
Withdrawal (WD) is recorded by the Registrar when a student officially
withdraws from a course before the course withdrawal deadline published in the
academic calendar. A faculty member cannot submit a request for withdrawal.
Only a student can submit that request.
A graduate student who wishes to audit (AU) a course may do so with the
approval of the instructor and the appropriate Academic Dean. To audit a course,
a student must register for the course at registration or within the Drop/Add
period. The tuition fee for auditing a course is two-thirds of the normal course
tuition.
2. Incompletes
It is the student’s responsibility to request an incomplete or “I” by submitting to
the instructor a completed Request for Incomplete form. If a student makes such a
request for more than one course, he or she must complete and submit a separate
form for each course (available from the Registrar). The instructor, at his or her
sole discretion, may grant the student’s request. The instructor will submit the
completed form to the Registrar at the same time that he or she submits final
grades.
All incomplete work must be submitted by the student to the instructor so that the
instructor may submit a change of grade to the Office of Records and Registration
before the deadline for submitting changes of grades. Students who plan to enter a
practicum in the semester following the granting of an Incomplete must finish all
work prior to beginning the practicum. If a grade has not been submitted by the
deadline for submitting changes of grades, the grade of “I” will be
administratively changed to a failing grade of “F.”
3. Deadline to change a final grade
A faculty member may change a grade he or she has assigned no later than 12
months after the original grade submission deadline. After this time the students
and instructor must petition the Graduate Review Board for an exception to the
grade change policy. Once a student’s degree is conferred, the student’s academic
statistics are considered final and no grade changes are permitted.
B. Academic Status
Graduate Full-Time and Part-Time Status
Graduate students who are registered for nine or more credit hours in the fall or
spring semester or six total credit hours during the summer session are considered
full-time. Graduate students who enroll for fewer than these numbers of credit
hours are considered part-time. A student’s status may change from one semester
to the next. Students may register for a maximum of fifteen credit hours per
semester for the fall and spring semesters, and a maximum of nine for a summer
session. Permission to register for additional credit hours must be obtained in
advance from the student’s advisor and the appropriate Academic Dean. To
remain eligible for most types of financial aid, graduate students must enroll in a
minimum of five credit hours each semester.
C. Academic Standards
1. Good academic standing
A 2.67 (B-) semester and cumulative grade-point average is the minimum
acceptable standard for all graduate students. A graduate student must maintain
this standard to graduate from the College. Graduate students whose grade-point
averages are below 2.67 are automatically placed on academic probation. In
addition, a student must demonstrate a strong likelihood that he or she will be able
to complete successfully the requirements of a graduate program. The Graduate
Review Board monitors a graduate student’s academic progress.
2. Waiver Policy (graduate students only)
Graduate students with excellent records of previous graduate coursework and/or
extensive work experience may request a substitution of specific required courses
for others; they may request an exemption from program requirements
Graduate students who have already mastered specific content knowledge or
competency evidence for their programs, and can provide evidence of this
knowledge may request a reduction of program credit hour requirements not to
exceed six credit hours. All requests must be submitted to Department Chairs and
Academic Deans. All students must take at least twenty-seven credit hours at
Wheelock to obtain a Master’s Degree. Graduate students who wish to request
exemption from graduate program requirements should discuss the
appropriateness of the request with their advisors.
3. Independent or Field Study (graduate students)
Matriculated graduate students who have demonstrated competence in conducting
advanced research and study are encouraged to explore an Independent Study or
Field Study in lieu of course electives. An Independent Study or Field Study may
not usually replace required courses in a student’s program of study. Students
may not usually apply more than a total of six credit hours of Independent Study
or Field Study toward a Master’s Degree program.
D. Academic Warning, Probation and Dismissal
1. Academic Probation
Students whose semester or cumulative grade point averages drop below the level
of good standing (2.67) are automatically placed on academic probation. The
Graduate Review Board may recommend a range of actions for such students
including dismissal from the College.
Students who receive a grade of F will be placed on probation no matter what
their grade point average. Student who receive a second grade of F will have their
cases automatically reviewed by the Graduate Review Board for consideration for
dismissal from the College or other actions. The Graduate Review Board will
attempt to notify promptly any student who has been placed on academic
probation. However, even if a student is not notified, he/she is on academic
probation.
2. Removal from Academic Probation
At the conclusion of each semester, the Graduate Review Board will review the
record of each graduate student who has been placed on academic probation for
the previous semester. The Board may remove the student from academic
probation if the student has:
• received a failing grade of “F” in the previous semester
• demonstrated sufficient academic progress as determined by the Graduate
Review Board
• failed to achieve a cumulative grade-point average of 2.67 or higher,
achieved a minimum 2.67 cumulative grade-point average or higher.
The Graduate Review Board decides, in its sole discretion, whether to remove a
graduate student from academic probation. The decision of the Graduate Review
Board regarding academic probation is final.
3. Academic Dismissal
A graduate student who receives two failing grades of “F” in one or more courses,
or who violates the standards for academic honesty, or who fails to be removed
from academic probation after a semester, may be dismissed from the College
following a review by the Graduate Review Board. Such a student will not be
allowed to register for additional graduate program courses. A graduate student
who has been dismissed for academic reasons may apply to the Graduate Review
Board for readmission after one semester. The Graduate Review Board decides, in
its sole discretion, whether to dismiss or not dismiss a student for academic
reasons.
E. Minimum Academic Requirements for Students Receiving Financial Aid
(graduate students)
Per federal regulations, graduate students must be in Good Academic Standing
(see C. Academic Standards #1) in order to continue to receive federally funded
financial aid awards. If a student withdraws from one or more courses, his/her bill
and financial aid may be adjusted according to federal student aid guidelines. A
copy of this policy is available in the Office of Financial Aid.
F. Academic Appeals
A Wheelock College student has a right to appeal a final grade or academic
dismissal. A student may appeal a final grade or academic dismissal to the
Academic Appeals Board. Undertaking such an appeal is an extraordinary matter.
G. Non-Matriculated Student Policy for Graduate Students
Wheelock welcomes students who have not yet been admitted into a graduate
program or who are not interested in matriculating into a graduate program to
register for courses as non-matriculated students.
All non-matriculated students who have attended six credit hours or more of
graduate courses will be automatically placed on academic hold and will not be
permitted to register for additional graduate program courses without obtaining
prior approval from the Director of Graduate Admissions.
Non-matriculated students who are considering applying to a Wheelock graduate
degree program are strongly encouraged to seek advice from the department chair
and the Academic Dean prior to registering for any graduate program courses.
Non-matriculated students who are not interested in enrolling in a Wheelock
graduate degree program, but who are interested in pursuing course work at the
graduate level for reasons of personal enrichment or professional development,
may request Non-Degree Student status. Once a student is granted Non-Degree
Student status, he or she may take an unlimited number of graduate program
courses, excluding those courses restricted to matriculated students. Excluded
courses include, but are not limited to, all practica and clinical experiences,
independent and field studies, and other courses designated as restricted by the
appropriate Academic Dean.
H. Length of Time in a Program (Graduate Students)
Graduate students are required to complete their graduate degree programs of
study within five years of the semester of matriculation. Part-time students who
have not completed their programs of study within this time limit must, no later
than one month before the end of their fifth year since matriculation, consult with
their academic advisor and Academic Dean and submit a letter of petition to the
Graduate Review Board requesting an extension. A rationale for delaying
completion should be included. Students should be aware that delay in completing
their degree requirements may result in their inability to complete their original
program of study, as the requirements and availability of programs may change
over time.
The Graduate Review Board may choose to accept or reject the student’s petition.
The decision of the Graduate Review Board is final, and there is no right of
appeal this decision.
I. Withdrawal from the College
1. Voluntary Withdrawal
If a student wants to withdraw from the College, he or she must complete an
Official Withdrawal form (available at the Office of Academic Advising and
Assistance) and meet with the Associate Vice President for Academic Services. A
student will not be removed from the College billing list until the withdrawal
procedure has been completed.
2. Non-Voluntary Withdrawal
When a student is required to withdraw from the College for academic reasons, a
non-voluntary withdrawal occurs. See Section V.I (Academic Warning, Probation
and Dismissal) discussing academic dismissal. A graduate student who does not
register after two consecutive semesters, and who has not requested a leave of
absence, will be deemed to have withdrawn from the College.
3. Leave of Absence
All graduate students who plan to interrupt their studies for one semester or a
period longer than one semester are required to submit a Leave of Absence form.
Normally, students may request a leave of absence for no more than three
consecutive semesters. At the end of an approved leave of absence, and prior to
the beginning of the semester in which the student plans to resume her or his
studies, the student must submit to the appropriate Academic Dean a Request for
Reinstatement form in order to reactivate her or his status and to be able to
register for courses.
J. Readmission to the College
A graduate student in good academic standing who has withdrawn and wishes to
seek reinstatement within five years of the date of his/her matriculation should
complete the Request for Readmission. This Request for Readmission is then
forwarded to the Graduate Review Board.
A student who has been required to withdraw by the Graduate Review Board for
academic reasons may request to be readmitted after a year’s absence from the
College. The student must complete the Request for Readmission form. The
student will also be required to provide supporting documents such as college
transcripts, letters of recommendation from employers, or letters of support for
readmission. The Graduate Review Board will review the supporting documents
and make the final decision regarding reinstatement.
Students seeking to return to the College more than five years after their initial
matriculation should follow the admissions procedures in the catalog.
K. Practica
Standards for Entering a Practicum
Normally, students must be admitted into a graduate program for at least one
semester prior to the semester in which they wish to begin their first practicum
(with the exception of Social Work). Full-time graduate students in Education and
Child Life programs should consult with the Field Experience Office as soon as
they are admitted to discuss placement options. Part-time graduate students
should meet with the Field Experience staff early in the semester before they plan
to begin a pre-practicum, practicum or internship. Deadlines for graduate students
to register for practica can be obtained from the student’s academic advisor or
department chair. Social Work students should plan a practicum with the Director
of Social Work Field Education. Students should consult with the Office of Field
Experience (or, in the case of social work, the Director of Social Work Field
Education) to receive complete information on the College’s/program’s practica
policies. These policies include:
• Incomplete Grades before Entering a Practicum
• Reinstatement in a Practicum
• Withdrawing From A Practicum Or Internship
• Grievous Behavior at Placement
• Student Employment at Placement Site
• CORI (Criminal Offender Record Inquiry) and Other Background Checks
L. Academic Records
The Office of Academic Records and Registration maintains the academic
transcript of each student. A student’s transcript is available to a student upon
written request. An official transcript bears the seal of the College and the
signature of the Registrar. A transcript issued directly to a student is designated
“Issued to Student.” To obtain a copy of his or her transcript, a student must
complete the Transcript Request form available in the Office of Academic
Records and Registration and pay a $2.00 fee for each transcript requested. To
obtain an official transcript, a student must also have satisfied his or her financial
obligations to the College.
A file for every student is maintained in the Office of Academic Records and
Registration and in the Office of Academic Advising and Academic Assistance.
Students may inspect these files upon request.
M. Degrees, Diplomas and Graduation Ceremony Participation
Wheelock College confers degrees three times per year in May, August, and
December. Wheelock conducts its graduation ceremony on the Boston campus
each May to celebrate as a community the achievements of its degree recipients
and program completers.
Students who are not degree recipients or program completers are eligible to
participate in the graduation ceremony if they are within four credits of the total
required course credits and successfully demonstrate completion of all non-course
degree requirements.
Complete information regarding diplomas, the process of degree completion, and
academic eligibility to participate in the commencement ceremony is available
from the Office of Academic Records and Registration.
Licensure and Certification Information
Child Life Specialist/Child Life Professional Certification
Certification as a Child Life Specialist is available through the Child Life Council
(CLC). To become a Certified Child Life Specialist (CCLS) students must pass an
examination that is administered by the CLC two times per year in May and
November. To be eligible to take the examination, the student must have received
a baccalaureate degree or be in the final semester of study towards a baccalaureate
degree. All eligibility requirements must be completed by the time of application
to take the examination. Once eligibility is approved, the student may take the
certification examination. The student may take this examination as many times
as he or she needs to pass it, as long as the current eligibility requirements are
met. For more information on Child Life Certification requirements, contact the
Child Life Council at Child Life Council, Inc., 11820 Parklawn Drive, Suite 240,
Rockville, MD 20852-2529, or via their web site at www.childlife.org, or call
301-881-7090.
Educator Licensure/Massachusetts Department of Elementary and Secondary
Education Licensure
Wheelock students who complete a post baccalaureate licensure or master’s
program that is approved for Initial Educator Licensure in Massachusetts
(including passing state licensure examinations), are eligible for institutional
endorsement for that license in Massachusetts. Once a teacher is employed in a
position that requires the Initial License, the license is activated and valid for
employment in Massachusetts for up to five consecutive years. Within five years
after the license is activated, it must be advanced to a Professional level. The
Professional license can be renewed every 5 years indefinitely. Requirements for
Professional Licensure include three years of teaching in the field and at age/
grade level of the Initial License after being eligible for that license; mentoring in
the first year of teaching with the license; 50 hours of supervised experience
beyond the first year of mentoring; and course work approved by the state for
Professional Licensure, including any master’s degree in a content area of the
license or a number of state approved 12-credit course clusters developed and
approved for specific licenses.
Undergraduate and graduate state-approved and nationally recognized
(accredited) teacher preparation programs offered at Wheelock lead to
institutional endorsement for the Massachusetts Initial Teacher License in three
graduate areas and one advance specialist license:
• Early Childhood: Teacher of Students With and Without Disabilities
(PreK-2)
• Integrated Elementary/Special Education (1-6/PreK-9) at the graduate level
only
• Advanced Specialist, Initial Teacher of Reading license (All Levels)
Early Childhood Credential Requirements/Massachusetts Department of Early
Education and Care (DEEC)
Wheelock graduates of baccalaureate and post-baccalaureate Early Childhood
Programs can use courses and supervised practica from their programs to apply
for lead teacher and director credentials issued by the Department of Early
Education and Care.
The Massachusetts Department of Early Education and Care (DEEC) has
established prerequisite educational and job experience requirements for
individuals working in child care centers, nursery schools and private
kindergartens. The DEEC credential indicates that an individual meets these
criteria and, therefore, is eligible to be employed in specific roles within child
care settings. Wheelock College has individual courses and programs that meet
the requirements for the DEEC credentials required for the following positions:
Teacher:
Must be at least 18 years of age or have a high school diploma or equivalent AND
have 3 credits or 4 CEU credits in Child Development (birth to 8 years of age)
and 9 months of supervised work experience or one practicum with children under
7 years of age, three months of which must be with infants or toddlers for Infant/
Toddler Teacher, and with preschoolers for Preschool Teacher.
Infant/Toddler Lead Teacher:
B.S. or B.A. or advanced degree in ECE or related field of study; 12 credits or
equivalent CEUs in early childhood or a related field of which 3 credits or
equivalent CEUs must be in either curriculum, program planning or classroom
management, and 3 credits or equivalent CEUs must be in a course in child
development (birth to 8 years) and 3 credits or equivalent CEUs must be in a
course related to the care of infants and toddlers; and 18 months of supervised
work experience with children under 7 years of age, six months of which must be
with infants and toddlers.
Preschool Lead Teacher:
B.S. or B.A. or advanced degree in ECE; PreK-3 Certification from DOE, or in a
related field of study; 12 credits in early childhood or a related field of which 3
credits or equivalent CEUs must be either curriculum, program planning or
classroom management, and 3 credits or equivalent CEUs must be in a course in
child development (birth to 8 years); and 18 months of supervised work
experience with children under 7 years of age, six months of which must be with
preschoolers.
Director:
Must meet the requirements of lead teacher; have 6 months of work experience
after meeting lead teacher qualifications; and must have at least 6 additional
credits or equivalent CEU credits in courses covering either day care
administration, business or management.
Definition of a Practicum for EEC credential
Completion of 150 hours, over an 8-week period, of direct work with infants/
toddlers or preschoolers, supervised by personnel from an institution of higher
learning, with at least three site visits, and placement with at least a Lead Teacher
qualified staff member. One practicum may substitute for 9 months of work
experience. The practicum must be verified on the Verification of Work
Experience form and listed on a transcript. Verification may be from the
placement or the institution of higher learning.
For more information about credentials for child care providers and center
directors certification, or to receive an updated listing of the current child care
certification requirements, see the Department for Early Education and Care website at www.eec.state.ma.us or contact them at 51 Sleeper Street, 4th Floor,
Boston, MA 02210. You may also call the DEEC at (617) 988-6600; fax at (617)
988-2451; and TTY at (617) 988-2454.
Approved Masters Program for Professional Licensure
Wheelock College offers one full master’s program approved for initially licensed
teachers who seek Professional Licensure in Massachusetts. Teacher of Reading
Masters Degree (for teachers with Initial Licensure in one of the following areas:
Early Childhood, Elementary, English Language Learners, or Moderate
Disabilities), is also nationally recognized by the International Reading
Association (IRA). Any teacher applying for the Teacher of Reading master’s
program, must provide a copy of his/her initial teacher license with the
admissions materials and a letter from a principal on school letterhead verifying at
least one year of teaching under that initial license for the admissions review.
Advanced Course Clusters for Professional Licensure
The college offers three state-approved 12-credit course clusters for teachers who
hold a masters degree in any field and an Initial teacher license they want to
advance to the Professional level. Three years of experience under their Initial
license are required for Professional Licensure, in addition to state requirements
for mentoring in the early years of teaching. The clusters also offer teachers new
initial level content for a variety of purposes. The three Wheelock 12-credit
clusters are:
English Language Learners/English as a Second Language (for advancement of
licenses in Early Childhood, Elementary, or Moderate Disabilities);
Reading (for advancement of licenses in Early Childhood, Elementary, Moderate
Disabilities, or English as a Second Language);
Special Education (for advancement of licenses in Early Childhood, Elementary,
or English as a Second Language).
The School of Education, Social Work, Child Life and Family Studies offers
several masters programs that can be combined with the 12-credit clusters to serve
the professional development and licensure needs of teachers with an Initial
license and who do not have a masters degree. These programs would also offer
initial preparation in a complementary field of study. The programs are the
Masters in Early Care and Education, Educational Studies, Language and
Literacy, and Child Life.
For state licensure requirements contact the office of the Dean or Education,
Social Work, Child Life and Family Studies (or the Massachusetts Department of
Elementary and Secondary Education website at www.doe.mass.edu/educators).
Social Work/Social Worker Licensure: Massachusetts Board of Registration Of
Social Work
Social Work is a legally regulated profession in Massachusetts and in most states.
The nature of the regulation varies somewhat from state to state. The most
common form, as in Massachusetts, is licensure, although some states have
certification. Technically, what is usually regulated is practice under the title of
“social worker.” Not all states have all levels, and the terminology varies. Some
states license only more advanced clinical practice. In Massachusetts, the
licensing levels are as follows:
LSWA. Licensed Social Work Associate. Associate level (associate degree in
human service field or baccalaureate degree in any field).
LSW. Licensed Social Worker. BSW-Basic level (baccalaureate degree in social
work plus passing LSW licensing exam).
LCSW. Licensed Certified Social Worker. MSW-Intermediate level (master’s
degree in social work plus passing LCSW licensing exam).
LICSW. Licensed Independent Clinical Social Worker. Advanced level (master’s
degree in social work plus two years of LICSW-supervised post-master’s degree
practice experience plus passing advanced licensing exam). This is the level that
is most likely to be recognized by insurance companies as eligible for
reimbursement for professional services.
Students should always investigate the specific licensure regulations in the state in
which you intend to practice. Contact the National Association of Social Workers
at www.socialworkers.org or the Association of Social Work Boards at
1-800-225-6880 or www.aswb.org.
Massachusetts Licensing Regulations for Social Work
To practice social work, persons must be licensed in the state of Massachusetts. In
addition, all others who have the title “social worker,” or who refer to themselves
as practicing social work, must be licensed unless they are county, state, or
municipal employees. Practicing social work without a license is punishable by
fine and/or imprisonment, as is performing functions reserved for a higher
licensing level. For more information on these licensing requirements, please visit
www.naswma.org.
MTEL Policy at Wheelock College
According to Massachusetts law and regulations, to obtain an Initial License to
teach in Massachusetts public schools, candidates must complete a state approved
program of study and pass the Massachusetts Tests for Educator Licensure
(MTEL). The tests are license-specific and the purpose of these exams is to ensure
that each licensed educator has the knowledge and skills essential to teach
effectively in Massachusetts public schools.
Students entering a post-baccalaureate or Master’s Program leading to a
Massachusetts Teacher License must pass the Communication and Literacy Skills
exam and the appropriate Subject exam(s) prior to entering their capstone or
portfolio course as designated by their program. It is recommended that students
take the MTEL as advised, and as early as possible in their program. For graduate
students, only the Foundations of Reading Test should be delayed until related
course work is completed.
Students in a graduate educator licensure-only program not leading to a Master’s
degree are required to pass all required MTEL exams prior to entrance into the
program with one exception. A passing score on the Foundations of Reading
exam is required prior to entering the capstone course.
MTEL Test Preparation Resources
The College has developed an extensive system of review sessions and support
courses specifically for MTEL preparation support. A sequence of courses,
including writing courses, is identified that should enhance students’ ability to
perform well on the exams if additional content knowledge is needed, in addition
to test taking preparation or general content review. Wheelock students have an
obligation to work with faculty members and advisors to develop an MTEL
preparation plan and to fully utilize the College’s resources. Additional
information about the MTEL and Wheelock’s support system is found on the
College website at www.wheelock.edu . Beginning in 2009, Wheelock MTEL
preparation support is also available to the public on a fee basis.
2008-2009 Program Completer Information
The following table summarizes the MTEL pass rates for the program completers
in academic year 2008-2009 as reported in the 2008-2009 Annual Institutional
Report. Program completers are defined as individuals who have completed all
the requirements of a state-approved teacher preparation program.
Pass Rates:
Basic Skills: Communication and Literacy
Reading 100%
Writing 100%
Aggregate 100%
Academic Content Areas
Early Childhood 100%
Foundations of Reading 100%
General Curriculum 100%
Aggregate 100%
Teaching Special Populations
Aggregate 100%
Summary Pass Rate* 100%
* The Summary Pass Rate represents the percent of program completers who have
passed every portion of the test they have attempted. Students may take each
section of the test as many times as necessary to obtain a passing score.
The faculty and administration of Wheelock College are committed to preparing
exemplary classroom teachers. Wheelock allows students (depending on their
individual program requirements) to enter education degree programs without
having first passed the MTEL, but all candidates must pass the required
examinations by specific points within their preparation programs, as articulated
in the institutional MTEL policy in place since fall 2001 for undergraduate
programs and since fall 2002 for graduate programs. Wheelock faculties believe
that successful passage of the test is only one measure of a potentially successful
teacher. The coursework students will complete and the test support system the
College has in place are designed to help students achieve their goals. While a
student’s success on the MTEL is only one part of becoming a classroom teacher,
it is an important and necessary part, and the College supports students in
numerous ways to help them be successful.
Courses of Instruction
The academic programs are organized into two schools: Arts and Sciences and
Education, Social Work and Child Life and Family Studies. Specific requirements
for programs are detailed in the Undergraduate and Graduate Academic Programs
sections of this catalog.
The courses described here are expected to be offered during the next three years.
Students should consult the Course Offerings published each semester to
determine the availability of courses. Co-requisites, prerequisites and enrollment
policies, as well as information about fulfilling undergraduate General Education
requirements, follow each course description.
Through the Colleges of the Fenway, full time undergraduates, beginning in the
second semester of their matriculation, may enroll in up to two courses per
semester at the other colleges: Emmanuel College, Massachusetts College of Art,
Massachusetts College of Pharmacy and Allied Health Sciences, Simmons
College, or Wentworth Institute of Technology. Cross-registration information
and forms are available in the Office of Academic Records and Registration or
Colleges of the Fenway website.
Course Numbering System
Introductory courses have no prerequisites and are usually taken by students in
their first or second year of college (for undergraduate students) and during the
first semester (for graduate students).
Intermediate courses require some prior knowledge in the field and are usually
taken by sophomores and juniors (at the undergraduate level) or second or third
semester (at the graduate level). Prior knowledge can be obtained through
prerequisite course work and/or experience. In the case of “prior experience,”
permission of the instructor is required for admission to the course.
Advanced courses in the Arts and Sciences assume significant exposure to the
field, usually represented by completion of at least one-half (four) of the courses
required for the major. Advanced courses in both the Arts and Sciences and the
Professional Programs require well-developed analytical skills and provide more
in-depth exposure to theories, research and work with primary sources. Such
courses are usually taken by juniors and seniors (at the undergraduate level) and
in the last semesters of graduate programs.
100 level courses include the Human Growth and Development course and other
General Education requirements.
200 level courses are either introductory or intermediate courses in the Arts and
Sciences and Professional Programs. They may fulfill college requirements or be
taken as electives.
300 level courses are specialized courses in the Arts and Sciences and
Professional Programs. They may fulfill requirements or be electives in either
area.
400 level courses consist of core requirements in the majors; seminars that
accompany a student teaching/practicum experience; and Independent Study,
Honors Tutorial, and Individualized Plans of Study.
500-800 level courses are graduate level courses.
Course Prefixes
ACD Academic Support
AST American Studies
AMT Arts
CLF, CLP, Child Life
CFS, CFP Child and Family Studies
COM Communications
EDU, EDP Education
ENG English
ENV Environmental Studies
HDF, HDV Human Development
HDA Human Development/Anthropology
HDP Human Development/Psychology
HDS Human Development/Sociology
HIS History
HUM Humanities
JJA, JJP Juvenile Justice and Youth Advocacy
LPA, LPP, LPS Leadership, Policy and Administration
LSC Life Science
LIT Literature
MAT Mathematics
MSC Mathematics/Science
MLE, MLP Multilingual Education
MUS Music
ORL Organizational Leadership
PHL Philosophy
PSC Physical Science
PRO Inter-professional Courses
RDG, RDP Reading/Language and Literacy
RES Research
SWK Social Work
SPE, SPP Special Education
SBD Sports-Based Youth Development
THE Theatre Arts
VIS Visual Arts
Academic Support
ACD 305/505
MTEL Preparation–Elementary Education Subject Review
0 credit
This course reviews the subject matter included in the Massachusetts Tests for
Educator General Curriculum Subject Exam. Topics include Introduction and Test
Strategies, Child Development, Science, Math, Social Studies, Language Arts,
Reading.
ACD 306/506
MTEL preparation – Early Childhood Education review
0 credits
This course reviews the content included in the Massachusetts Test for Educator
Licensure Early Childhood Exam.
ACD 310/510
MTEL Preparation–Foundations of Reading Review
0 credit
This course reviews content related to the teaching of reading included in the
Massachusetts Tests for Educator Licensure Foundations of Reading exam.
Topics include phonemic awareness and phonics, reading assessment, including
miscue analysis and running records, and reading comprehension instruction.
ACD 507
MTEL Preparation–Reading Specialist Subject Review
0 credit
This course reviews the subject matter included in the Massachusetts Tests for
Educator Licensure Reading Specialist test. Topics include introduction and testtaking strategies, reading development, assessment, reading instruction, roles of
the reading specialist. Enrollment is limited to students enrolled in the master’s
program in Teacher of Reading. Prerequisites: RDG 618 Literacy Across the
Curriculum and RDG 622 Individualized Instruction in Literacy.
American Studies
AST 140
Media and Race in American Society
4 credits
Introduces students to a multicultural analysis of media theory, content, and
effects. Explores how racial and racist perceptions of people of color shape
cultural norms, attitudes, and practices. Course will cover a wide range of media
forms such as Hip-Hop, advertisements, movies, and reality TV. General
Education: Self & Society and Perspectives on Diversity. For students entering
prior to September, 2010: Social Science. Introductory.
AST 150
Introduction to American Government
4 credits
Analyzes institutional development of American national government,
Massachusetts politics, emphasizing the presidency, Congress, and the Supreme
Court. Topics include interaction of the three branches of government, the history
of politics in the United States, political parties, and interest groups. Focuses on
current events and public policy issues. For students entering prior to September,
2010: Social Science Introductory.
AST 160
American Identities
4 credits
Introduction to interdisciplinary American Studies. Explores the history, reality,
ideology and meaning of American identity. American identities as shaped by
such factors as place, work, family, political systems, religion and education.
Focus on how American identities both shared and individual are formed by race,
class, gender and ethnicity. General Education: Self & Society or Historical
Perspectives and Perspectives on Diversity. For students entering prior to
September, 2010: US History, Civilization, and Culture. Introductory.
AST 220
Coming to America
4 credits
Places immigrant narratives into the broader context of immigration policies that
shaped immigrant communities. Analyzes current rise in hate crimes and growing
anti-immigrant sentiment. Topics include how immigration policies have been
influenced by economic interests, demand for labor, war, colonization nativism
and xenophobia. Uses oral histories, poetry, and multi-media resources. For
students entering prior to September, 2010:: US History, Civilization, Culture
Multicultural requirement. Intermediate
AST/HDA 225
Anthropology of American Men
4 Credits
Examines the social and cultural construction of masculinity in the United States
using the theories and methods of Anthropology. Topics include race, class,
ethnicity, and religion; popular images of American men (e.g., movies,
magazines, sports, jokes); relationship of US manhood to sexuality, war, and
women. Some comparison to other cultures. General Education: Perspectives on
Diversity, Self & Society and Historical Perspectives. For students entering prior
to September, 2010: Social Sciences.
Intermediate.
AST 256
Gender and Politics
4 Credits
Explores how gender influences and shapes political campaigns, ideologies and
candidates. Sets gender within the wider historical framework of America as a
multicultural society. Examines role of women change agents in American
politics such as Eleanor Roosevelt and Hilary Rodham Clinton. Topics include
abortion, affirmative action, gay marriage and civil rights. For students entering
prior to September, 2010: Social Sciences.
Introductory.
AST 257
Race in America
4 Credits
Analyzes history and meaning of race in America. Interdisciplinary, including
fiction, philosophy, historic documents, laws, and popular culture. Focus on
Native American, African American, Asian American, and Latino experiences.
Topics include Indian removal policies, slavery, creation of “whiteness,”
eugenics, immigration exclusion laws, 1960s civil rights movements, and
contemporary meanings of race. General Education: Perspectives on Diversity
AND Upper Level Writing (after ENG 111) AND Ethics & Social Justice OR
Historical Perspectives OR Perspectives on Diversity. For students entering prior
to September, 2010: .US History, Civilization Culture requirement. Upper level
writing (after ENG 111). Multicultural requirement. Intermediate.
AST 258
Religion in America
4 credits
Investigates different religious traditions in the United States, past and present,
while studying social science theories of religion. Topics include: Why does
religion exist; how different religions assimilate or resist citizenship; the tension
between “religious freedom” and the “common good”; consumerism and religion;
religions in Boston; what does religion do for us that so many Americans are
religious; does truth matter, and are there ‘fake’ religions? General Education:
Self and Society, Historical Perspectives, Perspectives on Diversity. Intermediate
course.
AST 265/365
Studies in American Popular Culture
4 credits
Provides examples, context, theories, and methodologies for understanding the
development and meaning of American popular culture. Particular focus on
gender, race, and ethnicity. Emphasis on analysis of culture from different
mediums, including popular literature, film, music, and television. Organized
historically, and by medium. General Education: Perspectives on Diversity AND
Upper Level Writing (after ENG111) AND Historical Perspectives. Prerequisite:
AST 160 or by permission of instructor. Intermediate/Advanced.
AST 285
In the Best Interest of the Child (formerly Children and Families in American Society)
4 credits
Provides students with the historical knowledge, skills and dispositions to
understand the lives of children. Topics include childhood in Puritan America,
childhood in slavery, origins of Head Start, kindergartens, and role of science in
understanding children. Uses varied sources including literature, cultural and
social history, social work and social policy. Prerequisites: Course in Human
Development, History or American Studies, or by permission of instructor.
Intermediate.
AST 290
History, Culture and Spirituality of West Africa
4 credits
A travel/study course on West African culture, history and spirituality with a 2week international service learning component. Study and experience 2 West
African countries, Ghana and Bénin that have been pivotal historically and
culturally to the development of the US and other countries in the Americas.
General Education: Perspectives on Diversity For students entering prior to
September, 2010: Multicultural Intermediate.
AST 332/HDS 332
Feminist Theories: Controversies and Current Issues
4 credits
Examines different ways feminists analyze patriarchal society and women’s place
within it. Emphasis on debates within feminist theory, ranging from radical to
post-modern. Selected topics of controversy include pornography, reproductive
technologies, racism, prostitution, and masculinity. Takes a multicultural
perspective on women’s experiences. Focus on ways feminists translate theory
into practice. Prerequisite: course in Human Development, History or American
Studies, or by permission of instructor. General Education: Upper Level Writing
(after ENG 111), Self and Society, Ethics and Social Justice, Perspectives on
Diversity. For students entering prior to September, 2010: Upper Level Writing
(after ENG111) Advanced.
AST 403 (formerly AST 402)
Senior Seminar in American Studies
4 credits
Explores the richness of scholarship in American Studies. Using theories and
methodologies adopted in the social sciences and the Humanities, students
examine specific time periods, such as the 1950s or specific topics, such as the
social construction of whiteness or the nature of work in capitalism. Prerequisites:
AST 160 and at least one intermediate AST course or by permission of instructor.
Advanced.
AST 410
Internship in American Studies
Builds upon student’s focus and provides experience in a field of the student’s
choice. Students gain deeper understanding of role of cultural institutions in
American Society, such as museums, media organizations and activist based
organization. Location decided in consultation with advisor. Placements are 10
hours a week. Discussion group accompanies fieldwork. Open to American
Studies majors only. Prerequisite: Juniors and Seniors only. Advanced.
Arts
AMT 101
Introduction to the Arts
4 credits
Introduces the world of arts and the vocabularies of music, theatre and visual arts.
Using a multi-disciplinary approach, offers opportunity to be creator, performer,
audience member, critic. General Education: Creativity & the Arts. For students
entering prior to September, 2010: Arts.
Introductory. Open only to first-year and sophomore students Offered: Fall
AMT/PHL 254
Aesthetics: Philosophy of the Arts
4 credits
Explores the experience associated with art, and considers the nature of artistic
expression and of creativity. Through reading of selected philosophical texts,
pursues an understanding of how we produce, perceive, and respond to art. Field
trips to museums or performances. Required for Arts Majors. General Education:
Upper Level Writing (after ENG 111) Intermediate. Prerequisite: ENG 111 and
one course in the arts or philosophy. Offered: Fall,
AMT 412
Internship in the Arts
4 credits
Offers professional experience in an arts field of the student’s choice. Provides a
context for understanding the meaning of the arts in people’s lives. Placements for
the internship are 150 hours per semester. Open to Arts Majors only. Advanced.
Prerequisites: Arts Major, Junior or Senior Status, permission of department chair.
Offered: Fall, Spring
Child and Family Studies
CFP 420
Practicum and Seminar in Human Services
4 credits
A 150-hour supervised practicum chosen from a variety of settings and a biweekly seminar. Undertake responsibilities suited to site’s priorities and needs
and students’ knowledge, skills, and learning goals. Explore organizational
dynamics, community contexts, resources, and direct service goals. Prerequisite:
Completion of WLCE, CFS 340 and GPA of 3.0.
CFP 603
Practicum and Seminar I: Family Studies
3 credits
A 150-hour supervised practicum in urban or suburban settings serving children
and families, ranging from early childhood home visiting, school, health or social
service, center-based consultations or workshops, to program development and
public policy. Collaborate as interdisciplinary team member. Participate in
monthly individual and group supervision and seminar. Offered: Fall and Spring.
(Open only to students enrolled in the Certificate in Parenting Education.)
CFP 605
Practicum and Seminar II: Family Studies
3 credits
Advances the student’s career and learning goals by providing a second, 150hour, supervised practicum in family support and parenting education settings.
Participate in monthly individual and group supervision and seminar. A 10-12
hour/week, non-paid, on-the-job practicum is sometimes possible. Prerequisite:
CFP 603. Offered: Fall and Spring.
CFS 240
Helping Children with Grief & Loss
4 credits
Explores developmental understandings of death and how children cope with grief
and loss. Prepares students to help children with life-threatening conditions and to
facilitate the bereavement needs of children who experience the death of a sibling,
parent, relative, or friend. Prerequisite: HDP 120-123 or HDP 124-127.
CFS 340
Introduction to Human Services
4 credits
Critically examines relationships between U.S. public policies and human
services across the lifespan in health, mental health, education and social welfare.
Identifies occupations and practitioners’ roles, responsibilities and challenges.
Explores partnerships that build upon clients’ strengths. Opportunities to advocate
for social change. Prerequisite: HDP 120-123 or HDP 124-127.
CFS 504
Assessment of Development in B-3
3 credits
Examines procedures for formal and informal assessment of physical, cognitive
and language development in children ages birth to 3. Critical issues in early
developmental assessment are identified and addressed. Opportunities for
supervised practice in assessment are offered. (Prerequisites: A course in child
development, or equivalent, and HDF 502, or permission of instructor.)
CFS 506
Neurobehavioral Assessment of the Newborn
1 credit
Theoretical and conceptual framework of the Brazelton Assessment Scale
presented through discussion, films and demonstration assignments. Use of the
scale in research, intervention and clinical practice is addressed. Emphasis on
adapting the scale for use with high-risk families and as an adjunct to other
assessments.
CFS 510
Child and Adolescent Mental Health
3 credits
Provides an overview of psychopathology, DSM IV assessment and differential
diagnosis, etiological theories, and implications for treatment of child
psychopathology.
CFS 514
Curriculum Development B-3
3 credits
Planning individualized learning experiences across the four domains in Early
Intervention, Child Care, or other settings. Designing of activities that evaluate
learning environment and examine culture and family-centered care. Special
program design in curriculum development. Prerequisite: HDF 502. Must be
taken as a prerequisite to or concurrently with CFP 612.
CFS 516
Curriculum/Program Planning in EI
3 credits
Focuses on program issues of models of service delivery, program evaluation and
efficacy studies, policy development, and advocacy in early intervention.
Curriculum resources and intervention strategies for infants and toddlers with
special needs are reviewed with emphasis on interdisciplinary planning and
implementation. Prerequisite: CFS 504 or permission of instructor.
CFS 602
Family Interaction
3 credits
Examines current theories of family dynamics, communication patterns, and
member roles, e.g., siblings, within a particular family systems. Students utilize
personal experience as family members to explore the effects of family
interactions on individual and family development, adaptation to stressors, and
relationships with school, work and other settings.
CFS 604
Family Systems: Theory and Practice
3 credits
Includes historical overview of family systems theories. Differentiates key
concepts and their applications to research on families and to therapeutic models,
clinical issues and outcomes. Explores families’ interdependent relationships and
their influence on individuals and sub-systems, such as couples.
CFS 606
Family Support: Child Special Needs
3 credits
Families of children, 0-12, with special needs have legal rights and
responsibilities. Explores parent-professional partnerships, informal and formal
family support networks, and ways parents, siblings, extended family, and friends
contribute to a child’s development. Analyzes family-centered care principles as
they apply to home, school, medical, and other settings.
CFS 608
Multicultural Perspectives on Family
3 credits
Analyzes family relationships throughout the life cycle as revealed in
contemporary novels, plays, and biographies, further informed by research on
ethnicity and family systems. Examines ways cultural values, beliefs and practices
are embedded in the parenting process and influence children’s development,
parenting behaviors, and family identities. Fulfills core requirement in
multiculturalism.
CFS 612
Family and Culture
3 credits
Draws upon readings in anthropology, sociology and psychology to illuminate
different dimensions of family life within and outside the U.S. Explores one’s
own and other’s cultural influences in how families carry out functions across
generations. Cross-cultural research informs student projects in which a particular
culture is studied in depth. Fulfills core requirement in multiculturalism.
CFS 614
Perspectives on Parenting
3 credits
Explores topics including parenthood and adult development, parent-child issues,
child-rearing practices, varieties of parenthood experiences, challenges for
children and their parents, parents’ involvement in their child’s learning and the
dynamics of family life. Parenting education materials and family support
services explored.
CFS 617
Bereavement Care
3 credits
Examines theories about loss and bereavement and individual responses to
various types of losses. Prepares students to provide bereavement interventions
for individuals and groups.
CFS 618
Contemporary Issues in Child and Family Studies
3 credits
Introduces students to contemporary and controversial issues related to the lives
of children and families, using the ecological approach as a framework.
Interdisciplinary faculty guest speakers select specific issues for analysis and
discussion.
CFS 622
Issues in Death and Dying
3 credits
Explores developmental, cultural, ethical, legal, and clinical issues in death and
dying. Prepares students to help families cope with life-threatening illness across
the lifespan.
CFS 630
Helping Children Cope with Stress
3 credits
Children’s coping skills, styles, and social support can buffer effects of stressors.
Explores concepts of resiliency, risk, and vulnerability within a developmental
framework. Stressors range from transitions such as starting kindergarten, to
threats of loss through divorce, illness, or death, and contending with systematic
barriers such as discrimination or poverty.
CFS 632
Cross Cultural Perspectives on Grief
3 credits
Examines cultural/global responses to illness and death including beliefs about
death, religious rituals, and care of the bereaved in the community. Fulfills core
requirement in multiculturalism.
CFS 737
Organizing and Leading Parent Groups
3 credits
Reviews principles of organizing and leading parent groups: assessing what
parents want to know; identifying curricula and preparing workshop content and
materials; balancing educational and therapeutic needs of a group; leadership
skills and styles to promote discussion and teach specific skills.
CFS 752
Techniques of Parent Counseling
1 credit
Links understanding critical parenting issues with skills in counseling techniques
for professionals in all disciplines who work with parents from diverse cultural,
linguistic and economic backgrounds. Explores methods for establishing trust and
for jointly assessing parents’ concerns, strengths, and goals. Includes vignettes
modeling a variety of counseling approaches.
CFS 753
Responding to Questions Parents Ask
1 credit
Focuses on the predictable issues of raising young children and on each family’s
own childrearing values, expectations, and styles. Explores how early care and
education in home, day care or preschool provides opportunities for parenting
education, including parent-to-parent support.
Child Life
CLF 210
Child and Family Health Systems
4 credits
Introduces research and literature on the psychosocial needs of children and
families in health care settings. Focuses on theories of development, play,
preparation, coping and delivery of family-centered care in the context of health
care. This is the first in a required three course sequence for matriculated child
life students.
CLF 350
Role of the Child Life Specialist
4 credits
Explores ways in which Child Life Specialists developmentally serve children
across the life span and from diverse cultural environments. Focuses on the child
and family’s responses to medical care and the philosophy of family-centered
care.
Students complete a 75 hour pre-internship placement in a health care setting.
Prerequisite: Completion WLCE, CLF 204, CLF 205, HDP 120-123, or HDP
124-127. Enrollment limited to junior level Child Life students.
CLF 355
Hospitalized Child in England
4 credits
Participate in a two-week intensive course surveying the psychosocial practice
and healthcare delivery within the UK. Through visits, seminars, and intensive
observation hours, students will be immersed in learning and gaining an
understanding of the clinical practice of play specialists in the UK.
CLF 421
Child Life Methods and Materials
4 credits
Explores relationships between child life play activities and child development
theories, stressing the acquisition of practical skills needed for child life
programming. Prerequisites: CLF 204, CLF 205 CLF 350. Child Life Internship
Core I. Taken concurrently with CLF 423 and CLP 472.
CLF 423
Issues and Processes Seminar
2/4 credits
Focuses on issues related to acute and chronic illness, hospitalization, the family
stresses associated with health care services, and resources to support the child
who is ill. The seminar is designed to support each student to integrate theory and
practice. Prerequisites: CLF 204, CLF 205 and CLF 350. Child Life Internship
Core I. Taken concurrently with CLF 421 and CLP 472. Students completing an
off-campus internship will receive an additional 2 credits.
CLF 452
Integrative Seminar in Child Life
2 credits
Examines the pre-professional experiences of students and considers their
transition into a professional role. Addresses administrative issues in child life,
including grant writing, program development, management, and evaluation.
Child Life Internship Core II. Taken concurrently with CLP 474.
CLF 632
Child and Family in Health Care
3 credits
Introduces research and literature on the psychosocial needs of children and
families in health care settings. Focuses on theories of development, play,
preparation, coping and delivery of family-centered care in the context of health
care. This is the first in a required three course sequence for matriculated child
life students.
CLF 670
Clinical Issues in Child Life
3 credits
Provides skills to plan, implement, document, and assess developmentally
appropriate child life interventions including coping with medical procedures,
family-centered care, ethics, expressive activities, crisis intervention, and pain
management. Open to matriculated child life students or permission of instructor.
CLF 770
Child Life Program Development
3 credits
Provides skills to plan, implement, document, and assess Child Life program
objectives and strategic planning, including child health systems, alternative
settings, grant writing, professional presentations, group dynamics,
interdisciplinary collaboration, and supervision. Open to matriculated child life
students or permission of instructor.
CLP 472
Child Life Internship
8 credits
Offers supervised work in child life with children and families in inpatient
hospital settings. Students integrate theory from Issues and Processes Seminar
into their planning for, and interactions with, children and families. Students are
in the field a minimum of 400 hours during the semester. Prerequisite: CLF 350
and LSC 153 or 302. Child Life Internship I. Taken concurrently with CLF 421
and CLF 423.
CLP 474
Alternative Applications of Child Life
4 credits
Provides a second, supervised experience in a health or non-health care setting.
Enables students to explore the application and adaptation of child life knowledge
and skills in alternative settings, including outpatient clinics, community health
centers, and home care programs. Prerequisites: CLF 421, CLF 423, and CLP
472. Child Life Internship II. Taken concurrently with CLP 452.
CLP 670
CL Internship/Seminar I 200-hour
3 credits
Provides a 200 hour supervised internship opportunity in a community, outpatient,
or primary care setting with focus on developing skilled based on the Child Life
Competencies. Students participate in a weekly process seminar at the college.
Prerequisite: CLF 632. (CLF 670 must be taken concurrently.)
CLP 671
CL Internship/Seminar I 400-hour
6 credits
Provides a 400 hour internship opportunity under the direct supervision of a
certified Child Life Specialist in a hospital setting with focus on developing skills
based on the Child Life Competencies. Students participate in weekly process
seminar at the college. Prerequisite: CLF 632. (CLF 670 must be taken
concurrently.)
CLP 672
CL Internship/Seminar II 200-hour
3 credits
Provides a second 200 hour supervised internship opportunity in a community,
outpatient, primary care, or alternative setting with focus on continuing to develop
and refine skills based on the Child Life Competencies. Students participate in
weekly process seminar at the college.
CLP 673
CL Internship/Seminar II 200-hour
3 credits
Provides a 200 hour internship opportunity under the direct supervision of a
certified Child Life Specialist in a community, outpatient, or primary care setting
with focus on developing skills based on the Child Life Competencies. Students
participate in weekly process seminar at the college.
CLP 674
The Hospitalized Child in England
3 credits
Provides a five-week summer experience. Complete a placement in London
pediatric hospital. Learn about the role of the Hospital Play Specialist and the
British health care system and how services are provided to a diverse society.
Supervision is provided by Wheelock College faculty. Students participate in a
weekly reflective seminar.
Communications
COM 101
Introduction to Media Production
4 credits
Discover the basics of digital media production, including graphic design, digital
photography, video production, and digital music production. Students will learn
to plan and complete a project from pre-production to finish. Students will learn
software skills for media production including Adobe Photoshop, In Design, and
Final Cut.
COM 140
Understanding Media, Creating Change
4 credits
Introduces students to social media and the ways that media messages can be used
to create change for families and communities. Students will learn strategies for
using media as a tool for organizing and facilitating social change. Project
planning will allow students to put what they learn into practice.
COM 150
Communication, Persuasion, and Propaganda
4 credits
Examine the ways that people communication and the impact that communication
messages have on our selves, communities, and society. Students be introduced to
the communication process, explore interpersonal and group communication, gain
a better understanding of how rhetoric is used to shape social norms, and political
realities. Introductory course.
COM 210
Video Production I
4 credits
Learn to produce digital video for TV web and mobile from project conception to
completion. Students will practice camera operation in field and on location
settings. Students will learn techniques for producing a variety of video formats,
and will demonstrate learning by writing, shooting and editing several short form
videos. Prerequisite: COM 101 or permission of the instructor. Intermediate
course.
COM 222
Designing the Digital Image
4 credits
Introduces computer imaging and its capacity to design and control the twodimensional page. Through use of various two-dimensional imaging software
applications, students learn to manipulate photographs, compose with text, and
develop image concepts in the digital arena. Intermediate . General Education:
Creativity & the Arts. For students entering prior to September, 2010: Arts.
Education
EDP 317
Elementary Prepracticum
1 credit
100-hour minimum prepracticum. Implement curriculum and assessments
designed in accompanying courses, and apply their knowledge of child
development and theories and principles of education in an elementary classroom.
Reflect upon and evaluate the impact of their teaching on children’s learning and
their own professional development. Prerequisites: Completion WLCE, EDU 255,
Mathematics sequence, MTEL Literacy and Communication Tests, EDU 306, 330
& 337. Corequisites: EDU 316, 321, and 323.
EDP 427
Early Childhood Practicum and Seminar (Grade K)
6 credits
Student teachers are mentored through performance-based assessment and
reflection in kindergarten classrooms. They apply early childhood theory to
practice, develop inclusive/integrated curricula, facilitate inquiry learning and
play, manage the classroom, and collaborate with families and professionals.
Examine social, legal, economic and political issues that impact early education.
Full semester practicum. Prerequisites: EDU 255, EDU 305, EDU 320 & EDU
327. Completion of WLCE. Taken concurrently with EDP 436 & EDU 328.
EDP 436
Teaching and Learning in the Kindergarten-Primary Grades
4 credits
Focus on children as active learners in developmental domains and content areas.
Students design, adapt, implement and assess inclusive, integrated curriculum that
is developmentally, culturally, linguistically and individually appropriate .
Emphasizes curriculum development and assessment responsive to children with
diverse cultural, cognitive, social, racial, ethnic, religious, class and linguistic
backgrounds. Prerequisites: Pass WLCE, pass MTEL Literacy and
Communication tests (for students seeking licensure), EDU 255, EDU 305, EDU
320 & EDU 327. Taken concurrently with EDP 437 & EDU 328.
EDP 437
Early Childhood Practicum and Seminar (Grade 1-2)
6 credits
Student teachers are mentored through performance-based assessment and
reflection in grade 1-2 classrooms. They apply early childhood theory to practice,
develop inclusive/integrated curricula, facilitate inquiry learning and play,
manage the classroom, and collaborate with families and professionals. Examines
social, legal, economic and political issues that impact early education. Full
semester practicum. Prerequisites: Pass WLCE and MTEL Literacy &
Communication Tests, EDU 255, EDU 305, EDU 320 & EDU 327. Taken
concurrently with EDP 436 & EDU 328.
EDP 447
Elementary Practicum
6 credits
Develops students’ skills in working with diverse children and integrating theory
and practice. Students assume increasing responsibility for designing curriculum,
teaching, and assessing children’s learning in a classroom setting. Students
evaluate all aspects of their teaching through ongoing reflection and conferences
with teachers and supervisors. Prerequisites: Passage EDU 316, EDP 317, EDU
321, EDU 323, & EDU 338. Corequisites: EDU 445 & EDP 446.
EDP 456
Teaching and Collaboration in Diverse Early Childhood Settings (B-6)
4 credits
Extends students’ knowledge of creating learning environments that foster
children’s development through collaborative play. Emphasizes interactive
teaching, formal and informal assessment, and individualized learning goals
developed using IFSPs and IEPs. Concentrates on inter-professional collaboration
with specialists from education, health, and social service perspectives and
partnerships with families from diverse backgrounds. Prerequisites: EDP 427/437,
436, and EDU 328. Taken concurrently with EDP 457.
EDP 457
Early Childhood Practicum and Seminar (B-6)
4 credits
Extends student skills to working with families and very young children with
varying needs and from diverse backgrounds and communities. Students set
teaching goals and evaluate their professional development to assume
responsibility for the preparation of the learning environments, management of
the program, and collaboration with families and allied professionals.
Prerequisites: EDP 427/437, 436 and EDU 328. Taken concurrently with EDP
456.
EDP 467
Kindergarten/Early Childhood Internship
2 - 4 credits
Offers an guided field experience in an early childhood setting linked to career
goals (e.g., kindergarten teacher, director, family relationship coordinator) or
specialties (e.g., early intervention, special education, bilingual education).
Includes opportunities to gain leadership skills through working in communitybased centers (e.g., North American Indian Center) or action research projects.
Taken concurrently with, or following, EDP 456 & EDP 457. Prerequisites:
completion of EDP 427 or EDP 437, EDU 436 & EDU 328.
EDU 474
Policy, Advocacy & Leadership in ECE
4 credits
Explores issues related to social justice and early education policy in a cultural
context. Analyses the process of change, leadership theories and the meaning of
advocacy. Emphasis is placed on understanding leadership skills and applying
them across roles and domains in the field. A community action project focuses
on the local early childhood sector and concludes the Capstone.
EDP 521
Practicum/Seminar: ECE PreK/K
Prac/Sem ECE P /K
3 credits
Provides opportunities to assume responsibility for preparation of curriculum in
inclusive preschool or kindergarten classrooms with children and families from
diverse backgrounds, using theories of child development and culturally
responsive, Developmentally Appropriate Practice. Seminar topics include:
ethical responsibilities, anti-bias practices, promotion of social competence,
management, and partnerships with families. (200 hours) May be taken as either
the first or second early childhood practicum.
EDP 526
Practicum/Seminar: ECE 1st/2nd
3 credits
Provides opportunities to assume responsibility for preparation of curriculum and
management in inclusive first or second grade classrooms with children and
families from diverse backgrounds, using theories of child development and
culturally responsive Developmentally Appropriate Practice. Seminar topics
include: ethical responsibilities, anti-bias practices, promotion of social
competence, management and partnerships with families. (200 hours) May be
taken as either the first or second early childhood practicum.
EDP 530
Field Experience/Seminar: ECE
3 credits
Provides opportunities to assume responsibility for preparation of curriculum and
management in early childhood care and education settings with children and
families from diverse backgrounds, using theories of child development and
culturally responsive, Developmentally Appropriate Practice. Seminar topics
include: ethical responsibilities, anti-bias practices, promotion of social
competence, management, and partnerships with families. (300 hours)
EDP 531
Extended Field Experience in Early Childhood Education
1-3 credits
Provides students with an individualized, guided field experience in an early
childhood setting that is linked to career goals or their chosen focus of study.
Students may choose to extend their previous practicum experience or they may
choose to diversify their experience in a different setting. Students construct an
independent study plan and select a site in consultation with their academic
advisor and their Wheelock field supervisor. (100-300 hours.) Prerequisite: EDP
530: Field Experience and Seminar in Early Childhood Education.
EDP 535
Elementary Practicum
3 credits
Students assume increasing responsibility for curriculum, management, teaching
diverse learners, children’s learning, and relationships with children, parents and
school personnel. Assessment of teaching through reflection and supervisory
consultations. Demonstration of competencies for Initial Licensure required.
EDU 201
Orientation to the Education Programs
0 credits
Orients students to early childhood, elementary education, and special education
concentrations. Presents the Standards for the Education Programs. Describes the
portfolio process for assessing progress toward meeting these standards. Explains
the process for meeting the Massachusetts Tests for Educator Licensure
requirements. Required for all undergraduate education students.
EDU 255
Racial and Cultural Identities
4 credits
Introduces the critical study of race, culture, and identity. Explores theories to
help students examine their own socialization and understanding of race,
ethnicity, culture, and identity. Considers political, social, cultural, historical,
economic, and power dynamics as a context for interpreting interpersonal and
structural relationships. General Education: Ethics & Social Justice
EDU 228
Civic Issues, Skills and Engagement
4 credits
Investigates social justice issues embedded in community centered experiential
learning. Knowledge of a community is examined in relation to larger issues
including access, power, and inequities. Leadership and academic content are
rooted in student directed projects. Communication, collaboration, problemsolving, and advocacy skills develop in planning and implementing civic service
projects. Enrollment requires permission of the instructor.
EDU 250
Supporting Yng Children w/Sp. Needs and Their Families
2 credits
Examines programs and services for infants and toddlers who have special
learning and developmental needs and their families within a family-centered
framework. Recommended practices for programs based on special education lens
and policy including the process for developing and implementing the IFSP
through a transdisciplinary model will be studied. Prerequisites: HDP 120/121 or
HDP 124/127, HDP 227, EDU 365, EDU XXX (Curriculum and Program
Development for Infants and Toddlers.)Co-requisites: EDU 420.
EDU 305
Principles of Inclusive Early Childhood Education
4 credits
Considers theoretical principles underlying developmentally appropriate practice
in regular, special and inclusive education and how they inform practice, e.g.,
curriculum, environment, teachers’/children’s roles. Models and analyses active,
play- and inquiry-based, and individualized learning. Emphasizes diverse social
and cultural factors in teaching/learning. Includes 25 hour practicum in school and
community settings. Prerequisites: Completion WLCE, EDU 201, EDU 255 and
HDP 120/121 or HDP 124/125.
EDU 306
Introduction to Elementary Teaching
4 credits
Introduces history, philosophy, and theories of education. Develops teaching and
learning skills for diverse learners in diverse communities. Explores assessment
and use of field observations. Analyzes relationships among families, schools, and
communities; intricacies of social justice; ethnicity and family; and legal aspect of
working with children who have special needs. Prerequisites: Completion WLCE,
HDP 120/121 or HDP 124/125, & EDU 255.
EDU 315
Quality Infant-Toddler Programs
4 credits
Examines therapeutic, educational and developmental programs serving young
children and families, including but not limited to early intervention, hospital
programs, family/home care providers, and center-based/Early Head Start
services. Organizational structure and funding, legal and philosophical
foundations for delivering services, and research and regulations that determine
‘best practices’ will be analyzed. Prerequisites: Pass WLCE, HDP 120/122 and
121/123 or HDP 124/127, EDU 201, EDU 255, EDO 305, HDP 257l Pre or Corequisite: HDP 227 Language Development.
EDU 316
Elementary Curriculum Development
3 credits
Explores influences of educational, psychological, political, and sociological
theories on curriculum development. Analyzes interactions between community
and school cultures and pedagogical practices. Uses Massachusetts Curriculum
Frameworks in planning and evaluating lessons, units, and assessments of
children’s understandings. Prerequisites: Completion of WLCE, Mathematics
Sequence, EDU 255, EDU 306, EDU 330 & EDU 337, MTEL Literacy and
Communications Test. Corequisites: EDP 317, EDU 321, and EDU 323.
EDU 320
Mathematics for Young Children
4 credits
Explores the content and methods of teaching mathematics to all young children
from 3 to 8 years. Course topics include concept development in mathematics;
assessment; prenumber development; number sense; problem solving; patterns
and functions; graphing; measurement; fractions and geometry. Students design,
evaluate, and adapt mathematical curriculum. Prerequisites: Completion of
College requirement in Mathematics, EDU 201, EDU 255, HDP 120/121 or HDP
124/125.
EDU 321
Elementary Science/Technology
2 credits
Elementary science concepts and topics appearing in the Massachusetts Science
and Technology/Engineering Curriculum Frameworks. Explores teaching
strategies that build children’s understanding of, and skills in science inquiry.
Prerequisites: EDU 306, 330 & 337. Corequisites: EDU 323, 316, and EDP 317.
EDU 323
Elementary History/Social Sciences
2 credits
Examines elementary history and social science content as presented in the
Massachusetts History and Social Science Curriculum Frameworks. Course
includes key concepts, epistemology, pedagogy, and assessment. Emphasizes
understanding socio-cultural contexts and multicultural, anti-bias, and anti-racist
teaching. Prerequisites: EDU 306, EDU 330 & EDU 337. Corequisites: EDU 316,
321 and EDP 317.
EDU 326
Promoting Young Children’s Language Acquisition & Development
4 credits
Explores child language acquisition theory and research and examines practices
for promoting children’s linguistic development in the context of a multilingual
society. An important focus will be the use of multicultural children’s literature to
promote vocabulary and other language systems foundational to literacy
development.
EDU 327
Teaching Reading to Young Children
4 credits
Analyzes stages of reading development from birth to age 8, with an emphasis on
emergent and early stages. Focuses on balanced instruction of early reading
components: oral language, phonological and phonemic awareness, word
identification and phonics. Includes supervised off-campus sessions assessing and
instructing early readers. Prerequisites: completion of WLCE, EDU 255, HDP
120/122 or HDP 124/127.
EDU 328
Reading, Writing and Understanding.
2 credits
Builds upon foundational knowledge gained in EDU 327. Focuses on strategies
for developing vocabulary, improving comprehension, and teaching writing in
grades preK-2. Reading informational text and instruction of English language
learners are central themes. Includes observation and analysis of a classroom
literacy program. Prerequisites: EDU 327.
EDU 330
Elementary Mathematics
4 credits
Examines contemporary influences on pedagogy, curricular choices, and materials
when teaching mathematics to children in elementary schools. Addresses the
teacher’s role in creating an effective learning environment, and emphasizes
strategies for maximizing mathematical understanding for all children. Discusses
a variety of assessment strategies. Prerequisites: HDP 120/121 or HDP 124/125,
EDU 255, & MAT 141 or MAT 131 with simultaneous enrollment in MAT 132.
EDU 331
Multicultural Picture Books
2 credits
Introduces students to a wide range of multicultural picture books for children.
Guides students in development and application of criteria for appropriate book
selection. Focuses on effective strategies for reading aloud to young children.
May be taken as a sequence with EDU 332 or separately.
EDU 332
Multicultural Chapter Books
2 credits
Introduces students to a wide range of literature for children. Guides students in
development and application of criteria for selecting and evaluating children’s
literature in a multicultural society. May be taken as a sequence with EDU 331 or
separately.
EDU 337
Teaching Reading in Grades preK-8
4 credits
Analyzes stages of reading development during grades pre-K to 8. Focuses on
balanced instruction and assessment of oral language, phonemic awareness, word
identification, phonics, structural analysis, and fluency. Develops skills for guided
reading instruction. Includes supervised off-campus sessions assessing and
teaching developing readers. Prerequisites: completion of WLCE, EDU 255, and
HDP 120/122 or HDP 124/127.
EDU 338
Teaching Non-fiction Literacy
2 credits
Extends foundational knowledge gained in EDU 337. Focuses on strategies for
developing vocabulary, improving comprehension, and teaching writing. Reading
informational text and the instruction of English language learners are central
themes of the course. Includes observation and analysis of a classroom literacy
program. Prerequisite: EDU 337.
EDU 340
Developing Literacy for Young Children in a Multilingual Society
4 credits
Analyzes stages of children’s early literacy development in the context of a
multilingual society. Examines assessment procedures, teaching strategies,
classroom environments, and reading materials in terms of effects on children’s
literacy development
EDU 341
Assessing Children with & without Special Needs (B-8)
2 credits
Examines formal and informal assessment of development in all children from
birth to age eight. Emphasizes ecological approach, basing curriculum and
teaching on comprehensive assessment. Topics include screening, referral, IEP
and IFSP processes, disabilities, family involvement, culturally competent
assessment. Identifies and addresses critical issues in assessment of young
children. Prerequisite: HDV HDP 120/121 or HDP 124/125. Must be taken before
EDP 456 & 457
EDU 351
Teaching and Learning Science in Early Childhood Classrooms
2 credits
Addresses current issues in the teaching of science to children ages 3-8 (grades
PreK-2). Prepares students to address the Massachusetts Science and Technology/
Engineering Curriculum Frameworks and other related documents as they apply
to teaching children in grades preK through 2. Introduces students to important
elements in young children’s science including choosing appropriate topics;
guiding children’s inquiry; and deepening children’s science understanding
through encouraging representation and other forms of communication.
Prerequisite: HDP 120-123 or HDP 124-127 and one science course.
EDU 365
Supporting Families with Infant & Toddlers
4 credits
Examines models for interaction, engagement and collaboration with families of
infants and toddlers in cultural, familial and community contexts through a
family-oriented approach. Strategies to support families in home and community
programs that are individualized, culturally responsive and consider current social
and economic resources for families. Prerequisites: HDP 120/122 and 121/123 or
HDP 124/127, HDP 257, EDU 275.
EDU 366
Supporting Families with Infant & Toddlers
4 credits
Examines models for interaction, engagement and collaboration with families of
infants and toddlers in cultural, familial and community contexts through a
family-oriented approach. Strategies to support families in home and community
programs that are individualized, culturally responsive and consider current social
and economic resources for families. Prerequisites: HDP 120/122 and 121/123 or
HDP 124/127, HDP 257, EDU 275.
EDU 366
Supporting Yng Children w/Sp Needs
2 credits
Explores the effects of special needs on children 3-age 8. Introduces historical
background, legislation, procedures influencing educational services, IFSP/IEP,
supporting families, collaborating and building partnerships with specialists,
community services and resources, etiology of disabilities and curriculum
adaptations and instructional strategies. Prerequisites: HDP 120/122 and 121/123
or HDP 124/127.
EDU 367
Foundations in Communication & Collaboration
2 credits
Explores effective adult interactions. across roles and relationships. Cultural and
critical theories provide the foundations for analysis and practical application of
communication skills. Communication skill-building focuses on use of culturally
competent approaches, reflective practices, self-assessment, providing and
receiving feedback and setting achievable goals. Emphasis is on cultivating
expertise for successful collaboration. Prerequisites: HDP 120/122 or HDP
124/127.
EDU 390
Curriculum and Prog. Develop. For Infants & Toddlers
4 credits
Examines research, theory and quality indicator of the care and education of
infants and toddlers in home and community settings and application to
curriculum and program development. Through family-centered and relationshipbased frameworks, focuses on early health and development and environmental
design within the context of family and community.
Prerequisites: HDP 120/122 and 121/123 or HDP 124/127, HDP 227, HDP 257.
Corequisites: EDU 341 and EDU 275.
EDU 402
Interpersonal Skills of Leadership
4 credits
Exposes learners to a variety of theories, perspectives, and case examples of
effective leadership. Addresses issues that include the differences between
leadership and management, the competencies demonstrated by effective leaders,
and how leadership skills are developed. Learners are expected to draw on and
examine their personal leadership experiences.
EDU 410
Financial Management in Educational and Human Service Settings
4 credits
Introduces budgeting and financial management of early childhood and related
human services programs. Focuses on budgeting and its impact on programs and
policies. Specific financial management tools are also discussed. Emphasizes
practical problems in preschool settings and the decision-making role of the
administrator.
EDU 420
Advancing Communication & Collaboration
2 credits
Promote ways to build trusting interprofessional relationships and achieve cultural
consistency through effective communication in settings/institutions involving
parents and professionals. Leadership and research activities include conducting
environmental scans, examining alliance building strategies and designing
professional development and action plans that are inclusive and address
community assets and needs. Prerequisites: EDU 275.
EDU 427
Child Care Management and Administration
4 credits
Focuses on developing, maintaining, and evaluating child care classrooms and
programs. Assess staff, evaluate curriculum, communicate with parents,
implement health care policies, and advocate for quality care. Discussions of
research on children in group settings and the role of child care in society.
Prerequisite: 300 hr practicum in Early Childhood concentration. Recommended
elective for Child Care Specialist. Taken concurrently with or following
Practicum Core II
EDU 445
Meeting Diverse Learning Needs
2 credits
Examines theories of causation; historical and social contexts affecting learning;
neurodevelopmental, behavioral, and motivation issues; and curriculum and
instructional strategies for inclusive classrooms. Students use informal and
standardized assessments to inform and evaluate instruction, including impact of
teaching on student learning. Prerequisites: EDU 316, EDP 317, EDU 321, EDU
323, & EDU 338. Corequisites: EDU 446 & EDP 447.
EDU 446
Elementary Teaching & Learning
4 credits
Focuses on classroom issues, events, and interactions among children, families,
teachers, and communities. Provides a framework for developing classroom
climates that are responsive to students from diverse backgrounds, and for helping
children become responsible for their learning. Emphasizes effective
communication and reflective practice. Prerequisites: EDU 316, EDP 317, EDU
321, EDU 323, & EDU 338. Corequisites: EDU 445 & EDP 447.
EDU 462
Capstone: Child Development Specialist
1 credit
Child Development Specialists reflect on teaching and learning experiences
throughout the program; explore issues related to educational philosophies, public
policy, leadership in the field, societal pressures affecting very young children
and their families. Complete professional portfolio demonstrating evidence of
meeting Wheelock College Education Standards. Open to seniors, usually in final
semester.
EDU 464
Seminar in Policy Advocacy and Leadership in ECE
1 credit
Inclusive classroom teachers and Child Development Specialists explore issues
related to education philosophies, education reform, societal pressures affecting
children and families, leadership in the field. Open to seniors, usually in the final
semester.
EDU 465
Capstone: Early Education Initial Licensure
1 credit
Inclusive classroom teachers reflect on teaching and learning experiences
throughout program; explore issues related to educational philosophies, education
reform, societal pressures affecting children and families, leadership in the field.
Complete professional portfolio demonstrating evidence of having met Wheelock
College Education Standards. Open to seniors, usually in final semester. Requires
passage of Massachusetts Literacy and Communication, Early Childhood Subject,
and Foundations of Reading Tests for Educator Licensure.
EDU XXX
Curriculum and Program Development for Infants and Toddlers
4 credits
Examines research, theory and quality indicators for the care and education of
infants and toddlers in home and community settings and application to
curriculum and program development. Through family-centered and relationshipbased frameworks, focuses on early health and development and environmental
design within the context of family and community. Prerequisites: HDP 120/122
and 121/123 or HDP 124/127, HDP 227, HDP 257. Co-requisites: EDU 341 and
EDU 367.
EDU 474
Policy, Advocacy & Leadership in ECE
4 credits
Explores issues related to social justice and early education policy in a cultural
context. Analyses the process of change, leadership theories and the meaning of
advocacy. Emphasis is placed on understanding leadership skills and applying
them across roles and domains in the field. A community action project focuses
on the local early childhood sector and concludes the Capstone.
EDU XXX
Supporting Families with Infants and Toddlers
2 credits
Examines models for interaction, engagement and collaboration with families of
infants and toddlers in cultural, familial and community contexts through a
family-oriented approach. Strategies to support families in home and community
programs that are individualized, culturally responsive and consider current social
and economic resources for families. Prerequisites: HDP 120/122 and 121/123 or
HDP 124/127, HDP 227, HDP 257, EDU 367.
EDU 480
Portfolio Development and Presentation
4 credits
Assemble and present evidence of achieving Wheelock Education Standards.
Develop a professional portfolio, integrating all aspects of teaching and learning,
to support them as lifelong learners. An approach for documenting professional
growth, encouraging reflection and self-evaluation, and peer mentoring.
Discussion of the integration of the portfolio and implications in relation to each
course.
EDU 485
Capstone: Elementary Education
2 credits
Enables candidates to construct and defend web-based program exit portfolios
demonstrating their achievement of the Wheelock Education Standards. Seminar
provides a collaborative space to discuss artifacts and drafts of analytic/reflective
essays. Selected educational policies are addressed. Prerequisite: Passage of
Massachusetts Literacy and Communication (subtests I and II), General
Curriculum, and Foundations of Reading Tests for Educator Licensure.
Completion of EDP 446, EDP 447, and SPE 445 strongly recommended.
EDU 502
Curriculum for ECE Social Studies and Arts
2 credits
Design curriculum for early childhood social studies, arts, and multicultural
teaching. Principles of curriculum development, assessment, and historical events
that are part of early childhood curriculum. Using national and state standards and
frameworks to inform teaching and develop ability to find and adapt curriculum to
provide appropriate learning experiences. Prerequisite: EDU 520-Introduction to
Inclusive Early Childhood Education or permission of the instructor.
EDU 505
Racial and Cultural Identities
3 credits
Introduces the critical study of race, culture, and identity. Explores theories to
help students examine their own socialization and understanding of race,
ethnicity, culture, and identity. Considers political, social, cultural, historical,
economic, and power dynamics as a context for interpreting interpersonal and
structural relationships.
EDU 506
Racial/Cultural Identities Advanced
4 credits
Students examine social theory and role of ideology to examine their orientation
to racem ethnicity, culture and identity in education. Considers political, social,
cultural, historical, economic, and power dynamics as a context for exploring
curriculum, educational pedagogy, and structures that influence educational
opportunity and school achievement. Pre-requisite: EDU 255, EDU 505 or
permission of instructor.
EDU 515
Curriculum for ECE Science, Tech & Health
2 credits
Refine skills in designing and assessing curriculum for early childhood
classrooms emphasizing science, technology, and health. Strengthen knowledge
of science content that is part of early childhood curriculum. Integrate technology
into ongoing curriculum and support beginning computer literacy skills. Practice
using national and state standards and frameworks to inform teaching.
Prerequisites: EDU 520: Intro to Inclusive Early Childhood Educ and EDU 502
Curriculum for Social Studies and the Arts (For ECE DOE licensure students
only)
EDU 520
Introduction to Inclusive ECE
3 credits
Historical, legal, theoretical foundations of care and education for young children
and their families. Application of principles to educational models. Curriculum
design and assessment, strategies for developmentally appropriate learning
opportunities for all young children, including those with special needs and those
from diverse cultural, ethnic and linguistic backgrounds. Course requirements
include 25 hours of pre-practicum field experience.
EDU 522
Curriculum for EC Social Studies and Arts
3 credits
Design curriculum for early childhood social studies, arts, multicultural teaching.
Principles of curriculum development and assessment and historical events that
are part of early childhood curriculum. Using national and state standards and
frameworks to inform teaching and develop ability to find and adapt curriculum to
provide appropriate learning experiences. Prerequisite: EDU 520 Intro to
Inclusive Early Childhood Educ or permission of the instructor.
EDU 525
Curriculum for ECE Science, Tech & Health
3 credits
Refine skills in designing and assessing curriculum for early childhood
classrooms emphasizing science, technology, and health. Strengthen knowledge
of science content that is part of early childhood curriculum. Integrate technology
into ongoing curriculum and support beginning computer literacy skills. Practice
using national and state standards and frameworks to inform teaching.
Prerequisites: EDU 520: Intro to Inclusive Early Childhood Educ and EDU 502
Curriculum for Social Studies and the Arts.
EDU 528
Impact of Special Needs: ECE
2 credits
Explores effect of special needs on children birth to age eight. Introduces
legislation, rights, services, stereotypes that affect children, families, and
communities. Major areas of special needs are examined. Emphasis is on
understanding children as individuals with varying performance and rates of
development rather than members of a disability group.
EDU 530
Introduction to Inclusive Elementary Programs
3 credits
Examines the historical, philosophical, and theoretical foundations for elementary
education for children (preschool through Grade 6) and their families. Curriculum
design and assessment are introduced as inter-related processes that inform the
structuring of learning environments and experiences that are responsive to
children’s interests and abilities. Strategies for developing learning opportunities
appropriate for all children, including children with special needs and children
from diverse cultural, ethnic, and linguistic backgrounds are surveyed.
EDU 531
Learning and Teaching Through the Arts
3 credits
Integrates theory and practice to integrate the arts into education, social work and
child life. Examines creative process through theatre games, movement and
creative writing. Students examine literatures in creativity, multiple intelligences,
and the arts and apply them by designing and implementing activities for their
professional practice.
EDU 534
Mathematics for Teachers
2 credits
Focuses on understanding mathematical concepts and processes emphasized in
the Massachusetts Mathematics Curriculum Frameworks and national (NCTM)
standards. Emphasizes a problem-solving approach to exploring and connecting
concepts, applying that knowledge in classrooms, and integrating technology
where appropriate.
EDU 535
Mathematical Learning for Diverse Learners
3 credits
Examines contemporary influences on pedagogy, curricular choices, and
materials. Addresses the teacher’s role in creating an effective learning
environment, and emphasizes strategies to maximize understanding mathematics
for all children. Discusses a variety of assessment strategies.
EDU 538
Connecting Science and Literacy
3 credits
Focuses on oral and written language in inquiry-based science teaching.
Emphasizes common cognitive structures underlying science and literacy
learning; role of language and culture in learning; and instructional strategies
maximizing language use in instruction. Topics include formal and informal
discourse; formal and science notebook writing; and using different text genres.
EDU 540
Intro to Elementary Communities
2 credits
Examines historical, legal, philosophical, and theoretical foundations of
elementary education and application of those principles to teaching. Introduces
curriculum design and assessment as interrelated processes that include
structuring learning environments and experiences that are responsive to typical
and atypical children’s developmental needs, and to children from diverse
backgrounds.
EDU 545
Elementary Science
3 credits
Examines fundamentals of elementary inquiry-based science programs. Through
direct experiences, focuses on the nature of scientific inquiry, selected concepts
from across scientific domains, and basic instructional approaches. Includes
design and implementation of a unit of study and assessment of student learning.
Considers literacy and mathematics, and cultural influences in science.
Prerequisite: EDU 540 or its equivalent.
EDU 546
ELE History & Social Sciences
3 credits
Students explore social studies subject matter including historical narrative and
legacy. They develop, implement, and assess inclusive curricula; analyze preexisting curricula; learn and compare city, state and national standards; and
document implicit and explicit social studies learning.
EDU 550
Issues in Early Childhood Literacy and Numeracy Development
3 credits
Introduces theoretical frameworks of how children begin to develop the early
concepts of literacy and numeracy that lay the foundation for reading, writing, and
reasoning mathematically. Analyzes connections between observation and
assessment of children’s emerging mathematical and language development and
various inquiry-based pedagogical practices.
EDU 607
Teacher Inquiry Seminar
2 credits
Examines intellectual, social, professional, and/or personal challenges arising
from participants’ teaching practice. Using a formal protocol, students describe
the problem, solicit feedback, articulate their insights, and describe the strategies
they will implement. Students document the impact of their own learning on
children’s learning, development, and ability to engage with the curriculum.
EDU 610
Mathematical Thinking for Teachers
3 credits
Deepens understanding of the mathematical concepts taught in grades K-6,
including Number and Operation; Algebraic Thinking; Geometry and
Measurement; and Probability and Data Analysis. Emphasizes problem-solving,
justifying reasoning, mathematical communication, representation, and
mathematical connections.
EDU 615
Educational Environments for Children
3 credits
Design, plan, implement, and evaluate developmentally appropriate environments
that encourage the growth and active learning of children with a focus on infants,
toddlers, preschoolers, and early elementary-aged children. Gain practical, handson experiences that aid them to select, organize, create, and evaluate various
educational programs, products, and environments that allow children to grow and
learn.
EDU 655
Capstone: Care and Education
1 credit
Reflect on teaching and learning throughout program. Complete portfolio
evidence of having met the Wheelock College Education Standards. Analyze
issues related to educational philosophies, public policy, leadership in the field,
and societal pressures affecting children and families. Present portfolios orally to
faculty and practitioners. Taken in last semester of program.
EDU 682
Portfolio Development: Integrated Elementary and Special Education
1 credit
Develop performance assessment portfolio demonstrating competence in
Association for Childhood Education International and Council for Exceptional
Children standards. Pre-requisites: Successful completion of the MTEL in
Communication and Literacy, General Curriculum (sub-tests 1 and 2), and
Foundations of Reading.
EDU 685
Capstone: Elementary Education Initial Licensure
1 credit
Enables candidates to construct and defend web-based program exit portfolios
demonstrating achievement of the Wheelock Education Standards. Seminar
provides a collaborative space to share artifacts and drafts of analytic/reflective
essays. Selected educational policies are discussed. Prerequisite: Passage of
Massachusetts Literacy and Communication, General Curriculum, and
Foundations of Reading Tests for Educator Licensure. Completion of EDP 536
strongly recommended.
EDU 702
Capstone: Early Education Initial Licensure
1 credit
Reflect on teaching and learning throughout Early Education Initial Licensure
program. Complete portfolio evidence of having met the Wheelock Education
Standards. Analyze issues related to educational philosophies, public policy,
leadership in the field and societal pressures affecting children and families.
Present portfolios orally to faculty and practitioners. Taken in last semester of
program. Prerequisite: Passage of Massachusetts Literacy and Communication,
Early Childhood Subject, and Foundations of Reading Tests for Educator
Licensure.
EDU 704
Capstone: Educational Studies
1 credit
Enables candidates to construct and defend web-based program exit portfolios
demonstrating achievement of the Wheelock Education Standards. Seminar
provides a collaborative space to share artifacts and drafts of analytic/reflective
essays. Selected educational policies are discussed. Taken in last semester of
program.
EDU 706
Capstone: Teacher of Reading
1 credit
Enables students to reflect on accomplishments in the program, specifically as
these relate to the International Reading Association’s Professional Standards for
Reading Professionals. Seminar provides a collaborative space to explore
professional development strategies and draft personal professional development
plans. Prerequisites: Passage of the Massachusetts Tests for Educator Licensure
Literacy and Communication and Reading Specialist tests.
EDU 708
Capstone: Language and Literacy Studies
1 credit
Enables students to reflect on accomplishments in the program, specifically as
these relate to the Wheelock Education Standards. Seminar provides a
collaborative space to share artifacts and drafts of analytic/reflective essays and
professional plans. Taken in the last semester of the program.
EDU 710
Capstone: Leadership
1 credit
Enables students in the leadership programs to construct and defend exit
portfolios demonstrating achievement of the Wheelock Education Standards.
Seminar provides a collaborative space to share artifacts and drafts of analytic/
reflective essays. Selected educational policies are addressed.
EDU 720
Learning and Teaching
3 credits
Investigates ways of knowing among individuals and racially, culturally,
linguistically, and socio-economically diverse groups. Students do inquiry in a
specific discipline and monitor and reflect on their learning, and attend to how
cognitive processes, cultural practices, and academic disciplines create
possibilities and impose constraints on learning, understanding, and interpretation.
EDU 900
Independent Study in Education
1-3 credits
English
All first-year students at Wheelock enroll in a composition course. Most students
enroll in English 110 in the fall and English 111 in the spring. However, some
students are placed directly into English 111 in the fall and have their English 110
requirement waived. These placement decisions are based primarily on the results
of the Writing Placement Exam, as well as students’ prior academic records and
SAT scores. The Writing Placement Exam asks students to write a persuasive
essay on a specific debatable issue presented as a question. Essays are judged on
organization, development, reasoning, use of language, and grammatical and
mechanical correctness.
ENG 105
Topics in Popular Culture
2 Credits
Introduces students to college level reading, writing, and thinking through
analysis of contemporary high school experience in America. Students will
analyze films and essays that depict the high school experience, and they will
reflect upon their own time in high school as measured against those depictions in
an essay.
ENG 110
Principles of Writing and Reading
4 credits
Emphasizes fundamental skills of reading and writing to develop students’
expressive and analytical abilities. Review of grammar and summarizing is
designed to strengthen students’ ability to comprehend and construct essays.
Students read classic and contemporary essays and short stories to expand their
repertoire of reading and writing skills.
ENG 111
Critical Writing and Reading
4 credits
Concentrates on writing to develop students’ critical thinking. Writing
assignments based on experience and on readings are designed to develop
strengths in clarity, coherence, organization, analysis, and argument. Readings
serve as models to deepen students’ understanding of good writing and thinking.
Includes a review of grammar. Prerequisite: Completion of, or exemption from,
ENG 110. General Education: Foundations of Knowledge and Inquiry English
Composition
ENG 201
Introduction to Creative Nonfiction
4 credits
Introduces the basic literary mechanics of creative nonfiction. Introduces a variety
of subgenres including memoir, reportage, lyric essays, cultural criticism, and
critical reviews. This course combines critical readings of professional writers
along with workshops of students’ own creative nonfiction.
RWS 099
Reading and Writing Seminar
0 credit
Reviews rules of grammar, punctuation, and spelling as they apply to effective
copyediting. Provides students with practice writing essays that are persuasive,
well-organized, and logically sound. Provides students with practice writing
summaries that are concise, clear, and accurate.
RWS 100
Reading and Writing Tutorial
0 credit
Provides students with individualized instruction in college-level reading and
writing skills, with special attention to essay writing, summary writing, reading
comprehension, copyediting skills, and spelling skills. Administers sections of the
Wheelock Literacy and Communications Exam (WLCE) to students after
adequate preparation. Students must arrange tutorial time at Registration. $35
Materials Fee. Prerequisite: RWS 099 or strong performance on the WLCE.
Foreign Language
Through the Colleges of the Fenway, Wheelock students may enroll in foreignlanguage courses at Simmons and Emmanuel Colleges. Courses available are at
the elementary and intermediate levels in French, Spanish, and German.
History
HIS 150
Women in Europe from 1550-1815
4 credits
Explores constructions of gender in Europe from renaissance to present. Topics
include: women in family, community, church, government; during renaissance,
reformation, scientific, French, industrial, and Bolshevik revolutions. Explores
evolving responses to marriage, family, work, the marketplace, science, war,
peace. General Education: Upper Level Writing (after ENG 111) For students
entering prior to September, 2010: Upper Level Writing (after ENG 111) and
Global History, Civilization, and Culture. Introductory.
HIS 151
Women, Work, & Family in Modern Europe
4 credits
Explores how women from 1789 to the present have sought to construct their
identity as equals in family, work, and nation amidst the forces of revolution,
industrialization, scientific, and cultural change. Examines the way in which
European women, along with their Asian and African sisters, have individually
and collectively dismantled the legacy that biology determines destiny. General
Education: Perspectives on Diversity AND Upper Level Writing (after ENG 111)
For students entering prior to September, 2010: Global History, Civilization,
Culture AND Multicultural AND Upper Level Writing (after ENG 111).
Introductory.
HIS 155
Europe and the World, 1789-1914
4 credits
Explores major transformations in Europe from the French Revolution to World
War I. These changes brought us the modern era. Examines Europe’s worldwide
significance through developments such as Enlightenment, Constitutional
democracy, social, economic, scientific, and cultural revolutions, nationalism, and
the colonial empires. For students entering prior to September, 2010: Global
History, Civilization, Culture Introductory.
HIS 160
History of the Family
4 credits
Examines how the family has been defined and functioned. Topics include
relationship of the family to public and private spheres; economic roles of family
members; families and the state; the family in psychology and popular culture;
effects of slavery; immigration and family life; impact of war; and the family in
recent history. For students entering prior to September, 2010 Global History,
Civilization and Culture. Introductory.
HIS 165
America Through the Civil War
4 credits
Surveys American history from colonial period to end of Reconstruction
(1607-1877). Topics include European presence in America, settlement patterns,
Revolution, westward expansion, Industrial Revolution, and Civil War. Studies
political events in relation to social history. Students work with documents to
examine how history is constructed, not simply consumed. General Education:
Historical Perspectives AND Upper Level Writing (after ENG 111). For students
entering prior to September, 2010: US History, Civilization, Culture AND Upper
Level Writing (after ENG 111).
Introductory.
HIS 167
America Since the Civil War
4 credits
Surveys modern American history while introducing uses (and abuses) of
historical evidence and reasoning. Topics include: Industrial Revolution,
immigrants, workers, growth of cities, America as world power, Progressivism,
Great Depression, Cold War, Vietnam, and Sixties. Emphasizes blacks, women,
farmers, rural migrants, and radicals as well as presidents. Includes speeches,
autobiography, oral history, fiction, and texts. General Education: Historical
Perspectives AND Upper Level Writing (after ENG 111). For students entering
prior to September, 2010: US History, Civilization, Culture AND Upper Level
Writing (after ENG 111).
Introductory.
HIS 194
Europe in the Age of Discovery
4 credits
Explores early modern European era, 1450 to 1750. Historical sources focus on
five themes: 1) everyday life in the peasant world 2) renaissance 3) religious
reformations, 4) overseas discovery, expansion, global commerce, 5) scientific
revolution. Includes primary and secondary historical sources in texts and visual
sources, with trips to the MFA or Gardner Museums. Integrated Humanities
course. General Education: Upper Level Writing (after ENG 111) For students
entering prior to September, 2010: Upper Level Writing (after ENG 111).
AND Global History, Civilization, and Culture. Introductory.
HIS 208
Twentieth Century European History
4 credits
Explores how Europeans from 1914 to 1992 engaged changes in work and leisure,
family, childbirth, laws, government, new ideas, conflict, and renewal. Historical
sources illuminate the importance of world wars, Great Depression, Communism,
Cold War, technology and science, feminist and youth revolutions. Designed to
develop historical perspective and critical thinking. Integrated Humanities course.
General Education: Upper Level Writing (after ENG 111) For students entering
prior to September, 2010: Upper Level Writing (after ENG 111).
AND Global History, Civilization, and Culture Integrated Humanities.
Introductory.
HIS 210
Encounters between East and West in World History
4 credits
Explores world cultures East and West, and the impact of ideas and events from
renaissance to Industrial Revolution in revising society, laws, family, culture, and
institutions. Explores mutual influences among people of eastern and western
civilizations. Global Humanities course. General Education: Perspectives on
Diversity AND Upper Level Writing (after ENG 111) For students entering prior
to September, 2010: Global History, Civilization, Culture AND Multicultural
AND Upper Level Writing (after ENG 111).Intermediate.
HIS 215
Africa and its Global Encounters
4 credits
Explores Africa’s triple heritage; its roots, Islamic conquest, colonial era, and
emergence of independent African nations. Uses historical sources to illuminate
evolution of Africa’s peoples in their various socio-cultural contexts. Interprets
African history from perspective of Africans in context of challenges to their
integrity and survival. Global Humanities course. General Education: Perspectives
on Diversity AND Upper Level Writing (after ENG 111) AND Historical
Perspectives. For students entering prior to September, 2010: Global History,
Civilization, Culture AND Multicultural AND Upper Level Writing (after ENG
111).
.Introductory.
HIS 240
The Holocaust
4 credits
Studies the Nazi policies that led to the Holocaust. Explores the meaning of the
Holocaust, and the ways in which historical treatments of it have evolved since
1945. Examines diverse government, organization, and individual responses,
including silence, complicity, collaboration, and resistance. General Education:
Upper Level Writing (after ENG 111) For students entering prior to September,
2010: Upper Level Writing (after ENG 111).
Intermediate.
HIS 245
Women in America
4 credits
Explores women’s lives in America from pre-colonial times to the present. Uses
primary sources and secondary sources including essays, biographies, and films,
to consider expectations for women and how women actually lived. Includes
Native American cultures, considers women’s experiences in slavery, war,
industrialization, and women’s social and political activism. General Education:
Historical Perspectives. For students entering prior to September, 2010: US
History, Civilization, Culture. Intermediate.
HIS 268
The Idea of the Witch in History
4 credits
Explores the role of the witch in cultures around the world. Examines evolution of
attitudes toward witchcraft and magic, locating their meaning within historical
forces that transformed society. Compares primary and secondary sources as well
as representations of the witch in history. General Education: Perspectives on
Diversity AND Upper Level Writing (after ENG 111) AND Historical
Perspectives OR Self & Society. For students entering prior to September, 2010:
Global History, Civilization, Culture AND Multicultural AND Upper Level
Writing (after ENG 111).
Intermediate.
HIS 269
“The Sixties”
4 credits
Places “The Sixties” in context of 1930s to 1970s. Covers the presidencies of
Kennedy, Johnson, Nixon, civil rights movement, New Left, Vietnam War and
antiwar movement, Black Power, the counterculture, and women’s liberation
movement. Materials include texts and writings from the era, biography, and
autobiography, films, and music. General Education: Historical Perspectives
AND Upper Level Writing (after ENG 111). For students entering prior to
September, 2010: US History, Civilization, Culture AND Upper Level Writing
(after ENG 111). Intermediate.
HIS 270
Human Rights as World History
4 credits
Flashes back to 1948 when the United Nations adopted the Universal Declaration
of Human Rights. Explores genocide and mass violations of human rights cases
since 1945. Considers international justice tools to prosecute Nazi war crimes
applied at the International Criminal Court. Engages students in projects to
conduct human rights campaigns. Fulfills the upper-level writing requirement.
General Education: Ethics and Social Justice; Historical Perspectives; UpperLevel Writing. For students entering prior to September 2010: Global History,
Civilization, and Culture.
HIS 402
Advanced Studies in History
4 credits
Provides students the opportunity to do individual research projects that result in
substantial papers and public presentations. Open to junior and senior Humanities
majors, with preference to those with a focus in History, and to other juniors and
seniors by permission of instructor. General Education: Upper Level Writing
(after ENG 111). For students entering prior to September, 2010: Upper Level
Writing (after ENG 111).Advanced.
Human Development
Graduate Human Development courses are designated as HDF. Undergraduate
Human Development courses are designated by discipline: anthropology (HDA),
psychology (HDP), and sociology (HDS).
HDF 501
Lifespan Development I: Birth through Adolescence
3 credits
Examines physical, cognitive, social, moral and emotional development from
conception through adolescence. Discusses theory and research from different
psychological approaches. Pays special attention to the social and cultural
contexts in which development occurs.
HDF 502
Infant and Toddler Behavior and Development
3 credits
Integrates theory, research and practical experience about the first three years of
life through a transdisciplinary approach. Considers development across domains
and the impact of parent-child relationships, peer relationships, and early
socialization patterns on young children’s development. Observing and recording
an infant or young child’s behavior and development required.
HDF 504
Child Development: The Early Years
3 credits
Examines development from the prenatal period to age 9 across physical-motor,
social, emotional, and cognitive domains. Articulates the interactive roles of
heredity, environment, and culture. Implications for curriculum design are drawn.
HDF 515
Lifespan Development II: Adult Development
3 credits
Examines development from the transition into adulthood through old age.
Theory and research from different psychological approaches are presented.
Topics include changes in cognition; moral, psychosocial, interpersonal and
physical development; and typical adult developmental tasks in different cultures.
HDF 521
Children’s Cognitive Development
3 credits
Examines ways in which children construct knowledge about physical and social
worlds. Considers contributions of Piagetian, information processing and
sociocultural theories in understanding children’s cognitive development.
Introduces students to clinical interviewing techniques. Requires exploratory
research with children. Offered in conjunction with HDP 352.
HDF 525
Memory, Identity, and Development
3 credits
Explores the dynamics of autobiographical memory and the development of
identity. Topics include memories from personal experiences, public events,
childhood amnesia, individual, gender, and cultural differences; life transitions,
traumatic events, eyewitness testimony, collective memories, mad memory
disorders. Students apply course readings to understand aspects of memory
through observations and written assignments. Offered in conjunction with HDP
325.
HDF 526
The Meaning and Development of Play
3 credits
Explores the meaning and development of play from infancy through adulthood
through theories, research, and application. Examines value of play in therapeutic,
educational and medical settings; how the environment (including toys and
media) influences play; how to support play, integrate it into professional work,
and advocate for play.
HDF 530
Language Acquisition
3 credits
Surveys and analyzes the literature on child language in relation to educational
practice. Explores the nature and functions of language, theories and
developmental stages of language acquisition, language and cognition, and
language assessment. Students may pursue individual interests in related areas:
bilingualism, language deprivation, dialect studies and language learning
disorders. Prerequisite: Prior knowledge or previous course work in child
development.
HDF 540
In the Best Interest of the Child(formerly Children and Families in American Society)
3 credits
Explores issues in the history of children and families focusing on family
structure and functions and the rise of the “child experts.” Topics include: the
Puritan family, 19th century transformations, origins of juvenile justice, federal
programs, child guidance, gender norms, adoption, Head Start. Provides solid
foundation for child advocacy. Offered in conjunction with AST 285.
HDF 560
Risk and Resilience in Infancy
3 credits
Reviews etiology, behavioral characteristics, developmental outcomes and family
impact of infants born at environmental, biological, or established risk for
developmental delays or disabilities. Reviews roles of medicine, nursing, social
work, education and the developmental therapies in meeting the needs of these
children. Introduces early intervention services and offers opportunities to
observe. Prerequisites: Prior knowledge or previous course work in infant and
toddler development.
HDF 658
Cross-Cultural Perspectives on Child Care
3 credits
Uses sociocultural frameworks to examine the practices of nonparental caretaking
of young children within the United States and worldwide. Focus on both center-
based and less formal practices of child care. Students examine ways to become
sensitive in working with children of cultures other than their own. Prerequisite:
Prior knowledge or previous coursework in child development. Offered in
conjunction with HDP 358.
HDF 702
Language, Literacy and Culture
3 credits
Explores the relationships between language and culture. Examines methods of
helping linguistically diverse students develop literacy abilities within contexts
that draw upon and extend home language competencies. Focuses both on native
English speakers who speak non-mainstream varieties of English and on children
who speak a first language other than English.
HDF 784
Working with Children in Violent Times
3 credits
Explores the range of ways violence affects children in homes, classrooms and
other professional settings, how to work to counteract the negative effects of that
violence, and how to promote non-violence. Theory and research into the causes
and effects of violence will be examined, as well as promising practices for
responding effectively.
HDF 788
Children and the Media
3 credits
Examines impact of print and electronic media (radio, television, video games,
computers, and the Internet) on children’s development. Explores curriculum and
policy responses to children’s fascination with the media.
HDF 791
Children’s Political Lives
3 credits
Pursues three objectives: to reconstruct the stages or phases of political
understanding children bring to the political process; to explore how children’s
political beliefs and attitudes are shaped by their political environment (e.g. race,
class nationality, historical circumstances, society’s level of development); and to
develop strategies for children’s political empowerment. Offered in conjunction
with HDP 316.
Human Development/Anthropology
HDA 120
Cultural Anthropology
4 credits
Introduces the student to the diversities and similarities of cultures throughout the
world from simple homogeneous groups to complex contemporary civilizations,
including our own. Emphasis will be placed on the development of personality
and the role of the family in the total cultural complex. General Education:
Perspectives on Diversity AND Self & Society OR Ethics & Social Justice OR
Historical Perspectives.. For students entering prior to September, 2010: Social
Sciences AND Multicultural.
Introductory.
HDA/AST 225
Anthropology of American Men
4 Credits
See AST225
HDA 266
Anthropology and the Family
4 credits
Pursues an in-depth inquiry into organizations and functions of families in
selected non-Western societies. Focuses on the interaction between life course
paths and family strategies for adaptation. Attention is given to caring for
children, organizing domestic labor and conveying identities and statuses in
foraging societies, farming societies, and market based societies. Prerequisite:
HDP 120-121 or HDP 124-125. General Education: Perspectives on Diversity
AND Self & Society OR Historical Perspectives. For students entering prior to
September, 2010: Social Sciences AND Multicultural.
Intermediate.
Human Development/Psychology
HDP 102
Introduction to Psychology(Formerly General Psychology)
4 credits
Introduces the psychological study of human behavior and experience. The
history, scope and methods of contemporary psychology are described. Topic
include: perception, learning, memory, intelligence, emotion, language and
thought, social interaction in small and large groups, behavior and mood disorders
and treatment, psychology and health. General Education: Self & Society. For
students entering prior to September, 2010: Social Sciences.Introductory.
HDP 104
Social Psychology
4 credits
Provides an introduction to theories and research on how individuals are
influenced by others. Topics include social perception, affiliation and
interpersonal attraction, altruism, aggression, stereotyping and prejudice, group
dynamics and conflict resolution. The application of social psychological
knowledge to current social problems will be discussed. General Education: Self
& Society. For students entering prior to September, 2010: Social Sciences.
Introductory.
HDP 120/122
Human Growth and Development — Theory
3/3 credits
Study of major developmental shifts throughout the life span across social,
emotional, biological and cognitive domains. Emphasis on competing theoretical
perspectives, the role of the sociocultural context, and cultural diversity.
Particular focus on the connections between theory, research and practice.
General Education: Foundations of Knowledge and Inquiry Human Growth and
Development
Introductory.
HDP 121/123
Human Growth and Development: Field Work
1/1 credit
One-half day per week of field work. First semester placements include group
settings for young children; second semester placements include settings with
older children, adolescents, or adults, individualized to meet students’ interests.
Guided observations (first semester) and journals (second semester). General
Education: Foundations of Knowledge and Inquiry Human Growth and
Development
HDP 124/126
Human Growth and Development (Intensive)
3/3 credits
Explores physical, cognitive, social and emotional development across life span.
HDP 124 devoted to development through preschool. HDP 126 focuses on
development from middle childhood through late adulthood. Trains in observing,
recording and interpreting young children’s behavior and in collecting and
analyzing clinical interview data. Designed for transfer students. Students may be
exempted from all or part of this course by passing a written examination or
through articulation agreement. Completion or exemption from HDP 124 is
required for entry into HDP 126. General Education: Foundations of Knowledge
and Inquiry Human Growth and Development
HDP 125/127
Human Growth and Development: Field Work (Intensive)
1/1 credit
One-half day a week field placement in group setting for young children. Uses
guided observations and journals to articulate connections between developmental
theory, observed behavior and work with individuals in field placement setting.
General Education: Foundations of Knowledge and Inquiry Human Growth and
Development
HDP 207/ THE 207
Introduction to Psychodrama
2 credits
Psychodrama is an active learning method that uses role-playing and other
theatrical techniques as powerful tools for growth, enhanced creativity and
problem solving. This introduction to psychodrama is a didactic as well as an
experiential course that studies these group techniques and applies them to
various professional settings. Psychodrama has many applications for educators,
social workers and child life specialists. The course explores psychodrama
through demonstration, practice, theory, and application. Introductory.
HDP 214
Violence in the Lives of Children and Families
4 credits
Explores how children and families are increasingly affected by violence. Uses
psychological and sociological theory and research to examine the root causes of
violence and explores the political, economic, historical and gender relationships.
Promising approaches for breaking the cycle of violence and promoting healthy
development are examined. Prerequisites: HDP 120/121 or HDP 124/125.
Intermediate.
HDP 220
Theories of Personality
4 credits
Deals with contemporary theories of personality and their historical derivations,
with emphasis on the psychoanalytic, behavioristic, humanistic, cognitive and
interpersonal approaches. Attention is given to the major issues involved in the
differing conceptualization of personality. Prerequisite: HDP 120/121 or HDP
124/125. Intermediate.
HDP 222
Language and Culture
4 credits
Explores the relationships between language and culture. Examines methods of
helping linguistically diverse students develop literacy abilities within contexts
that draw upon and extend home language competencies. Focuses both on native
English speakers who speak non-mainstream varieties of English and on children
who speak a first language other than English. Prerequisite: HDP 120/121 or HDP
124/125. Intermediate.
HDP 223
Abnormal Psychology
4 credits
Provides overview of the nature of psychopathology. Examines the etiology,
classification, and treatment of emotional disturbance. Attends to the criteria for
defining abnormal behavior and to the physiological, interpersonal, and cultural
factors involved. Prerequisite: HDP 120/122-121/123 or HDP 124/126-125/127.
Intermediate.
HDP 224
Theories of Emotional Development
4 credits
Provides an overview of the emotional development throughout the life span.
Explores implications of theory and research for curriculum developmental, social
programs and policy. Prerequisite: HDP 264, HDS 264, or, for students doublemajoring in Human Development and Social Work, SWK 268. Intermediate.
HDP 227
Language Development
4 credits
Survey of theory and research on language development from birth through
school-age. Examines the various components of signed and spoken language and
their acquisition. Considers bilingualism, relationships between oral and written
language, atypical language development, and the sociocultural context of
children’s language use. Prerequisite: HDP 120/121 or HDP 124/125. Upper
Level Writing (after ENG111) Intermediate.
HDP 257
Infant and Toddler Behavior and Development
4 credits
Integrates theory, research and practical experience about the first three years of
life through a transdisciplinary approach. Considers development across domains
and the impact of parent-child relationships, peer relationships, and early
socialization patterns on young children’s development. Observing and recording
an infant or young child’s behavior and development required. Prerequisite: HDP
120/122-121/123 or HDP 124/126-125/127. Intermediate.
HDP 264
Research Methods
4 credits
Introduction to scientific methods of inquiry in psychology. Examines research
design, selection of measures, data collection, descriptive analyses, and research
ethics. Individual research projects are required. Prerequisites: MAT 131 or MAT
141, HDP 120/121 or HDP 124/125.
HDP 265
Achievement Motivation
4 credits
Examines contemporary theory and research on motivational factors in learning
among children K-12. Explores family, school, societal, and cultural influence on
children’s beliefs and attitudes about learning. Topics include conceptions of
effort and ability, teacher expectancies, intrinsic motivation, gender influences,
tracking, and cross-cultural differences in achievement motivation. Prerequisite:
HDP 120/122-121/123 or HDP 124/126-125/127. Intermediate.
HDP 270
Psychology of Gender
4 credits
Introduces research and theories about the experience and understanding of
gender in the individual. Examines gender differences, sex role socialization,
identity, sexuality, and development across the lifespan. Attention is given to the
sociocultural contexts in which gender is experienced, as well as the influences of
race, ethnicity, and class. Prerequisite: HDP 120/122-121/123 or HDP
124/126-125/127. Intermediate.
HDP 2XX
Infants, Toddlers, and the Media
4 credits
Understand the effects of brand marketing and screen media exposure on young
children’s development, imagination and play. Course discussion is based on
research focusing on the consequences of exposure, including obesity, impairment
of neurological development, aggression, child’s distorted sense of reality, and
vulnerability to commercialism and materialism. Prerequisite: HDP 120-121; 122
– 123; recommended: HDP 257. Intermediate.
HDP 282
Children and the Media
4 credits
Examines impact of print and electronic media (radio, television, video games,
computers and the Internet) on children’s development. Explores curriculum and
policy responses to children’s fascination with the media. Prerequisite: HDP
120/121 or HDP 124-/125. Intermediate.
HDP 290
Children with Special Needs
4 credits
Provides an introduction to characteristics of individuals with various exceptional
conditions. Explores areas of human functioning impacted by these conditions.
Includes overview of social, educational, and political context of the development
of exceptional children. General Education: Self & Society.
Intermediate.
HDP 301
Counseling Psychology
4 credits
Provides an overview of child and adult psychotherapy. Discusses psychoanalytic,
client-centered, cognitive, behavioral, narrative, couple’s, and family systems
approaches to counseling. Explores impact of gender, class and race on
therapeutic relationships. Uses case studies in print and video and role play to
illustrate different forms of psychotherapy. Prerequisite: HDP 120/122-121/123 or
HDP 12/126-125/127. Advanced.
HDP 316
Children’s Political Lives
4 credits
Pursues three objectives: to reconstruct the stages or phases of political
understanding children bring to the political process; to explore how children’s
political beliefs and attitudes are shaped by their political environment (e.g., race,
class, nationality, historical circumstances, society’s level of development); and to
develop strategies for children’s political empowerment Prerequisite: HDP
120/122-121/123 or HDP 12/126-125/127. Advanced. Offered in conjunction
with HDF 791.
HDP 325
Memory, Identity, and Development
4 credits
Explores the dynamics of autobiographical memory and the development of
identity. Topics include memories from personal experiences, public events,
childhood amnesia, individual, gender, and cultural differences; life transitions,
traumatic events, eyewitness testimony, collective memories, mad memory
disorders. (Advanced Psychology, Advanced Children, Family, and Culture; open
to honors, juniors and seniors). General Education: Perspectives on Diversity For
students entering prior to September, 2010: Upper Level Writing (after ENG111).
HDP 335
Cognition in the Deaf and Blind
4 credits
Explores a key question about human development: what is the role of experience
in development? Examines cognition in children and adults who area deaf and/or
blind. Considers how limited sensory experience affects the development of
language, spatial representation, and theory of mind. Advanced course.
Psychology Focus. General Education: Perspectives on Diversity For students
entering prior to September, 2010: Upper Level Writing (after ENG111).
Prerequisites: HDP 120/122 - 121-123 OR HDP 124/126 - 125/127; AND ENG
111.
HDP 352
Cognitive Development
4 credits
Examines major theories of cognitive development from infancy through
adolescence. Considers contributions of Piagetian stage theory, information
processing, and Vygotskian sociohistorical theories to account for children’s
capacities to construct knowledge and understand the world. Prerequisite: HDP
264. Advanced. Offered in conjunction with HDF 521.
HDP 358
Cross-Cultural Perspectives on Child Care
4 credits
Uses sociocultural frameworks to examine the practices of nonparental caretaking
of young children within the United States and worldwide. Focus on both centerbased and less formal practices of child care. Students examine ways to become
sensitive in working with children of cultures other than their own. General
Education: Upper Level Writing (after ENG111).
Prerequisite: HDP 264, or, for students double-majoring in Human Development
and Social Work, SWK 268 or HDS 264. Advanced. Offered in conjunction with
HDF 658.
HDP 362
The Meaning and Development of Play
4 credits
Explores the meaning and development of play from infancy through adulthood
through theories, research, and application. Examines value of play in therapeutic,
educational and medical settings; how the environment (including toys and
media) influences play; how to support play, integrate it into professional work,
and advocate for play. Prerequisite: HDP 120/122-121/123 or HDP
124/126-125/127. Advanced.
HDP 366
Adolescent Development
4 credits
Draws on disciplines of psychology, education, biology and sociology to provide
a multidisciplinary perspective of adolescent development. Examines risk and
protective factors within home, school and community that shape development
within and across the contexts of race, ethnicity, gender, sexual orientation and
socioeconomic status. Prerequisite: HDP 120/122-121/123 or HDP
124/126-125/127. Advanced.
HDP 368
Adult Development
4 credits
Examines development from the transition into adulthood through old age.
Theory and research from different psychological approaches are presented.
Topics include changes in cognitive, moral, psychosocial, interpersonal and
physical development; and typical adult developmental tasks in the context of
culture. Open to juniors and seniors. Offered in conjunction with HDF 515.
Advanced.
HDP 371
Humor and Child Development
4 credits
Explores the role of humor in children’s development. Topics include: the
structure of humor, its social, cultural, emotional and cognitive dimensions.
Provided with opportunities to apply knowledge of children’s humor by assessing
children’s behavior in a variety of settings. (e.g., classroom, hospital, library,
home, environment, playground). Prerequisite: HDP 120/122-121/123 OR HDP
124/126-125/127.
HDP 379
Emotional Problems of Children
2 credits
Introduces major approaches to understanding and programming for young
children with emotional problems. Examines psycho-educational, behavioral, and
ecological perspectives concerning the assessment and treatment of children with
emotional problems. Emphasis on utilizing these perspectives to alert students to
issues and skills in identifying emotional problems. Prerequisite: HDP
120/122-121/123 or HDP 124/126-125/127. Fulfills requirement of advanced
course upon completion of HDP 380.
HDP 380
Seminar in Emotional Problems of Children
2 credits
Further examines major approaches to understanding and programming for young
children with emotional problems whose needs range from mild to severe
focusing on medical and sociological models. Students may study one model indepth. Skills for working with disturbed children are fostered through observation
of field sites, case studies and simulations. Prerequisite: HDP 379.
HDP 382
Nature of Linguistic Knowledge
4 credits
Survey of linguistic theory and first- and second-language acquisition research.
Analyzes a speaker’s unconscious knowledge of language by examining the
structure of English and other languages. Follows the development of this
knowledge in infants, children, and adults. Considers the sociopolitical context of
becoming and being bilingual. Prerequisite: HDP 120/122-121/123 or HDP
124/126-125/127. General Education: Languages and Literatures AND Upper
Level Writing (after ENG 111). Advanced.
HDP 385
Psychological Trauma
4 credits
Examines definitions of and responses to psychological trauma, and models for
conceptualizing response to trauma. Explores various types of trauma, risk and
resilience, intergenerational transmission of trauma, post-traumatic growth, and
sociocultural factors associated with post-traumatic adjustment. Prerequisites:
HDP 120/122-121/123 or HDP 124/126-125/127; Plus one intermediate HDP
course. Advanced.
Human Development/ Sociology
HDS 106
Sociology of Minority Groups
4 Credits
Explores the social, economic and political dimensions of inequality in American
Society. Looks at how people of color, white women and gays and lesbians are
systematically discriminated against in work, education, media and government
programs. Analyzes whiteness as a social construct. Focus on social change and
activism. General Education: Perspectives on Diversity AND Self & Society OR
Ethics & Social Justice. For students entering prior to September, 2010: Social
Sciences AND Multicultural.
Introductory.
HDS 225
Cross-Cultural Perspectives on Health and Illness
4 credits
Explores the social and cultural aspects of health and illness. Emphasis is on the
varied ways that illness is defined and treated throughout the world. Readings
draw upon the disciplines of sociology and anthropology. Topics include
witchcraft, faith-healing, and alternative medicine in the U.S. Intermediate.
HDS 322
Feminist Theories: Controversies and Current Issues
4 credits
Examines different ways feminists analyze patriarchal society and women’s place
within it. Emphasis on debates within feminist theory, ranging from radical to
post-modern. Selected topics of controversy include abortion, racism, prostitution,
and nature of masculinity. Takes a multicultural perspective on women’s
experiences. Focus on ways feminists translate theory into practice. General
Education: Perspectives on Diversity; Self and Society; Ethics and Social Justice;
Upper-Level Writing (after ENG 111). For students entering prior to September,
2010: Advanced.
HDS 343
On Being Different: Sociological Perspectives
4 credits
Examines sociological theories, primarily social constructionist, for explanations
of the origins, meanings, implications, and ways of being different. Theories are
applied to date on topics including crime, disabilities, and mental illness.
Addresses basic questions such as: What does it mean to be labeled different?
Who makes and enforces such social rules? Prerequisites: One Sociology (HDS)
course and HDP 120/122-121/123 or HDP 124/126-125/127. Advanced.
HDS 357
Sociological Studies of Children: Recent Works
4 credits
Explores a range of recent writings by sociologists about children. Research
reports describe children’s lived experiences, interactions and activities. Theories
derived from new approaches to sociology provide frameworks for interpreting
research findings. Topics include children’s classroom experiences,
conversations, relations with others (children, parents, teachers and other adults),
abilities, and constraints. Prerequisites: One Sociology (HDS) course and HDP
120/122-121/123 or HDP 124/126-125/127. Advanced.
Humanities
For descriptions of courses for constructing the Humanities major in addition to
those given here, refer to History, Literature and Philosophy.
HUM 201
Introduction to the Humanities
4 credits
Introduces study of the Humanities by exploring history, literature, religion,
philosophy, and art history. Beginning with early human societies, considers the
human impulse to create art, explore morality, tell stories, preserve memories,
understand the physical universe, and find meaning in human life. Uses
“Worldviews” approach to study diverse roots of modern cultures. General
Education: Historical Perspectives OR Languages & Literatures. For students
entering prior to September, 2010: Global History, Civilization, Culture.
Intermediate.
HUM 210
Russian History through Literature
4 credits
Focuses on events (starting in the 1860s) surrounding the Russian Revolution and
culminating int he fall of the Soviet Union. Explores the relationship between
Russian history and literature through selected works, including novels, memoirs,
short stories, poems, and historical essays. Authors to be considered include
Turgenev, Bulgakov, Akhmatova, and Babel. General Education: Upper Level
Writing (after ENG111) For students entering prior to September, 2010: Upper
Level Writing (after ENG111).
HUM 450
Research Seminar in the Humanities
4 credits
Integrates study in Humanities through intensive study of a specific period or
culture. Students work in the history, literature, and philosophy of a period, read a
significant work in each area, and write a paper on a topic from the period.
Required of seniors majoring in the Humanities. Advanced.
Juvenile Justice and Youth Advocacy
JJA 201
Intro to Juvenile Justice & Delinquency
4 credits
Overview of delinquent behavior and juvenile justice system responses to
delinquency. Considers current issues (e.g., gangs, girls, police, corrections) from
perspectives of individuals, families, communities, and society. Explores history
of juvenile justice in America, the nature of justice, punishment, rehabilitation,
and the goals and effectiveness of our juvenile justice system. Includes a juvenile
court experiential component. Prerequisite: HDP 120-121 or HDP 124.
Introductory
JJA 301
Juvenile Courts & Law
4 credits
Explores the history of the juvenile court, juvenile court structure, legislation,
case law, and the adjudication process. Special topics include the constitutional
rights of juveniles, police and youth, immaturity and Highlights important and
emerging policy issues. Prerequisite: JJA 201. Intermediate
JJA 302
Delinquency: Causes, Prevention & Intervention
4 credits
Examines individual, environmental and developmental explanations of juvenile
delinquency. Explores the influence of risk and resiliency factors such as
individual traits, family characteristics, peers, schools, community, race, and
social class. Focuses on theories and applied approaches to prevention of
delinquency. Review of community-based and custodial corrections for juvenile
offenders. Prerequisite: JJA 201. Intermediate
JJA 380
Youth Work & Youth Advocacy
4 credits
Study core competencies of youth workers. Explores direct and policy oriented
advocacy for court involved or at risk youth and their families from strengthsbased and positive youth development approaches. Special focus on substance
abuse, trauma, schools, youth activism, leadership, and civic engagement. Field
assignments expose students to advocacy practices in a community setting and the
importance of working collaboratively with providers and systems. Prerequisites:
JJA 201, JJA 301 and JJA 302. Advanced
JJP 401
Practicum in JJYA
4 credits
Provides students with a supervised 200-hour experience in a juvenile justice/
youth advocacy related setting. Students meet weekly with the on-site supervisor
and monthly with the faculty supervisor. Taken concurrently with JJA 402.
Restricted to majors in Juvenile Justice and Youth Advocacy, senior standing or
permission. Social Work majors substitute SWK 452. Prerequisite: JJA 380,
Research Methods, completion of WLCE requirement before placement process
begins.
JJA 402
Field Seminar in JJYA
2 credits
Integrates conceptual frameworks, self-reflection, and skill development with the
practicum experience. Focus on professional development for work with youth
and families. Meets bi-weekly. Taken concurrently with JJP 401 (or SWK 452).
Restricted to majors in Juvenile Justice and Youth Advocacy, senior standing or
permission. Prerequisite: JJA 380, Research Methods, completion of WLCE
requirement before placement process begins.
JJA 403
Senior Integrative Seminar in JJYA
4 credits
Students integrate conceptual frameworks with practical applications of concepts
and skills learned throughout the JJYA major. A community-based integrative
service learning project and written assignments allow students to demonstrate
their attainment of program competencies. Prerequisite: JJP 401 or SWK 452, and
JJA 402.
Leadership, Policy and Administration
LPA 701
Becoming Leaders in a Democracy
3 credits
Students learn about the process of becoming a leader and the democratic ideal.
Students made connections between private selves and public identity through
leader behavior: 1) What is leadership? 2) What kind of leadership supports a
democracy? And 3) How do effective leaders for a democracy develop?
LPA 702
Interpersonal Skills of Leadership
3 credits
A leader’s effectiveness is judged by skills in working with and through others.
Students conceptualize and practice key skills such as sharing reflexively
withheld information; testing assumptions about the other person with that person;
and taking others into account by listening and testing the meaning of what they
say.
LPA 706
Role of the Mentor Teacher
3 credits
Topics include: observation, communication, supervising and mentoring skills;
adult development and learning; knowledge about teaching, learning and
curriculum; and societal changes. Examines issues such as selecting and assigning
mentors, differentiating teacher roles, empowering teachers, evaluation
responsibilities, resource and time allocation and coordination for mentoring.
Prerequisite: two or more years of teaching experience in grades N-6.
LPA 734
Social Policy and Community Collaboration
3 credits
Analysis of comprehensive services for children and families given current trends
in social policy and community collaboration. Provides leaders in care and
education, human service and health agencies opportunities to examine and create
models of service integration. Review reform initiatives from multiple
perspectives and current bills under legislative consideration.
LPA 745
The Empowered Teacher Leader
3 credits
Explores sources of personal power to promote effective learning communities.
Use of writing about why they became teachers and reflecting on past experiences
to surface their values and leadership styles. Consideration of leadership styles on
building small teams and the larger organization as part of self-exploration
journey toward leadership.
LPA 792
Leadership in Early Education and Care
3 credits
Offers diverse professionals across domains in the field opportunities to expand
their roles as leaders and advocates in the movement toward universally
accessible, systematic changes and development of community action plans.
Provides theoretical frameworks and concrete skill development.
LPA 806
Financial/Legal Aspects of Admin in ECE
2 credits
Designed for directors and teachers, addresses the fiscal and legal aspects of
program administration. Topics include liability, informed consent,
confidentiality, insurance, use of technology, cash flow and break even analysis,
accessing an sustaining multiple funding sources, and how to control expenditures
and maintains balanced budgets.
LPA 807
Human Side of Administration in ECE
2 credits
Designed for directors and aspiring directors, this course explores the human side
of administration in early education and care programs. Topics include theories of
organizational development, communication and collaboration with diverse staff
and families, problem solving and conflict resolution, recruitment, hiring,
supportive supervision and evaluation, team building and professional
development.
LPA 824
Collaborating with Diverse Families in ECE
2 credits
Supports program directors, teachers and providers to improve quality for
children and families served. Elements of quality include culturally competent
practices, effective communication, inclusion, shared vision and mission
statements. Approaches focus on leadership, use of technology, work/family
issues , and the program’s role in community support systems for diverse families.
LPA 841
Early Childhood Mentor Teacher Seminar
2 credits
Examines key elements in experiences teachers’ professional and adult
development as they explore new roles as mentors in early education settings.
Topics include communication, positive interactions among teachers and
protégés, effective observation, reflective practice, anti-bias staff development,
peer evaluation/support, goal-setting and change processes in leadership
development.
LPA 850
Director Mentoring to Transform Programs
3 credits
Prepares existing leaders to mentor adults across roles in a professional context.
Theory informs skill development for effective applications. Transformation is
based on assets and needs assessments and content-focused approaches. Areas of
knowledge include reflective practices, adult development, diverse learning
styles, culturally competent relationship building and processes of change.
LPP 651
Practicum & Seminar: Leadership
3 credits
Provides opportunities for students in the leadership programs to experience the
role of leader in the field.
Life Science
LSC 151
Introduction to Plants and Animals
4 credits
Covers plants and animals, and their relationships with various environments.
Special attention will be given to species native to New England. Topics include
structures and functions, diversity, growth, development, adaptation,
reproduction, evolutionary processes, identification and animal behavior.
Activities include observation, lab work, lab reports, readings, discussion and
field trips. Hands-on approach. Routine use of technology. General Education:
Investigations in Science and Technology. For students entering prior to
September, 2010: Life Science. Introductory. Lab fee.
LSC 152
Nutrition
4 credits
Introduces metabolic pathways of carbohydrates, fats, and proteins and
importance of vitamins and minerals in the body from ingestion to utilization.
Includes dietary nutritional requirements, nutritional components of foods,
balanced diets, analyzing diets, variations in nutritional requirements with aging,
and understanding of nutritional issues in health and disease. Moderate use of
technology. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Life Science. Introductory. Lab fee.
LSC 153
Human Biology
4 credits
Studies the structure and function of cells and organs within body systems
emphasizing mechanisms that allow the body to maintain a balanced metabolism.
Topics include nutrition, illness, and current research. Technology use occasional.
General Education: Investigations in Science and Technology. For students
entering prior to September, 2010: Life Science. Introductory. Lab fee.
LSC 201
Environmental Forum
2 credits
Provides a forum for different disciplines and interests to assess and evaluate
current environmental topics. Provides a service-learning component and
encourages student and faculty interaction with local, regional, and national
environmental advocates. Develop applied research skills as well as oral and
written skills. In Addresses environmental issues from a scientific basis, as well as
socioeconomic and political aspects.
LSC 250
Human Physiology
4 credits
Addresses the biological functions of the human body. An introduction to cellular
processes will be followed by consideration of the organ systems. Emphasis will
be given to neural and endocrine homeostatic control. Technology use occasional.
General Education: Investigations in Science and Technology. For students
entering prior to September, 2010: Life Science. Prerequisite: 100 Level LSC
course or permission of the instructor. Intermediate.
LSC 254
Introduction to Marine Biology
4 credits
Learn marine flora and fauna and their interrelationships with the physical,
chemical, and geological factors in the marine system. Attention given to gaining
comprehensive knowledge of basic ecological systems, food chains, taxonomy,
pollution, and biological resources of the ocean. Technology use occasional
General Education: Investigations in Science and Technology. For students
entering prior to September, 2010: Life Science. Prerequisite: 100 level LSC
course (except LSC 151, LSC 152) or permission of the instructor. Intermediate.
LSC 257
Animal Behavior
4 credits
Explores theories of animal behavior; the behavior of domestic and farm animals;
and the behavior of wildlife native to Massachusetts. Students will learn about
normal and “problem” behavior of domestic animals like cats and dogs as well as
ethical issues related to the care of farm animals. General Education:
Investigations in Science and Technology. For students entering prior to
September, 2010: Life Science. Intermediate.
LSC 302
Human Diseases
4 credits
Explores the fundamental characteristics of diseases and the mechanisms by
which they arise. Reviews the structure and function of the body followed by
emphasis of the role of the immune system in disease and repair. Considers the
ecology, history and pathophysiology of a selection of infectious and genetic
diseases. Technology use extensive. Prerequisite: LSC 153 or permission of the
Instructor. Advanced.
LSC 305
Human Genetics
4 credits
Focuses on chromosome structure and function, the basis and consequences of
mutation, and metabolic pathways regulated through gene action. Topics include
population genetics, genetic diseases, gene manipulation and current issues in
human genetics. Technology use extensive. Prerequisite: LSC 153 or permission
of the Instructor. Advanced.
LSC 317
Human Embryology
4 credits
Focuses on the development of tissues, organs and systems during the embryonic
and fetal stages. Topics include the effects of drugs, medicines, nutrition. Course
includes lectures, films, microscopic examination of prepared embryonic tissue
and study of models and charts. Extensive use of technology. Prerequisite: LSC
153 or LSC 250. Advanced.
LSC 330
Natural History of New England
4 credits
Studies New England flora and fauna with emphasis on habitat and field
identification techniques. Local geology is also covered. Includes trips to
representative habitats, designing and teaching a class at a local school and, as the
culminating project, submitting a field guide of the Muddy River. Prerequisite:
LSC 151. Advanced.
LSC 335
Environmental Impacts
4 credits
Studies cultural, economic, biological and political aspects of regional, national,
and international ecological issues. Focuses on how and why modern society and
population growth causes environmental problems and affect future generations.
Includes independent research. Technology use extensive. Prerequisite: 200 Level
LSC or PSC course. Advanced.
LSC 399
Field Studies in Human Biology
4 credits
Provides students with direct experience applying concepts and theories in
professional settings. Students work with a professional at the field site and a
faculty member to develop and implement a program of study or research
protocol. Requires a formal oral presentation and project report. Open to
Mathematics/Science majors. Extensive use of technology. Prerequisites:
Intermediate/Advanced mathematics course; and an advanced level human
biology course. Advanced
LSC 502
Human Genetics
3 credits
Analyzes principles of inheritance as they apply to human genetics. Focuses on
the chromosomes structure and function, the basis and consequences of mutation
and metabolic pathways regulated through gene action. Topics include population
genetics, genetic diseases, gene manipulation and current tools such as
amniocentesis and karotyping used in genetic analysis and counseling. Extensive
use of technology. Prerequisite: LSC 153 or LSC 192 or equivalent. Advanced.
LSC 593
Field Study in Natural Sciences
3 credits
Focus on life and physical science concepts. Learn elements of life and physical
sciences: primary productivity, food chains, migrations, adaptations and density
and temperature interactions focusing on marine mammals and other organisms in
the marine system. Research techniques, curriculum development, mapping,
navigation, wildlife photography. Extensive use of technology. Advanced.
Literature
LIT 145
Women in Literature
4 credits
Explores the work of women writers from the 18th century to the present,
including poetry, essays, short fiction, drama, and novels. Emphasis on female
identity, creativity, coming of age, race, and feminist literary criticism. General
Education: Languages and Literatures. For students entering prior to Fall 2010:
satisfies General Education Literature requirement. Introductory.
LIT 150
Introduction to the Short Story
4 credits
Introduces students to the short story genre and methods employed by authors to
craft successful short stories. Focuses on elements of short fiction such as
character, plot, point of view, description, and style, and how these elements
contribute to a story’s effect. Requires students to engage in both analytical and
creative writing. General Education: Languages and Literatures OR Creativity and
the Arts. For students entering prior to September, 2010: Literature. Introductory.
LIT 155
The Bible as Literature
4 credits
Offers a critical study of the Hebrew and Christian Scriptures as distinct but
related literary and theological traditions. Stories will be examined in light of their
cultural, historical, and especially literary contexts. Students will be introduced to
the Ancient Near East and the Graeco-Roman world. For students entering prior
to September, 2010: Literature.
Introductory.
LIT 170
Introduction to Literature
4 credits
Introduces students to close reading and critical analysis of literary texts from
major genres of literature (lyric poetry, drama, novel, short story). Focuses on
works of British literature from Shakespeare to Eliot. Considers historical context
of themes that are adapted, transformed, and rethought at critical moments in
literary history. General Education: Languages and Literatures. For students
entering prior to September, 2010: Literature.
Completion of or exemption from ENG110. Introductory.
LIT 180
Film and Fiction
4 credits
Compares cinematic and literary treatment of a story. Emphasis on literary and
film history, and on comparing language, structure and technique of film and
fiction. Works may include Shakespeare, 19th novels such as Frankenstein , or
recent works, such as Beloved . General Education: Languages and Literatures.
For students entering prior to September, 2010: Literature.
Prerequisite: Completion of or exemption from ENG110. Introductory.
LIT 215
Survey of American Literature
4 credits
Surveys American literature from beginnings to the present. Includes study of
Native American narratives and poetry, Puritan writers, American Renaissance,
modernism, Harlem Renaissance, and contemporary writers. Emphasis on
distinctive themes of American literature, such as individualism, democracy, and
equality. General Education: Upper Level Writing (after ENG111) AND
Languages and Literatures OR Self & Society. For students entering prior to
September, 2010: Literature and Upper Level Writing (after ENG111).
Prerequisite: Completion of or exemption from ENG110. Intermediate.
LIT 219
The British Novel of the 19th Century
4 credits
Examines 19th century British novels with attention to historical and cultural
contexts. Focuses on British classics by such writers as Austen, Dickens, the
Brontës, Eliot, and Hardy. Emphasizes students’ critical perspectives on novels
and current scholarly criticism. General Education: Languages and Literatures.
For students entering prior to September, 2010: Literature.
Intermediate.
LIT 225
African Literature
4 credits
Introduces students to African experience and cultures as depicted in literature.
Studies novels, poetry, drama, folklore, short stories, music, dance, storytelling as
common vehicles for protest, self-assertion, life, love, and death in African world
from pre-Colonial days to the present. Integrated Humanities course. Global
Perspectives course. General Education: Languages and Literatures AND
Perspectives on Diversity. For students entering prior to September, 2010:
Literature AND Multicultural Requirement.
Intermediate.
LIT 226
Literature and History of the Caribbean
4 credits
Analyzes literature of the Caribbean in cultural and historical contexts. May
include writers from Jamaica, Trinidad, Haiti, Barbados, Guyana, Cuba,
Guadeloupe, Puerto Rico. Emphasizes concerns of island writers, including Indian
cultures, slave life, African heritage, folk material, colonialism, and independence
movements. General Education: Languages and Literatures AND Perspectives on
Diversity. For students entering prior to September, 2010: Literature AND
Multicultural Requirement. Integrated Humanities course. Global Perspectives
course. Intermediate.
LIT 230
African-American Women Writers
4 credits
Studies fiction of African-American women writers and its impact on American
literary tradition. Includes personal narratives of slave women and progresses to
novels of contemporary writers. Examines strategies of self-construction to affirm
African-American womanhood. May include Harriet Jacobs, Zora Neale Hurston,
Nella Larsen, Toni Morrison, Alice Walker. Satisfies General Education:
Languages and Literatures AND Perspectives on Diversity. For students entering
prior to September, 2010: Literature AND Multicultural Requirement.
Intermediate.
LIT 240
The Renaissance in England
4 credits
Introduces literature of English Renaissance of 16 th century, beginning with
English revisions of Italian poetry, placing achievements of Wyatt, Sidney,
Shakespeare, and Spenser in context of tumultuous changes in religion,
renaissance humanism, power of the court, growth of London, Tudor style, a
female monarch, voyages of discovery, and influences of classical literature.
General Education: Upper-Level Writing (after ENG 111) AND Languages and
Literatures OR Historical Perspectives. For students entering prior to September
2010: Literature and Upper-Level Writing (after ENG 111). Integrated
Humanities course. Intermediate.
LIT 245
Native American Literature
4 credits
Surveys Native American literature from oral narratives, to 19th century
autobiography and speeches, to contemporary novels and poetry. Topics include
ways of telling stories and writing, identity, and connections to tribal and
American history. General Education: Languages and Literatures AND
Perspectives on Diversity. For students entering prior to September, 2010:
Literature AND Multicultural Requirement Intermediate.
LIT 246
African American Literature
4 credits
Surveys African-American literature from slave narratives through contemporary
novels and poetry. Topics, periods, and genres include slave narratives, late
nineteenth century novels, poetry of the Harlem Renaissance, the 1960s, and
contemporary drama, fiction and poetry. General Education: Languages and
Literatures AND Perspectives on Diversity. For students entering prior to
September, 2010: Literature AND Multicultural Requirement Intermediate.
LIT 249
Major Author
4 credits
Studies the achievement of a single author. Selected works by one writer are
studied to consider the author’s artistic development, vision of reality, persistent
themes, style, and value to 21st century readers. General Education: Languages
and Literatures and Upper Level Writing (after ENG111). For students entering
prior to September, 2010: Literature and Upper Level Writing (after ENG111).
Intermediate.
LIT 262
Shakespeare
4 credits
Studies Shakespeare’s plays in historical context and on stage and screen.
Emphasizes plays as reflections of Renaissance culture in England. Focuses on
language of the plays, genre (comedy, tragedy, history, romance), and gender
roles. May focus on comedy or tragedy, analysis of one play in historical context,
or Shakespeare films. General Education: Languages and Literatures. For students
entering prior to September, 2010: Literature. Integrated Humanities course.
Intermediate.
LIT 263
The Epic: Heroes and Monsters
4 credits
Introduces students to the epic poems of the ancient world. Topics include
changing nature of heroism, oral vs. literate poetry, social function of the epic,
myth and epic, representation of evil and the monstrous, and gender. Considers
the historical and cultural contexts in which epics were written. General
Education: Languages and Literatures. For students entering prior to September,
2010: Literature.
Integrated Humanities course. Intermediate.
LIT 270
The American Renaissance
4 Credits
Studies literature of mid-nineteenth century America in historical context,
emphasizing close reading of works by major writers: Melville, Hawthorne,
Thoreau, Stowe, Douglas, Jacobs, and Dickinson. Considers such themes as the
persistence of the Puritan past, national identity, and issues left unresolved from
the Declaration of Independence. General Education: Upper Level Writing (after
ENG111) AND Languages and Literatures OR Self & Society. For students
entering prior to September, 2010: Literature and Upper Level Writing (after
ENG111).
Integrated Humanities course). Intermediate.
LIT 288/388
Studies in the Novel
4 credits
Offers opportunity for intensive study of selected novels. Novels are studied in
historical context, and differing critical approaches to the works are reviewed.
Prerequisite: One course in literature or permission of the instructor. Advanced.
LIT 301
Medieval Literature: Epic and Romance (Formerly titled: Special Topic: Epic and Romance)
4 credits
Examines epics and romances in medieval literature from the 10th to the 14th
century. Focuses on changing ideals of heroism and increasing importance of
romantic love to those ideals. Considers chivalric society, the role of women, the
function of kinship, church, and feudalism in organizing social ties. General
Education: Languages and Literatures. For students entering prior to September,
2010: Literature.
Integrated Humanities course. Intermediate.
LIT 402
Advanced Study in Literature
4 credits
Offers opportunity for advanced study in literature. Topics will vary from year to
year but include historical study, exploration of critical and theoretical
perspectives on literature, and writing critical essays. Prerequisite: One course in
literature or by permission of the instructor. General Education: Upper Level
Writing (after ENG111) For students entering prior to September, 2010: Upper
Level Writing (after ENG111).
Advanced.
Mathematics
MAT 120
Quantitative Reasoning
4 credits
Applies mathematics to understanding important social and personal issues, such
as homelessness, AIDS, credit cards, and government budgets. Mathematical
concepts include percentages, ratios and proportions, probability, data analysis,
mathematical modeling, and functions. Emphasizes mathematical processes.
Meets three periods per week, with an additional study group led by peer tutor.
General Education: Foundations of Knowledge and Inquiry Mathematics. For
students entering prior to September, 2010: Partially satisfies core requirement in
Mathematics. Introductory.
MAT 130/131/132
Concepts and Processes I, II, and III
4 credits each
Deepens understanding of Number and Operation; Algebraic Thinking; Geometry
and Measurement; and Probability and Data Analysis. Emphasizes problemsolving, justifying reasoning, mathematical communication, representation, and
mathematical connections. Intended primarily for prospective teachers. Threesemester sequence, meets three periods per week, with an additional study group
led by peer tutor. General Education: Foundations of Knowledge and Inquiry
Mathematics. For students entering prior to September, 2010: First two semesters
satisfy the Core requirement in Mathematics.
MAT 140/141
Intensive Concepts and Processes I and II
4 credits each
Two semester intensive version of the Concepts and Processes Sequence (Math
130/131/132), intended for well-prepared students. Meets three periods per week,
with an additional study group led by a peer tutor. Prerequisite: Passing Entry
Exam. General Education: Foundations of Knowledge and Inquiry Mathematics.
For students entering prior to September, 2010: Satisfies core requirement in
Mathematics. Introductory.
MAT 170
Statistics for the Behavioral Sciences
4 credits
Develops understanding of elementary statistical techniques needed in behavioral
sciences. Includes frequency distributions, graphs, measures of central tendency
and variability, percentiles and standard scores. Emphasis on sampling theory,
hypothesis testing and drawing conclusions about a population from sample data.
Includes study group. Prerequisites: MAT 120, 130 or 140
General Education: Foundations of Knowledge and Inquiry Mathematics. For
students entering prior to September, 2010: Partially satisfies core requirement in
Mathematics. Introductory.
MAT 230
Algebra and Number Theory
4 credits
Explores properties of number, operations, functions, and equations in both
familiar and unfamiliar contexts. Emphasizes deepening student understanding of
fundamental mathematics, as well mathematical processes. Topics include
modular arithmetic; Fermat’s Theorem; number theory functions; linear,
exponential, and polynomial functions; and solving equations. Extensive use of
technology. Prerequisite: MAT 132 or MAT 141 or permission of instructor.
Intermediate.
MAT 245
Geometry
4 credits
Explores topics such as symmetry, tessellations, polyhedra, topology and NonEuclidean Geometries. Emphasizes using physical and computer models to create
meaning, developing problem solving and communication skills, and constructing
convincing mathematical arguments. Includes historical information and
connections to art. Extensive use of technology. Prerequisite: MAT 131 or MAT
141 or permission of instructor. Intermediate.
MAT 255
Probability and Statistics
4 credits
Emphasizes descriptive and inferential statistics, with examples chosen from
natural and social sciences and mathematics. Designed for Math/Science majors.
Extensive use of technology. Prerequisite: MAT 131 or MAT 141 or permission
of instructor. Not open to students who have completed MAT 170. Intermediate.
MAT 280
Calculus I
4 credits
Presents fundamental concepts of calculus geometrically, numerically and
algebraically. Topics include functions, the derivative and an introduction to the
integral. Attention is given to using calculus to solve realistic problems. Extensive
use of technology. Intermediate.
MAT 335
History of Mathematics
4 credits
Examines mathematical problems and solutions in different historical periods and
cultures. Studies some of the following: Egyptian, Babylonian, Chinese, Native
American, Hindu and European mathematics from prehistoric times through the
Renaissance. Considers the lives of mathematicians and contributions of both men
and women. Prerequisite: MAT 230 or 245, preferably both. Advanced.
MAT 340
Discrete Mathematics
4 credits
Studies some of the following: counting techniques, logic and mathematical
proof, recurrence relationships, the art of enumeration. Topics include
permutations and combinations, graph theory and applications to other areas of
mathematics. Moderate use of technology. Prerequisite: MAT 230 or permission
of instructor. Advanced.
MAT 390
Mathematics Seminar
4 credits
Provides an opportunity to work on challenging, open-ended problems while
exploring one or several mathematical topics in depth. Topics drawn from
different areas of mathematics. Includes projects and presentations; uses
technology. Prerequisite: Two intermediate or advanced mathematics courses, Jr.
or Sr. standing. Advanced
Mathematics/Science
MSC/PSC 184
Science Inquiry and the Natural World
4 credits
Explores creative process of establishing truth and adding to the overall body of
knowledge. Investigates extent of scientific endeavor, range of scientific
disciplines, elements of natural systems, and experimental design. Uses activities
and visualization technology to probe content and modes of inquiry. Includes a
semester-long study of the Muddy River. Moderate use of technology. General
Education: Investigations in Science and Technology. For students entering prior
to September, 2010: Physical Science or Life Science. Introductory. Lab fee.
MSC 185
Discovering Planet Earth
4 credits
Studies and integrates physical and life science relating to processes of planet and
earth including scientific exploration, astronomy, ecology, earth systems, plants
and animals, food chains, and technology. Includes experimentation, related
readings, report writing, simulations, models and technology. Technology use
occasional. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Physical Science or Life Science. .
Introductory.
MSC 401
Seminar in Critical Thinking
4 credits
Enables students to develop appropriate research strategies, to collect and analyze
data, to evaluate work in progress, to generate and present a research project and
to evaluate research of peers and other investigators. Studies scientific
methodology, scientific writing and the application of mathematics to science
research. Technology use extensive. Open to junior and senior Mathematics/
Science majors only. Advanced.
Multilingual Education
MLE 535
Second Language Acquisition and Assessment
3 credits
Examines processes through which children learn English as a second language.
Explores stages of second language acquisition. Introduces multiple dimensions
of language proficiency. Develops competency in administering the
Massachusetts English Language Assessment-Oral (MELA-O) and other
assessments for English language learners.
MLE 525
Content Instruction for English Language Learners
3 credits
Explores cultural and linguistic factors affecting academic development of ELL
students. Develops skills for planning lessons in mathematics, science, social
studies, and literacy with content and English learning objectives. Emphasizes
adaptation of materials for ELLs and assessment of learning in both English and
academic content.
MLE 530
Supporting Second Language Acquisition
3 credits
Surveys second language learning processes and strategies for teaching English to
bilingual students. Examines second language acquisition theories and concepts
Emphasizes creating effective language learning environments and assessment
practices.
Music
MUS 126
Introduction to Music
4 credits
Offers opportunities to explore formal elements such as rhythm, melody, and
harmony. Major musical styles and lives of great composers in relation to their
historical and cultural contexts. Emphasis on western art music, but popular music
styles and music of other cultures also considered. General Education: Creativity
& the Arts. For students entering prior to September, 2010: Arts.
Introductory.
MUS 130
American Popular Music: 1850s-1990s
4 credits
Surveys music in the popular idiom from Stephen Foster to “Tin Pan Alley” to
“Big Band” and Broadway, through jazz and on to rock music and rap. General
Education: Creativity and the Arts. For students entering prior to September,
2010:General Education Arts OR US History, Civilization, and Culture.
Introductory.
MUS 150
Handbell Performance
4 credits
Integrated ensemble approach combines electronic keyboards, percussion
instruments and handbells. Keyboard technique, rhythm, melody, chords and
harmony, with goal of group performance. General Education: Creativity & the
Arts. For students entering prior to September, 2010: Arts.
Introductory.
MUS 220
Musical Theatre
4 credits
See THE 220.
MUS 230
African-American Music
4 credits
Examines African-American music over 200 years, with emphasis on the impact
of African rhythm and instrumentation on African-American music. Genres
include jazz, spirituals, ragtime, big bands, bebop and rap music. Places music in
context of social, historical, cultural, and political realities of African-American
life. General Education: Perspectives on Diversity AND Creativity & the Arts OR
Historical Perspectives. For students entering prior to September, 2010:
Multicultural AND Arts OR US History, Civilization, Culture. Intermediate.
MUS 235
Jazz Dance
4 Credits
Performance Class for the intermediate dancer focusing on proper alignment,
refining style, enhancing phrasing and developing strength. Studies jazz’s
influential people and its history, including African-American influences, Jack
Cole, Alvin Ailey, Jerome Robbins, Bob Fosse, Hollywood, and Broadway.
General Education: Creativity and the Arts. For students entering prior to
September, 2010: General Education Arts. Intermediate.
MUS 240
World Music Traditions
4 credits
Examines various world music traditions including Native American, Asian,
African, and Eastern European. Considers the function of music in history,
society, and culture outside of the traditional western European genres. Introduces
ethnomusicology and its conceptual frameworks. Includes lecture, discussion,
audio and audiovisual presentations. General Education: Perspectives on
Diversity AND Creativity & the Arts. For students entering prior to September,
2010: Multicultural AND Arts OR Global History, Civilization, Culture.
Intermediate.
MUS 279
Music for Children
4 credits
Explores ways music can be shared with children in various settings. Provides
opportunity to learn songs and instrumental music of various styles and cultures
suitable for use with children. Uses songs, games, rhymes, chants, clapping,
recorders, keyboards, percussion, other instruments, computer music software.
Intermediate. Prerequisite: junior or senior status
Organizational Leadership
ORL 510
Organizational Mission, Strategy, and Leadership
3 credits
This course will provide students with a knowledge base for understanding
leadership theories and forms of leadership, organizational theory, building an
effective multicultural organization, knowledge of the decision making process,
and how to create a mission-driven organizations with a focus on excellence.
ORL XXX
Planning, Evaluation, and Marketing
3 credits
This course will provide a theoretical and practical knowledge of program
planning and evaluation, basic marketing theories, logic modeling, change theory,
and how to create and sustain effective programs and services.
ORL 520
Leading People
3 credits
Focusing on the skills, knowledge and theories needed to create a high
engagement, high expectations workplace that respects and encourages the talents
and contributions of individuals from diverse backgrounds, students learn about
emerging trends and examine theories of human behavior, issues relevant to
supervision and leadership, and personnel management and governance.
ORL XXX
Nonprofit Budgeting and Financial Management
3 credits
Covering financial analysis and planning, performance measurement and
benchmarking, different accounting methods, government rules and regulations,
identifying and assessing resources, and revenue generation and constraints.
ORL XXX
Organizational Governance
3 credits
Covering the skills and knowledge needed to successfully contribute to and
develop effective organizational governance. Areas covered will include legal and
ethical aspects of management and leadership; effectively working with boards of
directors and trustees; leadership succession; internal structure and policymaking;
local, state and national laws and regulations; creating a culture of excellence; and
maintaining an ethical workplace.
ORL XXX
Organizational Change
3 credits
Covering theories and foundations of change, growth and transformation; the
decision-making process; theories of organizational, group and individual
behavior in a change context; strategic planning; assessing and analyzing an
organization’s strategic/competitive position; and creating change that is inclusive
of staff, board and the organization’s various constituencies.
ORL XXX
Organizational Leadership Capstone I & II
6 credits
Providing critical real-world learning experiences. In this first course of a 2semester sequence, students work in groups addressing a priority, issue or service
delivery challenge on an area of need identified by a partner nonprofit or higher
education institution. Includes a bi-weekly on campus seminar.
Philosophy
PHL 150
World Religions
4 credits
Explores Hinduism, Buddhism, Judaism, Christianity and Islam, focusing on their
founders and important leaders, doctrines and rituals, historical and geographical
development. Course involves attending religious services and meetings. General
Education: Perspectives on Diversity AND Upper Level Writing (after ENG111)
AND Self&Society OR Ethics & Social Justice. For students entering prior to
September, 2010: Global History, Civilization, Culture AND Upper Level
Writing (after ENG 111).
Introductory.
PHL 160
Introduction to Philosophy
4 credits
Introduces students to philosophy by studying selected works of philosophers
from antiquity to the present. Emphasizes sympathetic and critical understanding
of classic texts in the Western philosophical tradition. General Education: Upper
Level Writing (after ENG 111) AND Historical Perspectives OR Languges &
Literatures. For students entering prior to September, 2010: Global History,
Civilization, Culture AND Upper Level Writing (after ENG 111).
Introductory.
PHL 170
Contemporary Moral Issues
4 credits
Reflects upon contemporary moral issues from a philosophical perspective.
Introduces major normative ethical theories and basic techniques of logical
analysis. Focuses on topics such as sexual morality, abortion, capital punishment,
euthanasia, racial equality, sexual equality, animal rights, global economic
responsibility, environmental responsibility, the morality of war. General
Education: Upper Level Writing (after ENG 111) AND Self & Society OR Ethics
& Social Justice. For students entering prior to September, 2010: Upper Level
Writing (after ENG 111) AND US History, Civilization, Culture.
Introductory.
PHL 205
Philosophies of Social Justice
4 credits
Explores various ideologies of political authority and social justice, such as
authoritarianism, individual democracy, communism, social democracy and
feminism. Focuses on such writers as Plato, Hobbes, Rousseau, Locke, Marx and
Engels, Wollstonecraft and de Beauvoir. Examines current issues in light of
diverse ideologies. General Education: Upper Level Writing (after ENG 111).
General Education: Upper-Level Writing; Self and Society; Ethics and Social
Justice. For students entering prior to September, 2010: Global History,
Civilization, Culture AND Upper Level Writing (after ENG 111). Intermediate.
PHL 215 (formerly PHL 315)
Asian Thought
4 credits
Examines central philosophical movements and texts of India and China. Focuses
on close reading of the Upanishads, Bhagavad Gita, various Buddhist texts, the
Analects, the Tao Te Ching. (Global Perspectives course. General Education: Self
and Society; Languages and Literatures; Perspectives on Diversity; Upper-Level
Writing. For students entering prior to Fall 2010: satisfies General Education
Global History, Civilization, Culture requirement; satisfies College Multicultural
requirement. Intermediate.
PHL 216
Plato’s Republic
4 credits
Engages students in a close reading of Plato’s Republic, a foundational work of
European philosophy, political science, psychology, educational theory,
aesthetics, feminist theory, and theology. For students entering prior to
September, 2010: General Education Global History, Civilization and Culture;
AND Upper Level Writing. Intermediate.
PHL 230
American Philosophy
4 credits
Examines major movements in American philosophy, focusing on works of
representative thinkers, such as Hamilton, Madison, Jefferson, Emerson, Thoreau,
S.B. Anthony, Peirce, James, Royce, M.L. King, Jr. General Education: Self and
Society; Ethics and Social Justice. For students entering prior to September 2010,
Ssatisfies General Education requirement in Upper-Level Writing. Intermediate.
PHL 240
Great Ages and Ideas of the Jewish People
4 credits
Surveys the diversity of cultural situations faced in the major epochs of Jewish
history: the Biblical age, the Hellenistic age, the Talmudic age, the Judeo-Islamic
age, the European age, and the Modern age. Focuses on close readings of
representative texts conveying central Jewish ideas in each age. Integrated
Humanities course. General Education: Languages and Literatures; Historical
Perspectives; Perspectives on Diversity. For students entering prior to September,
2010: General Education Global History, Civilization, Culture. Intermediate.
PHL 254
Aesthetics: Philosophy of the Arts
4 credits
See AMT 254.
Physical Science
PSC 140
Physics of Sports
4 credits
Examines basic concepts of physics as they apply to the performance of Sports.
Newtonian Mechanics including force and motion, thermodynamics, energy
conservation, momentum, statistics, and biophysics will be explored through
various sports such as baseball, football, hockey, track, basketball, soccer, and
skiing. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Physical Science. Introductory. Lab
fee.
PSC 152
Earth Science
4 credits
Explores origin and evolution of the Earth. Develops picture of Earth’s
constituents as well as their properties and interactions. Examines how oceanic,
atmospheric, and terrestrial systems interact to produce the natural environment.
Considers how human activities have modified those systems Technology use
moderate. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Physical Science. Introductory. Lab
fee.
PSC 161
The Solar System
4 credits
Explores relationships among worlds in our solar system. Communicates accurate
picture of structure and processes at work within the solar system. Integrates
fundamental concepts from physics, chemistry, biology, and geology. Technology
use occasional. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Physical Science. Introductory. Lab
fee.
PSC 184
Science Inquiry and the Earth
4 credits
Examines relationships between science and other creative endeavors while
exploring the natural world. Reviews elements of scientific process as well as
humanistic aspects such as morality, expertise, and motivation. Utilizes lectures,
labs and internet-based activities to investigate the materials and processes of the
Earth. Includes semester long study of the Muddy River. Moderate use of
technology. General Education: Investigations in Science and Technology. For
students entering prior to September 2010: Physical Science or Life Science.
Introductory. Lab fee.
PSC 185
Discovering Planet Earth
4 credits
Studies and integrates physical and life science relating to processes of planet and
earth including scientific exploration, astronomy, ecology, earth systems, plants
and animals, food chains, and technology. Includes experimentation, related
readings, report writing, simulations, models and technology. Technology use
occasional. General Education: Investigations in Science and Technology. For
students entering prior to September, 2010: Life Science and Physical Science.
Introductory. Lab fee.
PSC 191
The Physical Universe
4 credits
A laboratory focused course that uses laboratory experimentation to develop skills
in data gathering, representation, analysis, and interpretation while considering
topics such as motion, heat, light, waves and sound, and geological structure.
Technology use occasional. General Education: Investigations in Science and
Technology. For students entering prior to September, 2010: Physical Science.
Introductory. Lab fee.
PSC 251
Principles of Chemistry
4 credits
Introduces concepts of inorganic and organic chemistry. Topics include structure,
behavior and reactions of molecular matter, and identification and classification
of matter. Has extensive laboratory component. Technology use occasional.
General Education: Investigations in Science and Technology. For students
entering prior to September, 2010: Physical Science. Prerequisite: Completion of
General Education Math. Intermediate.
PSC 253
Introduction to Oceanography
4 credits
Introduction to the global ocean with emphasis on the physical, chemical and
geological science. Attention is given to gaining a practical knowledge of
physical, chemical and geological systems of the coastal zone and its inhabitants.
Technology use occasional. General Education: Investigations in Science and
Technology. For students entering prior to September, 2010: Physical Science.
Prerequisites: one of the following: LSC 151, PSC 185, PSC 152 or PSC 191, or
permission of instructor. Intermediate.
PSC 255
Natural Disasters
4 credits
To understand the geological and physical processes that affects the human
environment in catastrophic ways. Natural disasters are commonly exacerbated
when intensive human activity expands into hazardous zones prone to natural
disasters. Hazards will be examined in terms of science prediction, mitigation,
avoidance, and public policy/safety issues. General Education: Investigations in
Science and Technology. For students entering prior to September, 2010: Physical
Science.
PSC 399
Field Studies in Environmental Studies
4 credits
Provides Junior and Senior Math-Science majors with direct experience applying
concepts and theories in professional settings. Students work with a professional
at a field sit and a faculty member to implement a program of study or research
protocol. Technology use extensive. Prerequisite: 200/300 level MAT course, 300
level science course in field of study. Advanced.
Inter-professional Studies
PRO 144
Foundation for Child-Related Service Learning
2 credits
Offers an experiential learning course designed to prepare and support students in
service-learning settings. Using current research on brain development,
neuroscience, psychology, and child development, the seminar will bridge theory
and practice on how children learn. Supports group discussion, reflection, and
critical examination in entering and learning from multicultural settings. Note:
Enrollment by application only.
PRO 151
American Sign Language
4 credits
Introduces American Sign Language (ASL). Emphasizes visual readiness skills as
students learn to recognize and express spatial relationships between objects and
to use non-manual signals, such as facial expressions and body movements.
Communicative functions, vocabulary, grammar and cultural aspects of the Deaf
community will be studied .
PRO 152
American Sign Language II
4 credits
Emphasizes further development of receptive and expressive ASL skills, finger
spelling, vocabulary building and grammatical structure. Encourages more
creative use of facial expressions, body posture, classifiers and the signing space.
Introduces cultural behaviors, language, traditions, values and rules of social
interactions of Deaf Culture. Prerequisites: PRO 151 or permission of instructor.
PRO 201
Seminar for Mathematics Leaders
1 credit
Opportunity for students hired as Mathematics Study Group Leaders to reflect on
mathematics content, pedagogy, and group dynamics. Required of students hired
as Math Leaders, and only open to such students. Meets biweekly. Intermediate.
May be repeated.
PRO 212/612
Puerto Rico Cross-Cultural Inquiry
4/3 credits
Travel to Puerto Rico, visit schools and social agencies, interact with Puerto
Rican college students and faculty. Pre-trip seminars and readings provide
historical, political, cultural, educational and linguistic background for inquiry
projects completed upon return. Enrollment through application only.
PRO 255
Child Centered Communication
1 credit
Introduces participants to some of the basic skills of child-centered play and
therapy that can be used in therapeutic, educational and other settings with
children. Participants will learn how to build relationships with children through
their natural language of play, how to facilitate the expression of children’s
feelings and how to set limits on difficult behaviors.
PRO 256
Using Puppets to Communicate
1 credit
Introduces a variety of ways in which puppets can be used to help children
communicate. Gives an overview of using puppets in educational and therapeutic
settings. Provides opportunities for observing an experienced puppeteer at work.
Practice the use of puppets in their own work with children.
PRO 257
Stress Management Techniques
1 credit
Familiarizes students with yoga, meditation, relaxation and other stress
management strategies for children of different ages. Explores how stress
management techniques can be used in hospitals, in social agencies, and in
schools.
PRO 270
Theory and Practice of Stress Reduction
1 credit
Presents a model of stress reduction based on the dynamic interaction of internal
mind/body processes with external factors in the impinging environment. Centers
in the theory and application of “mindfulness,” enacted in meditation and yoga,
and activities of daily life. Examines additional strategies such as social support
and cognitive restructuring.
PRO 275
AIDS and Addiction
2 credits
Provides information about AIDS and addictions, as separate problems, and as
issues that intersect, using the ecological framework and a feminist model. Open
to sophomores, juniors and seniors.
PRO 314
Child Neglect and Abuse
2 credits
Focuses on prevention, intervention and treatment for families in which there is
evidence of potential child abuse and neglect. Topics include identification of
abuse/neglect, dynamics of abuse, interpretation of relevant legislation, impact of
abuse on child development, treatment programs and approaches, and analysis of
social issues relative to family violence. Open to sophomores, juniors and seniors.
PRO 336/536
Student Policy Fellows Seminar
3 credits
Interdisciplinary seminar and concurrent legislative placement focuses on policy
development, advocacy, and leadership skills. Special emphasis placed on policy
issues affecting children and families. Open to junior and senior undergraduate
students and graduate students. Sixteen hours of placement weekly is required.
Students must apply and be selected prior to enrolling.
PRO 342
Child Welfare
2 credits
Describes the goals and services of public and private child welfare organizations.
Students examine the roles and responsibilities of social workers in these
organizations. Relevant legal, ethical and policy issues are discussed. Open to
sophomores, juniors and seniors.
PRO 344
Crisis Intervention
4 credits
Provides opportunity to learn theory and techniques of crisis intervention. Topics
include concepts of crisis, dynamics of selected crisis situations and methods of
intervention. Open to juniors and seniors.
PRO 352
Spanish for Human Service
Professionals I
4 credits
Introduces students to introductory through intermediate vocabulary, usage, and
idiomatic expressions of the Spanish language relevant to teaching, social work,
and child life. The focus is on conversational Spanish and interactional patterns
indigenous to Spanish-speaking people in the United States. For students with
little or no previous knowledge of Spanish. Permission of instructor is required.
PRO 417/517
Welcoming LGBT families in Education and Human Services
4/3 credits
Prepares Early Childhood and Elementary Educators, Child Life Specialists, and
Social Workers to understand and meet the needs of LGBT- headed families and
their children. Examines research and case studies on LGBT families and best
practices for creating safe, welcoming environments. Introduces LGBT history;
legal, medical and social systems; homophobia; heterosexual privilege; action for
change. General Education: Perspectives on Diversity
PRO 577
Movement and Drama for Children
3 credits
Explores value of creative drama for primary-aged children in varied settings.
Develops skills, techniques needed to implement, evaluate drama activities that
enhance self-expression, build self-esteem, community. Investigates drama’s role
as vehicle for teaching, learning. Prerequisite: junior or senior status. Offered:
Spring, in conjunction with THE 277.
PRO 578
Art for Children
4 credits
Explores learning through, with, and about art, through art making, reflective and
analytical writing, and research. Provides exposure to art materials, and to the
theory and practice of using art with children in various settings. Offered: Fall,
Spring, in conjunction with VIS 278.
PRO 579
Music for Children
3 credits
Explores ways music can be shared with children in various settings. Provides
opportunity to learn songs and instrumental music of various styles and cultures
suitable for use with children. Uses songs, games, rhymes, chants, clapping,
recorders, keyboards, percussion, other instruments, computer music software.
Offered: Fall, Spring, in conjunction with MUS 279.
Reading/Language and Literacy
RDG 335/535
Reading Theory and Practice
0 credits
Consolidates professional background in theory and practice for teaching reading
in grades preK-8. Addresses core concepts and instructional practices for
phonological and phonemic awareness, emergent literacy, phonics, vocabulary,
comprehension, and reading assessment. Builds upon the professional knowledge
developed in EDU 327, EDU 337 or RDG 537. Pre-requisites: EDU 327 or EDU
337 or RDG 537. Co-requisites: EDU 328, EDU 338, RDG 530 or SPE 650.
RDG 525
Adolescent Literacy
3 credits
Examines cognitive, social and language understandings that older readers draw
on to make sense of different kinds of texts. Focuses on metacognitive processes,
vocabulary and background know ledge in later reading comprehension. Develops
assessment strategies for identifying readers’ strengths and vulnerabilities through
small group or tutorial intervention.
RDG 530
Teaching Literacy to English Language Learners
3 credits
Introduces key factors affecting the literacy development of bilingual children
learning to read and write in English such as print exposure, phonological
awareness, and vocabulary in the home language and in English. Participants
develop skills in assessing components of children’s reading and writing
competence, teaching early and later reading skills, planning writing lessons, and
monitoring children’s literacy progress.
RDG 531
Teaching ELLs Reading and Writing
1 credit
Introduces factors affecting the literacy development of English Language
Learners. Participants develop skills assessing and teaching early and later
literacy, developing vocabulary, facilitating comprehension, planning and
implementing reading and writing lessons, and adapting instruction for children of
diverse linguistic and cultural backgrounds at a range of ages and English
proficiency levels.
RDG 537
Teaching Reading
3 credits
Analyzes stages of reading development in grades pre K-8. Focuses on
phonological awareness, print concepts, word identification, vocabulary, fluency,
and comprehension. Participants administer literacy assessments to children,
interpret assessment data, and plan engaging, small group instruction.
RDG 558
Multicultural Children’s Literature
3 credits
Introduces broad range of multicultural literature. Focuses on criteria for making
appropriate book selections. Examines literary theme and genre. Explores
strategies for using children’s literature to promote literacy development.
RDG 559
Latino Children’s Literature
3 credits
Considers use of Latino children’s literature within the context of education for
diversity. Focuses on selection criteria, exploration of literacy theme and genre
from diverse perspectives, and instructional strategies that foster understanding
and respect for the Spanish language, Latino cultures and the use of Latino
literature in classrooms, social services and health care settings.
RDG 560
African American Children’s Literature
3 credits
Examines children’s literature written by and about African Americans. Explores
the literature’s cultural and historical context. Discusses strategies for using the
literature effectively with children to enhance their literacy development.
RDG 568
Developing Young Writers
3 credits
Introduces current research and theories about children’s writing development.
Examines instructional practices for fostering writing abilities in a variety of
genres including poetry, narrative, and exposition.
RDG 601
Multisensory Approaches for Teaching Literacy
3 credits
Provides theoretical constructs in multisensory literacy approaches to aid the
reading specialist, special educator, or classroom teacher meet the complex
challenges in instructing students with language-based learning differences.
Includes introduction to the Wilson Language Program and the Lindamood-Bell’s
Lips and Visualizing and Verbalizing programs. Prerequisites: RDG 537 or RDG
622 or permission of the instructor.
RDG 616
Assessment of Reading and Writing
3 credits
Surveys traditional and innovative approaches to assessing reading, writing, and
oral language: teacher checklists, standardized tests, rubrics, portfolios, and work
samples. Utilizes case studies of children ages 4-10. Develops skill at making
instructional decisions based on assessment data.
RDG 618
Literacy Across the Curriculum
3 credits
Examines reading comprehension, writing, and vocabulary skills critical for
success in academic content areas. Investigates the impact of text difficulty,
background knowledge, and understanding of text structure on comprehension of
nonfiction text. Develops skill at teaching vocabulary, metacognitive, and study
skills in the context of theme-based units.
RDG 622
Individualized Instruction in Literacy
3 credits
Develops skill at diagnosing literacy needs through formal and informal
assessments and planning research-based instruction. Twice-weekly tutorial
sessions with struggling emergent readers in an off-campus laboratory setting.
Emphasizes importance of readers’ cultural and linguistic backgrounds..
(Requires permission of the instructor).
RDG 626
Diagnosis and Correction of Reading Problems
3 credits
Extends competencies developed in RDG 622 in closely mentored, twice-weekly
tutorials with struggling readers in upper elementary grades. Emphasizes design
of instruction based on careful diagnosis of literacy needs. Develops literacy
leadership skills. Prerequisite: RDG 622; permission of the instructor
RDP 609
Teacher of Reading Practicum
3 credits
150-hour supervised practicum in the role of teacher of reading, incorporating
assessment, small group work, resource development, coaching and professional
development, and outreach to parents. Seminar provides opportunities for critical
reflection on practice and explores multiple roles of reading specialists.
(Prerequisites: RDG 622; requires permission of the instructor). Required of and
restricted to students enrolled in the Teacher of Reading licensure program
Research
RES 350
Research Methods Across Disciplines
4 credits
Guides students through the steps of rigorous independent scholarly research;
finding a topic, shaping a research problem, locating and providing appropriate
documentation of supporting evidence, and presenting an original argument in
written and oral form. Examines research methods and scholarship from a variety
of disciplines.
RES 451/452
Action Research I/II
4 credits
Design and initiate a research project to gather information about early childhood
classrooms, teaching methodologies, and student learning, with a focus on
research questions that relate to literacy for young children. Introduces the use of
scientific inquiry and qualitative research methodology to answer research
questions related to effecting change to enhance children’s literacy learning.
Develop library research and professional writing skills and gain familiarity with
methods used to study questions arising from practice.
RES 651
Action Research I
1 credit
Introduces use of scientific inquiry and research methodology to study questions
arising from practice and/or policies. Students initiate a research project and
complete it the following semester in RES 652. Research and professional writing
skills are developed. Corequisite: Taken sequentially with RES 652 to fulfill core
requirement in research.
RES 652
Action Research II
2 credits
Advances student-designed research projects conceptualized in RES 651. Final
projects include use of relevant theories, a literature review, discussion of
research methods, and analysis of data that was collected. Corequisite: Taken
sequentially with RES 651 to fulfill core requirement in research.
RES 722
Research in Language and Literacy
3 credits
Introduces varied approaches to language and literacy research. Provides
experience with qualitative and quantitative data collection and analysis.
Participants prepare analyses of assessment data and write research briefs for
other teachers. Based on questions from their practice, students summarize
existing literature and prepare a research proposal.
Prerequisite: one graduate course in Language and Literacy; fulfills core
requirement in research
RES 723
Practitioner as Researcher
3 credits
Involves designing and implementing a research project that answers own
question about site-based practice. Published practitioner research is reviewed.
Examines research as a collaborative process that supports constituent, researcher,
institutional and societal development.
RES 725
Research Methods
3 credits
Exploration of alternate research methods and paradigms to answer questions in
education and children’s services. Topics include formulating research questions
and related hypotheses, analysis of published research, sampling, selection of
instruments, research ethics, and data analysis.. Preparation of individual research
proposal culminating project. Fulfills core requirement in research.
RES 740
Advanced Research Seminar
3 credits
Uses research methodology to initiate change in professional practice. Students
identify a challenging issue within their professional field and design and
implement a research project aimed at improving it. Includes critiquing existing
research, writing a comprehensive research report, and presenting findings orally.
Fulfills core requirement in research. Prerequisite: A course in qualitative or
quantitative research design.
Social Work
SWK 205
Introduction to Social Work
4 credits
Provides an overview of the social work profession, its foundation in values and
ethics, its theoretical framework, and its role in society. Also examines a variety
of populations, fields of practice and focuses on the activities and responsibilities
of social workers in diverse settings. Prerequisites: Open to students starting in
the second semester of the first year.
SWK 225
Dynamics of Oppression/Discrimination
4 credits
Analyzes the economic and political foundations of organizational and societal
oppression and discrimination utilizing analytic tools to detect these roots and to
understand the uneven distribution of resources. Also, debates regarding issues of
equity and equality will provide students familiarity with contemporary social
policy issues. Prerequisites: SWK 205; sophomore and junior transfers may take
concurrently with SWK 205. Open to sophomores and juniors.
SWK 268
Social Research
4 credits
Introduces the purposes, types and basic methodologies of social research.
Prepares students to be informed consumers of research. Includes such topics as
literature review, problem formulation, research design, data collection and data
analysis and ethical/political issues. Prerequisite: SWK 205 and completion of or
exemption from the college/core requirement in mathematics. Open to
sophomores, juniors and seniors.
SWK 345
Human Behavior & Social Environment
4 credits
Builds on the foundation of lifespan development content in the Human Growth
and Development sequence. Focuses on the interaction between human behavior
and the social environment from a multidimensional, holistic perspective which
stresses the interdependence of biological, psychological, social, cultural, and
spiritual components of functioning. Prerequisites: HDP 120/122 and HDP
121/123 or HDP 124/126 and HDP 125/127. Additional prerequisites for Social
Work majors: SWK 205 and SWK 225.
SWK 355
Social Welfare Policy & Services
4 credits
Components of American and international social welfare systems, policymaking, policy advocacy, and policy analysis. Includes a social policy field
component. Prerequisites: SWK 205, SWK 225, and AST 150. Open only to
junior Social Work majors.
SWK 440
Social Work Practice & Skills Lab I
4 credits
The Social Work Practice sequence consists of three courses introducing the
theoretical and methodological aspects of the problem-solving process of the
generalist practice model. Each course features a segment of the process and
applies it to micro, mezzo, and macro practice. SWK 440 examines interviewing
skills and engagement. Prerequisites: SWK 205, HDP 120/122 and HDP 121/123
or HDP 124/126 and HDP 125/127, and passing the Wheelock Literacy and
Communication Exam (WLCE). Open only to junior Social Work majors.
SWK 450
Social Work Practice & Skills Lab II
4 credits
The Social Work Practice sequence consists of three courses introducing the
theoretical and methodological aspects of the problem-solving process of the
generalist practice model. Each course features a segment of the process and
applies it to micro, mezzo, and macro practice. SWK 450 examines assessment,
planning, and contracting. Prerequisites: SWK 355 and SWK 440. SWK 268 or a
research course in Human Development must be taken prior to, or concurrently
with this course. Taken concurrently with SWK 451 and SWK 452. Open only to
senior Social Work majors.
SWK 451
Social Work Practice: Field Seminar I
2 credits
Integrates theoretical practice content with practicum experiences and gives
opportunity for the discussion of professional and ethical issues. Taken
concurrently with SWK 450 and SWK 452. Open only to senior Social Work
majors.
SWK 452
Social Work Practice: Practicum I
4 credits
Placement in a social service agency for two days a week for 15 weeks (200
hours). Students will apply practice theory to develop skills for generalist Social
Work practice. Taken concurrently with SWK 450 and SWK 451. Open only to
senior Social Work majors.
SWK 455
Social Work Practice & Skills Lab III
4 credits
The Social Work Practice sequence consists of three courses introducing the
theoretical and methodological aspects of the problem-solving process of the
generalist practice model. Each course features a segment of the process and
applies it to micro, mezzo, and macro practice. SWK 455 examines intervention,
evaluation and termination. Prerequisites: SWK 268 and SWK 450, SWK 451 and
SWK 452. Taken concurrently with SWK 456 and SWK 457. Open only to senior
Social Work majors.
SWK 456
Social Work Practice: Field Seminar II
2 credits
Integrates theoretical methods course content with practicum experiences and
gives opportunities for the discussion of professional and ethical issues. Taken
concurrently with SWK 455 and SWK 457. Open only to senior Social Work
majors.
SWK 457
Social Work Practice: Practicum II
4 credits
A continuation of SWK 452, the focus is on the development of Social Work
skills for generalist practice. Students are in placement two days a week for 15
weeks (200 hours). Taken concurrently with SWK 455 and SWK 456. Open only
to senior Social Work majors.
SWK 501
Spanish for Human Services Professionals
3 credits
Introduces students to introductory through intermediate vocabulary, usage, and
idiomatic expressions of the Spanish language relevant to teaching, social work,
and child life. The focus is on conversational Spanish and interactional patterns
indigenous to Spanish-speaking people in the United States. For students with
little or no previous knowledge of Spanish. Permission of instructor is required.
SWK 510
Human Behavior and the Social Environment I
3 credits
Foundation-year, MSW theory course related to individuals and families.
Ecosystem approach to understanding human development and behavior across
lifespan, focusing on the continuous, transactional relationship(s) between people
and their environments, contextualized by race, class, history, culture, politics,
religion. Critical approach to how theories evolve in context, inform social work
practice, research, and policy. Offered fall only.
SWK 511
Human Behavior and the Social Environment II
3 credits
Second MSW theory course prepares students to understand human behavior
within groups, organizations, and communities through multidisciplinary
theoretical approaches. Learn strengths based conceptual frameworks for
understanding groups and environments in ways that are relevant to social work
practice, policy, and research. Prerequisite: SWK 510. Offered spring only.
SWK 520
Social Policy
3 credits
History of U.S. and international social welfare programs, policy as social justice,
policy analysis and implementation and social policy advocacy as a foundation of
justice-based social work practice. Offered fall semester only.
SWK 530
Foundations of Social Research
3 credits
Introduces the purposes, types, methodology, and ethics of social research.
Prepares students to be critical and informed consumers of research and also
provides an applied learning opportunity through conducting a group research
study. Prerequisites: Basic Statistics. Offered spring semester only.
SWK 540
Generalist Social Work Practice I
3 credits
First foundation–year MSW practice course; provides the knowledge, skills, and
values for justice-based social work practice with diverse individuals and families
in multiple systems. Students are introduced to generalist social work practice
from ecological, strengths-based, collaborative, and empowerment perspectives.
Concurrent with SWK 542 & 550. Offered once a year; fall semester.
SWK 541
Generalist Social Work Practice II
3 credits
Continues the generalist social work practice model. Develop knowledge, skills,
and values for practice with small groups, organizations, communities. Emphasis
is on strengths-oriented, justice-based approaches to these systems in historical,
cultural, and sociopolitical contexts for practice that is collaborative, familycentered, community-based, and multiculturally competent. Prerequisites: SWK
510, 540, 542, 550. Concurrent: SWK 543, 546, 551. Offered once a year; spring
semester. Offered once a year; spring semester
SWK 542/543
Social Work Practice Laboratory I and II
3 credits
Two semester sequence. Develop the skills needed for the engagement,
assessment, contracting, intervention, evaluation, and termination stages of the
social work relationship with clients and client systems. Use their field practica,
case studies, role plays, and readings as the basis for the laboratory exercises.
Offered once a year, in sequence, fall/spring semesters. Concurrent with SWK
540, 550 (fall) and SWK 541, 546, 551 (spring).
SWK 546
Multicultural Social Work Assessment
3 credits
A critical learning approach to essential assessment tools for social work practice
with children and families and the settings in which interventions typically occur.
Issues of diversity, multicultural competence, and social justice in assessment and
practice are explored. Develop an assessment framework and social work
philosophy-in-progress. Prerequisites: SWK 510, 520, 530, 540, 542, 550.
Concurrent: SWK 541, 543, 551. Offered once a year; spring semester.
SWK 550/551
Social Work Field Practicum and Seminar I, II
6 credits
Two-semester practicum experience provides students with a field-based
environment in which to develop and begin to demonstrate mastery of curricular
content. Students are also expected to know and apply the NASW Code of Ethics,
values of the profession, approaches that reflect a celebration of differences,
empowerment, and a commitment to human rights and distributive justice.
Concurrent with foundation year practice classes. Offered once a year, in
sequence, fall/spring semesters.
SWK 610
Human Behavior and the Social Environment: Advanced Applications
3 credits
Focuses on the advanced knowledge, skills, and values necessary for social work
leadership in complex social service agencies. Organized around the following
modules: organizational leadership, fundraising, grant development, and
community asset building. Prerequisites: Completion of foundation year courses
or by permission of instructor. Offered once a year; fall semester
SWK 620
Social Policy Practice
3 credits
An advanced policy course focusing on the development of skills in social policy
practice, such as policy formation, policy analysis, policy advocacy, and
evaluation of social policy related to children and families. Prerequisites: SWK
520 and completion of all foundation year courses or by permission of instructor.
Offered once a year; spring semester
SWK 640
Social Work Practice with Children & Families I
3 credits
First required, advanced MSW practice course. Explore and develop skills with
several strengths-based models for working with children and families. Integrates
theory, research, policy, and practice skills for multiculturally competent, familycentered, and community-based social work. Highlights connections to students’
fieldwork and other courses. Prerequisites: Completion of all foundation year
courses. Concurrent with SWK 650. Offered once a year; fall semester.
SWK 641
Social Work Practice with Children & Families II
3 credits
Second required, advanced MSW practice course. Continues with development of
advanced, justice-based family practice skills, particularly related to the complex
issues impacting the lives of children and families in the 21st century. Highlights
connections to students’ fieldwork and other courses. Prerequisites: completion of
foundation year courses and SWK 640, 650; concurrent with SWK 651. Offered
once a year; spring semester
SWK 650/651
Social Work Field Practicum and Seminar III, IV
6 credits
Two-semester, advanced field practicum experience. Students are expected to
integrate all areas of the MSW curriculum into advanced, justice-based practice
interventions with children and families. Includes advanced application of social
work values and ethics and capacity to select among differential approaches based
on knowledge and skills that are collaborative and interprofessional in order to
effect social change at the individual, family, group, organizational, and
community levels. Prerequisites: completion of SWK 640, 650; concurrent with
SWK 641, 651. Offered once a year, in sequence, fall/spring semesters.
SWK 670
Spirituality of Children and Families
3 credits
This interprofessional course will enable students to effectively utilize the
spiritual values/religious beliefs of clients and themselves to create positive
change, human transformation, and healing. This will include exploration of
spiritual development, supporting genuine respect for spiritual experiences and
strengths of diverse clients during all stages of the helping relationship.
SWK 690
Integrative Project Seminar I
3 Credits
The first part of a year-long course that serves as a capstone to the full MSW
learning experience. Design and conduct human rights -based research projects
that integrate the key concepts of the MSW program’s curricular themes and
course work. Develop an integrative project proposal in this semester that
contributes to the knowledge, skills, and values of justice-based social work
practice. Prerequisites: completion of foundation year courses. Offered once a
year; fall semester
SWK 691
Integrative Project Seminar II
3 credits
The second part of the year-long integrative project course. Students complete the
human rights action project begun in the fall. Projects focus on advancing human
rights and social and economic justice for children, families and communities,
through education, social action, and policy. Projects integrate the concepts
learned in previous courses and reflect the curricular themes and justice-based
focus of the program. Prerequisites: completion of foundation year courses and
SWK 690. Offered once a year; spring semester
Special Education
SPE 264
Managing Behavior
2 credits
Introduces various theories / models of managing behavior. Students learn to
recognize, understand and evaluate behavior and to implement procedures
designed to prevent or decrease undesirable behavior and increase desirable
behavior.
SPE 346
Assistive Technology
2 credits
Introduces Assistive Technology (AT) solutions that can support students with
disabilities in fully accessing and progressing in standards-based curriculum
activities. Include current laws and IEP considerations.
SPE 392
Teaching Students with Exceptional Learning Needs
2 credits
Explores theoretical perspectives of exceptional learning needs. Curriculum
development and instructional approaches for inclusive classrooms. Factors that
affect learning from multiple perspectives.
SPE 393
Inclusive Curriculum and Environments
Develops theoretical and practical knowledge of innovative curricula, flexible
classroom environments, and teaching practices that integrate adaptive-physical,
behavioral, social, and academic teaching and learning. Builds on the idea that
effective curriculum grows from an understanding of how children learn, relevant
and rigorous content, accurate and authentic assessments, and a supportive
classroom ecology. (International programs only)
SPE 394
Curriculum, Learning and Special Needs
4 credits
Provides instruction and experience in designing curricula and learning
environments for students with special needs. Students establish goals and
objectives; select, modify and develop materials and instructional activities; and
evaluate the appropriateness of ongoing programs. Techniques and materials for
developing language, academic, social and career/vocational skills are presented.
SPE 465
Capstone and Portfolio: Special Education
2 credits
Discussion of current issues/topics in special education. Evolution of policies and
practices over time. Students compile and present portfolio demonstrating
competence in Council for Exceptional Children standards. Prerequisites: Passage
of Massachusetts Literacy and Communication, General Curriculum, and
Foundations of Reading Tests for Educator Licensure.
SPE 481
Assessing Students with Special Needs
4 credits
Discussion and practice assessing academic, social, behavioral domains of
children. Focus on informal and formal tools to analyze, interpret and
communicate results to families and school teams. Interpret assessment results
related to Individualized Education Program (IEP) development, curricula, and
racial and cultural bias. Co-requisite: supervised placement.
SPE 542
Impact of Special Needs
3 credits
Surveys various disabilities and their impact on learning and development. Covers
legislative issues, IEP development, service delivery models, and strategies for
working with families/service providers of children with special needs.
SPE 560
Understanding and Managing Behavior
2 credits
Explores traditional and current theories and model of managing behavior.
Emphasis on analyzing and understanding causes and explanations. Examines
approaches for preventing or decreasing undesirable behavior and increasing selfcontrol. (Online course)
SPE 635
Number Sense For Learners Who Struggle
3 credits
Discusses effective strategies to meet students’ needs and effective assessment
procedures. Reviews the big ideas of number sense and current mathematics
curricula. Prerequisite: EDU 535 or approved waiver.
SPE 645
Instructional Methods Seminar
2 credits
Focuses on use of evidence based instructional practices for students in inclusive
classrooms. Selection, application, and modification of EBP across curricular
content areas will be discussed. Related topics such as Differentiated Instruction
and Response to Intervention will be covered. Taken concurrently with SPP 640
or EDP 536 or permission of instructor.
SPE 650
Understanding Reading Difficulties
2 credits
Takes a critical orientation to examine reading programs, instructional
approaches, informal literacy assessment, and factors that influence reading
development: decoding, vocabulary, fluency, and comprehension. Explores
implications of social, political, and cultural contexts on understanding literacy
practices.
SPE 652
Inclusive Education Curriculum
3 credits
Develops theoretical and practical knowledge of innovative curricula, flexible
classroom environments, and inclusive teaching practices that integrate physical,
behavioral, social and academic needs of children. Emphasizes that effective
curriculum grows from the intersection of accurate assessment, meaningful
schoolwork and a supportive classroom ecology.
SPE 654
Advanced Inclusive Curriculum
3 credits
Provides direct, guided practice in planning and implementing curricula that
address the academic, social, behavioral and physical learning requirements of
children with special needs. Emphasizes group problem-solving as participants
research, develop and implement curricula and pedagogies which respond to the
assessed learning needs of children in inclusive and special classrooms.
SPE 656
Special Education Assessment
3 credits
Develop skills assessing academic, social, behavioral domains of children’s
learning. Emphasizes both informal and formal tools to analyze, interpret and
communicate results to families and school teams. Critique assessment results
related to Individualized Education Program (IEP) development, curricula, and
racial and cultural bias. (Co-requisite: Current placement teaching children;
prerequisite: SPE 542; or permission of instructor.)
SPE 680
Portfolio Development: IESE Education
1 credit
Students develop performance assessment portfolio demonstrating competence in
Council for Exceptional Children standards. Pre-requisites: Successful completion
of the Massachusetts Test for Educator License (MTEL) in Communication and
Literacy, General Curriculum, and Foundations of Readings
SPE 685
Democracy and Education
2 credits
Provides a social, historical, legal and political context for understanding special
education practice and policy;. Addresses issues of curricular quality, bias in
assessment, equity and parent empowerment.
SPE 710
Assistive Technology
1 credit
Introduces Assistive Technology (AT) solutions that can support students with
disabilities in fully accessing and progressing in standards-based curriculum
activities. Includes current laws and IEP considerations. Provides overview on
integration of technology in teaching and learning.
SPP 460
Practicum I: Students with Special Needs
4 credits
Supervised experience with school-aged children with exceptional learning needs
in inclusive, resource, or substantially separate classrooms in public or private
settings. Students have increasing responsibility for curriculum design and all
other responsibilities of a teacher. 4 days a week. Taken concurrently with SPP
461 Seminar I: Students with Special Needs.
SPP 461
Seminar I: Students with Special Needs
2 credits
Students reflect upon and analyze their experiences as they work with schoolaged children during the practicum experience. Must be taken concurrently with
SPP 460.
SPP 470
Practicum II: Students with Special Needs
3 credits
A second experience with school-aged children with exceptional learning needs,
at a different age level and/or displaying different learning needs than the first
practicum. Students have increasing responsibility for curriculum design and all
other responsibilities of a teacher. 3 days a week. Taken concurrently with SPP
471.
SPP 471
Seminar II: Students with Special Needs.
1 credit
Students reflect upon and analyze their experiences as they work with schoolaged children during the practicum experience. Must be taken concurrently with
SPP 470.
SPP 640
Practicum: Students with Special Needs
3 credits
Supervised experience with school-aged children with exceptional learning needs
in inclusive, resource, or substantially separate classrooms in public or private
settings (PreK-8). Students have increasing responsibility for curriculum design
and all other responsibilities of a teacher. Minimum 300 hours. fulfills
requirement for TSMD license endorsement.
Theatre Arts
THE 123
Public Speaking
4 credits
Explores basic principles, techniques of effective speaking. Develops
communication, discussion, speech writing, interpretation, delivery, critical
analysis skills. General Education: Creativity & the Arts. For students entering
prior to September, 2010: Arts.
Introductory.
THE 126
Introduction to Theatre
4 credits
Introduces theatre as collaborative art form. Surveys history of Western theatre.
Explores theatre art, practice. Requires participation in Wheelock Family Theatre.
General Education: Creativity & the Arts. For students entering prior to
September, 2010: Arts.
Introductory.
THE 203
Improvisation
4 credits
Explores ways of expressing creative potential within theatre discipline. Develops
self-awareness. Strengthens problem-solving skills through individual and group
exercises in gesture, movement, mime, dialogue. General Education: Creativity &
the Arts. For students entering prior to September, 2010: Arts.
Intermediate.
THE 205
Acting
4 credits
Explores basic acting techniques. Uses exercises in observation, concentration,
emotional recall, imagination as basis for character development. Develops voice
and body as tools for creating a role. Culminates in performance of monologues
and scenes. General Education: Creativity & the Arts. For students entering prior
to September, 2010: Arts.
Intermediate.
THE 207/ HDP 207
Introduction to Psychodrama
2 credits
Uses role-playing and other theatrical techniques as powerful tools for growth,
enhanced creativity and problem solving. A didactic as well as an experiential
course that studies these group techniques and applies them to various
professional settings. Has applications for educators, social workers and child life
specialists. Explores psychodrama through demonstration, practice, theory, and
application. Introductory
THE 215
Modern Drama
4 credits
Studies the works of such playwrights as Ibsen, Chekhov, Hellman, Miller,
Wilson, Kushner. Textual analysis focuses on dramatic structure, character
development, thematic content. General Education: Creativity & the Arts OR
Languages & Literatures. For students entering prior to September, 2010: Arts
OR Literature.
Intermediate
THE 220
History of Musical Theatre
4 credits
Studies music, lyrics, texts written for European and American stage. Focuses on
opera and the mature musical. Includes participation in/observation of Wheelock
Family Theatre musical production. General Education: Creativity & the Arts. For
students entering prior to September, 2010: Arts.
Intermediate.
THE 225
Readers Theatre
4 credits
Explores theatre techniques to illuminate literature. Uses poetry, fiction,
nonfiction, plays. Emphasizes textual analysis for group presentation. Culminates
in performance of student-generated scripts. General Education: Creativity & the
Arts. For students entering prior to September, 2010: Arts.
Intermediate.
THE 235
Jazz Dance
4 Credits
See MUS 235.
THE 238
African-American Theatre
4 credits
Surveys history of African-American theatre from time of Ira Aldridge to present
day. Includes study of Harlem Renaissance playwrights and African-American
actors, actresses, directors. General Education: Perspectives on Diversity AND
Creativity & the Arts OR Languages & Literatures. For students entering prior to
September, 2010: Multicultural AND Arts OR Literature.
Intermediate.
THE 240
Storytelling and Folklore
4 credits
Introduces participants to the fields of storytelling and folklore. Looks at common
story themes and the role of the Storyteller in traditional and contemporary
culture. Students will research stories and fables and examine how they shape and
document culture. Students will learn storytelling techniques to use in a variety of
settings. General Education for students entering prior to September 2010: Arts.
Intermediate course.
THE 242
Shakespeare
4 credits
Studies Shakespeare’s plays through character analysis, evaluation, performance.
Emphasizes his views on life, death, love, politics, evil, ambition; his insight into
human nature, his relevance today. Texts include Romeo and Juliet, Taming of
the Shrew, Macbeth, Twelfth Night. General Education: Creativity & the Arts or
Languages & Literatures. For students entering prior to September, 2010: Arts
OR Literature.
Intermediate.
THE 245
Theater Design and Production
4 credits
Uses the sequence of events that move a play from a script to live performance to
explore the theatrical design and production elements of scenery, costumes,
lighting, sound, makeup, and properties involved in mounting a play. Students
will participate in building and running a production. General Education:
Creativity & the Arts. Intermediate course.
THE 277
Movement and Drama for Children
4 credits
Explores value of creative drama for primary-aged children in varied settings.
Develops skills, techniques needed to implement, evaluate drama activities that
enhance self-expression, build self-esteem, community. Investigates drama’s role
as vehicle for teaching, learning. Prerequisite: Junior or Senior Status. Offered:
Spring. Intermediate.
THE 310
Story Theatre
4 credits
Prepares, tours, and presents dramatizations of children’s literature in a variety of
settings. Explores aspects of theatre management such as booking engagements,
public relations. Prerequisites: one theatre performance class, permission of
instructor. Advanced.
THE 350
Directing Plays
4 credits
Explores the role of the theatre director from interpreting a script to working with
designers, blocking the play and coaching actors. Observe professional directors
at work, cast, stage and rehearse scenes. Select from classic and contemporary
plays. . Prerequisite: one Theater course, permission of instructor. Advanced.
THE 374
Children’s Theatre
4 credits
Studies history, literature of children’s theatre. Explores all aspects of mounting
children’s productions through scene work, participation in Wheelock Family
Theatre. Prerequisite: Permission of the instructor. Advanced.
Visual Arts
VIS 112
Western Art Renaissance to Modern
4 credits
Surveys Western art from the Renaissance to the 20th century. Examines
architecture, sculpture, painting and graphic arts. Includes lectures, slides and
museum visits. General Education: Creativity & the Arts OR Historical
Perspectives. For students entering prior to September, 2010: Arts or Global
History, Civilization, Culture.
Introductory.
VIS 125
Introduction to Design
4 credits
Introduces basic elements of two- dimensional design. Explores fundamental
visual language of color, line, shape, texture, in a variety of media. Traditional
and contemporary arts viewed, discussed in conjunction with studio projects.
Students are encouraged to develop individual artistic expression. General
Education: Creativity & the Arts. For students entering prior to September, 2010:
Arts. Introductory. Offered: Fall, Spring.
VIS 130
Drawing
4 credits
Explores basic concepts of drawing, develops drawing skills as means of
developing personal artistic expressiveness. Charcoal, pencil, brush and ink,
pastel are used in still life, life drawing, landscape, and portraiture. General
Education: Creativity & the Arts. For students entering prior to September, 2010:
Arts.
Introductory. Offered: Fall., Spring
VIS 215
History of Architecture
4 credits
Studies world architecture from prehistory to modern world. Focuses on major
building traditions through in-depth study of individual monuments; considers the
interplay of materials, technologies, and cultural needs responsible for built
environment. Slide lectures, readings, discussions, field trips. General Education:
Upper Level Writing (after ENG111) AND Creativity & the Arts OR Historical
Perspectives. For students entering prior to September, 2010: Upper Level
Writing (after ENG111) AND Arts OR Global History, Civilization, Culture.
Prerequisite: ENG 111. Intermediate.
VIS 217
Art and Architecture of Ancient Cultures
4 credits
Explores art and architecture of selected ancient cultures: India, China, the Near
East, Egypt, Nubia, Greece, Rome. Examines paintings, sculpture, ceramics,
metal work, and architecture in historical context. Slide presentations, class
discussion, museum visits. For students entering prior to September, 2010:
satisfies General Education Arts or Global History, Civilization, Culture
requirement. Satisfies upper level writing requirement. Prerequisite: ENG 111.
Intermediate.
VIS 218
Cathedral and Castle
4 credits
Studies art of Middle Ages in Europe and the Middle East in cultural context. .
Focuses on religious, civic, and domestic architecture, sculpture, stained glass,
painting, book illumination, metal work, fiber arts. Museum visits, slide
presentations, discussion. For students entering prior to September, 2010: Upper
Level Writing (after ENG111) AND Arts OR Global History, Civilization,
Culture Prerequisite: ENG 111. Intermediate.
VIS 220
Pottery
4 credits
Introduces techniques of hand-built and wheel-thrown construction, mixing and
applying glazes, and firing. Sensitivity to design necessities will be stressed
through self and group criticism. Students pay a materials fee. General Education:
Creativity & the Arts. For students entering prior to September, 2010: Arts.
Intermediate.
VIS/COM 222
Designing the Digital Image
4 credits
Introduces computer imaging and its capacity to design and control the twodimensional page. Through use of various two-dimensional imaging software
applications (Mac-based), students learn to manipulate photographs, compose
with text, and develop image concepts in the digital arena. Intermediate. General
Education: Creativity & the Arts. For students entering prior to September, 2010:
Arts.
VIS 225
Photography
4 credits
Introduces film photography as a creative medium. Includes basics of camera
usage, black-and-white darkroom techniques. Slide presentations, class critiques.
Final portfolio required. Students pay a materials fee; access to a 35mm film
camera is necessary. General Education: Creativity & the Arts. For students
entering prior to September, 2010: Arts.
Intermediate.
VIS 235
Printmaking
4 credits
Explores basic graphic processes of monotype, relief, collograph and intaglio
printmaking. Drawing and design issues addressed as important factors in
developing a printed image. Projects encourage exploration of printmaking media
as well as student’s own imagery. For students entering prior to September, 2010:
satisfies General Education Arts requirement. Intermediate
VIS 240
Painting
4 credits
Introduces work in oil and acrylic paint. Explores basic concepts of color, value,
composition, texture. Students work from landscape and live models, developing
their personal artistic expression. General Education: Creativity & the Arts. For
students entering prior to September, 2010: Arts.
Intermediate.
VIS 245
Three Dimensional Design
4 credits
Introduces basic concepts of three dimensional art. Through assignments
employing wide range of materials and scales, students develop ability to
manipulate form, space. Relief sculpture, sculpture in the round, installation,
architecture, and product design considered in terms of form and function.
General Education: Creativity & the Arts. For students entering prior to
September, 2010: Arts.
Intermediate.
VIS 265
Women, Art and Society
4 credits
Considers the impact of feminism on the discipline of art history. Investigates
work of women artists such as Artemisia Gentileschi, Mary Cassatt and Faith
Ringgold, studies women as patrons, audiences. Slide presentations, videos,
museum trips. General Education: upper level writing (after ENG 111).
Prerequisite ENG 111. Intermediate.
VIS 278
Art for Children
4 credits
Explores learning through, with, and about art, through art making, reflective and
analytical writing, and research. Provides exposure to art materials, and to the
theory and practice of using art with children in various settings. Prerequisite:
Junior or Senior status. Intermediate.
VIS 330
Intermediate/Advanced Drawing
4 credits
Builds on drawing experience; emphasis on composition. Uses a variety of media:
charcoal, pencil, brush and ink, and pastel, in still life, landscape, portrait, and
imaginative subjects. Includes slide presentations, guest speakers and visits to
museums, galleries and studios. May be repeated for credit. Prerequisite: One
course in Drawing. Advanced.
VIS 340
Intermediate/Advanced Painting
4 credits
Builds on painting experience; develops familiarity with major painting media.
Emphasizes individual projects. Develops personal artistic expression. Course
will also include films, guest speakers and visits to museums, galleries and
studios. May be repeated for credit. Prerequisite: One course in Painting.
Advanced.
VIS 375
Mixed Media and Composition
4 credits
Explores the interaction between materials and concepts through the use of mixed
media approaches to image making, including collage, assemblage, layering, and
deconstruction. Develops strategies for organizing visual images using design
principles and perceptual skills. Experimentation with personal themes and
narratives is encouraged. May be repeated for credit. Prerequisite: VIS 125.
Advanced.
Corporation and Board of Trustees Membership:
2010–2011
Board and Corporation Officers
Ranch C. Kimball
Chair of the Board of Trustees
Joslin Diabetes Center
Boston, MA
Madeleine Tufts Cormier ’66
Vice Chair of the Board of Trustees
Salem, MA
Susan Simon ’73
Chair of the Corporation
Admissions Advantage
Weston, MA
Vicki C. Milstein ’72
Vice Chair of the Corporation
Brookline Public Schools
Brookline, MA
Robert A. Lincoln
Treasurer
Boston Trust and Investment Management Company/Walden Asset Management
Edward H. Ladd
Clerk of the Board of Trustees
Standish Mellon Asset Management
Boston, MA
A. Keena Dunn Clifford ’68
Assistant Clerk of the Board of Trustees
Wayland, MA
Board of Trustees
Judith Parks Anderson ’62
Concord, MA
Steven B. Aveson ’78
East Providence, RI
Stephanie Bennett-Smith
Brielle, NJ
A. Keena Dunn Clifford ’68
Wayland, MA
John F. Coburn
Coburn Consulting
Woburn, MA
Kathryn S. Conrad ’73 MS
Weston, MA
Patricia Cook ‘69
Cook & Company
Bronxville, NY
Madeleine Tufts Cormier ’66
Salem, MA
Barbara Drauschke ’72
Alumni Trustee
Melrose, MA
Sally Edmonds ’55
Honorary Trustee
Cambridge, MA
Betty C. Fuchs
Honorary Trustee
Canton, MA
George Hall
Honorary Trustee
Nahant, MA
William R. Hall
Boston, MA
Mitchell Harris
BNY Mellon
Boston, MA
Christina Morris Helm ’64/’98 MS
New London, NH
John Jackson
Schott Foundation
Cambridge, MA
Kathleen M. Jaunich ’64
Woodside, CA
Thomas J. Kelly
Mintz, Levin, Cohn, Ferris, Glovsky, and Popeo, P.C.
Boston, MA
Ranch C. Kimball
Joslin Diabetes Center
Boston, MA
John Knutson
Boston, MA
Edward H. Ladd
Standish Mellon Asset Management
Boston, MA
Robert A. Lincoln
Boston Trust and Investment Management Company/Walden Asset Management
Boston, MA
Alan Morse
Brookline, MA
Robin Mount
Harvard University Graduate School of Arts and Sciences Career Services
Cambridge, MA
Heather Elizabeth Peach ’96 MS
Mass General Hospital for Children
Boston, MA
Bonnie Page ’92
(Alumni Trustee)
Tewksbury, Massachusetts
Linda Port
Mintz, Levin, Cohn, Ferris, Glovsky,
and Popeo, P.C.
Boston, MA
Doryl “Dory” Lloyd Rourke ’67
Worcester, MA
Barbara G. Sallick ’61
Waterworks
Danbury, CT
Susan Simon ’73
Admissions Advantage
Weston, MA
Ellen Haebler Skove ’49
Honorary Trustee
Darien, CT
Kate Taylor
WGBH
Boston, MA
Geneva S. Thorndike
Westwood, MA
Elizabeth Cluett Thors
Wellington Management Company
Boston, MA
Corporation Members
Barbara Mead Anthony ’60MS
Boston, MA
Stephen H. Anthony
Boston, MA
Lynne Beasley, ’66
Brookline, MA
Lisa McCabe Biagetti ’80
Medfield, MA
Grace Macomber Bird
George B.H. Macomber Company
Andover, MA
Margaret G. Blakelock
Cambridge Associates
Boston, MA
Ellen Cluett Burnham ’60
Petersham, MA
Joyce E. Butler ’73
Providence, RI
Julia Challinor ’75
University of California
San Franscisco, CA
Louise Close ’77
Sudbury, MA
Susan Constable ’82
Rhode Island Technical Assistance Project
Providence, RI
Christina Cox ‘05
Rebecca M. Johnson Elementary School
Springfield, MA
Ellen T. Dwinell ’61
Weston, MA
Matthew Eidukinas ‘98
Boston, MA
Barbara Elliott Fargo ’52
Grafton, MA
Peter Foukal
Cambridge Research and Instrumentation, Inc.
Woburn, MA
Maria D. Furman
Wellesley, MA
William R. Hall
Boston, MA
Michael J.A.H. Jolliffe
Mattapoisett, MA
Marilyn Dexter Kenyon ’45/’69 BS
Honorary Member of the Corporation
Naples, FL
Elizabeth Wheeler L’Hommedieu ’54
Convent Station, NJ
William A. Lowell
Choate, Hall & Stewart
Boston, MA
Lois Mirsky ’54
Plymouth, MA
Juan Carlos Morales
Mellon Financial Corporation
Boston, MA
Mila J. Moschella ’75
(Alumni Trustee)
Lynnhurst School
Saugus, MA
Martha-Reed Murphy ’69
Martha-Reed Murphy Interior Designs
Darien, CT
Maryann O’Rourke ’60, ’98 MS
Children’s Day School, Inc.
Greenwich, CT
Marianna C. Pierce
Massachusetts Institute of Technology
Cambridge, MA
Nancy F. Purinton ’64
Eliot, ME
S. Paul Reville
Executive Office of Education
Boston, MA
Thekla Shackelford
Gahanna, OH
Daniel Stern Terris
Brandeis University
Waltham, MA
Joan Thorndike
Brookline, MA
Barry Wanger
Wanger Associates
Newton, MA
Kahris White-McLaughlin
Cambridge Public Schools
Cambridge, MA
Elizabeth Bassett Wolf ’54
Palo Alto, CA
Offices of the Administration
President’s Office
Jackie Jenkins-Scott, B.S., M.S.W.
President
Adrian K. Haugabrook, B.S., M.S.A., Ed.D.
Vice President for Enrollment Management and Student Success Chief Diversity
Officer
Anne Marie Martorana, B.S., C.P.A.
Vice President and Chief Financial Officer
Roy Schifilliti, B.A., M.A.
Vice President for Administration and Student Life
Linda A. Welter, A.B., M.B.A.
Vice President for Institutional Advancement and Development
Julie Wollman, B.A., M.S., Ph.D.
Vice President for Academic Affairs
Valerie Thornhill Hudson
Executive Assistant to the President
Thomas A. Simers, B.A.
Administrative Assistant
Academic Advising and Assistance
Mary McCormack, B.S., M.S.
Associate Vice President for Academic Services
Stephanie Kirylych, B. A., M.S.
Assistant Director of Student Services
Paul Hastings, B.A., M.Ed.
Director of Academic Assistance and Disability Services
Julia Mears, B.A., M.A.
Academic Support Specialist
Academic Advisor
TBD
Academic Advisor
Academic Affairs
Julie Wollman, B.A., M.S., Ph.D.
Vice President for Academic Affairs
Lorie L. Spencer, B.S., M.Ed.
Director of Academic Operations
Yvonne Bello, A.S.
Executive Assistant to the Vice President for Academic Affairs and Student
Success
Academic Records and Registration
Carol Mazzarella Shanmugaratnam, B.S.
Registrar
Michelle Ormerod, B.A.
Associate Registrar
John Burkett, B.S., M.F.A.
Administrative Assistant
TBD
Office Coordinator
Athletics
Diana Cutaia, B.S., M.A.
Director of Athletics and Sports-based Initiatives
Stephanie Smyrl, B.A., M.B.A.
Assistant Director of Athletics
Finance
Anne Marie Martorana, B.S., C.P.A.
Vice President and Chief Financial Officer
Michael Seyffert, B.S.
Controller
Paul Duggan, B.A.
Manager of Planning and Budgets
Debora E. Evans
Manager, Student Financial Services
Joseph Finneran
Student Accounts Coordinator
Samuel Joseph, B.S.
Associate Manager, Student Financial Services / Student Accounts
Michael Discolo
Loan Administrator, Student Accounts
Joannetsy Baez
Staff Accountant/Accounts Payable
TBD
Administrative Assistant
Undergraduate Admissions
Adrian K. Haugabrook, B.S., M.S.A., Ed.D.
Vice President for Enrollment Management and Student Success
Rachel Baerga, B.A.
Operations Coordinator
Jamie Coan, B.S.
Senior Undergraduate Admissions Counselor
Kristen M. Harrington, B.A.
Director of Undergraduate Admissions Operations
Erin Jenkins
Office Manager
Jeff Joseph, B.A.
Senior Undergraduate Admissions Counselor
Rebecca LaPlante
Admissions Counselor
Rukiya Shannon
Associate Director of Undergraduate Admissions
TBD
Office Manager
Lisa A. Slavin, B.A., M.A.
Special Assistant to the Vice President for Enrollment Management and Student
Success
ASPIRE Institute
Jake Murray, M.Ed., M.P.P.
Director
Center for Career and Professional Development
Mary Sullivan, B.S., M.A., M.S.
Director of Career and Professional Development
Counseling Services
Eileen Yang Thompson, B.A., M.S.W., LICSW.
Director, Counseling Center
Kevan Barton, M.S.W., LICSW
Counseling Center Clinician
Marcia Lowry, B.A., Ed.M., M.S.W., LICSW
Senior Staff Clinician, Counseling Center
Christine Oliver, B.A., Ed.M., M.S.W.
Counseling Center Clinician
Center for International Education, Leadership and Innovation
Linda A. Davis, B.A., M.Ed., Ph.D.
Interim Director and Associate Professor
Lauren M. Thorman, B.S., M.P.A.
Associate Director
David Fedo, B.A., M.A., Ph.D.
Executive Director and Visiting Scholar—Singapore
Judith A. Ceven
Senior Executive Administrator
Brendan J. McGowan, B.A.
International Program Coordinator
Center for scholarship and research
Janine Bempechat, M.S., Ph.D.
Director
Facilities Management
Edward E. Jacques
Director of Facilities Management
Michael Fesko
Director of Campus Services
Frank Romero
Facilities Supervisor
Susan Mackey, BSW
Coordinator of Facilities Services
TBD
Assistant Project Manager/Executive Assistant
Robert Montville
Director of Security
Faculty Support
Janice C. Byron, B.S.
Wyvette Tabb
Field Experience
Moira Mannix, B.A., M.A.
Director of Field Experience
Marybeth Toomey, B.A., M.Ed.
Associate Director for Education
Afra Hamid. B.A., M.A.
Field Experience Coordinator Arafat Akbar
Administrative Assistant
Financial Aid
Roxanne Dumas, B.A., M.B.A.
Director of Financial Aid
Denise Goldman, B.S.
Assistant Director of Financial Aid
Bethany Wright, B.A.
Assistant Director of Financial Aid
Sherri Robinson, A.A.
Financial Aid and Financial Services Coordinator
Graduate Admissions
Brian Minchello, B.S., M.S.
Director of Graduate Admissions
Michele Mahoney, B.S.
Graduate Admissions Counselor
Ronette Lyle
Graduate Information Specialist
Graduate and continuing studies
Dawna G. Burrus, B.S., M.Ed.
Director of Professional Development & Continuing Education
Julie Thomson, B.S., M.S.
Assistant Director of National and Regional Programs
Human Resources
Michele R. Crews, B. S., M.M.
Director of Human Resources
Christine Callender
Human Resources Generalist
Information Technology
Greg Banwarth, B.A., M.Ed.
Director of Information Technology
Chris Hadges,
ERP Coordinator
Jonathon LaPierre
Network System Administrator
Brendon McLean
System Administrator
Sandy Tubbs
Helpdesk Coordinator
Institutional Advancement and Development
Linda A. Welter, B.A., M.B.A.
Vice President for Institutional Advancement and Development
Terri Houston
Director of Major Planned Gifts and Planned Giving
Lauren Marquis
Director of Annual Giving
Christine Dall, B.A., M.S.
Foundation and Corporate Giving Officer/Alumni Magazine Editor
Lori Ann Saslav, B.A.
Editorial Assistant
Rebecca Smokowski, B.A.
Executive Assistant and Office Manager
Kenneth P. Spritz, B.A., M.F.A.
Director of Campaign Planning and Institutional Support
Paula Szocik
Director of Alumni Relations and Campaign Events
Jane Wuestkamp
Assistant Director of Annual Relations
Library
Brenda Ecsedy, B.A., M.S.L.I.S., M.S.C.I.S.
Director of Academic Resources and Library Services
Amy Basque, B.A., M.S.L.I.S.
Systems Librarian
Ann Glannon, B.S., M.S.L.I.S.
Associate Director and Collection Management Librarian
Allyson Harper-Nixon, B.S.
Library Services Specialist
Anne Moore
Technical Services Librarian
Jeff D. Pearson, B.A.
Library Technology Specialist
Ashley Peterson, B.A., M.S.L.I.S.
Access Services Librarian
Adam Williams
Instruction and Reference Librarian
Marketing and Communications
Jennifer Mele, B.A., M.S.
Director of Marketing Communications
TBD
Web Development Manager
Marta Rosa, M.Ed.
Special Assistant to the President for Government and External Affairs
Resource Center
Jeanne Blazar, B.S., M.A.
Director of Resource Center
School of Arts and Sciences
Shirley Malone-Fenner, B.S., M.P.S., Ed.D.
Dean of Arts and Sciences
Nancy Hutchins, B.A., M.S.
Assistant to the Dean
School of Education, Social WORK AND Child Life and Family Studies
Donna McKibbens, B.A., M.Ed., Ph.D.
Interim Dean
Emily Marmorek, B.S., M.Ed.
Academic Project Coordinator
Renee Ruggiero
Assistant to the Dean
Sue Noel
Assistant to the Dean for Chair Support
Student Success
Adrian K. Haugabrook, B.S., M.S.A., Ed.D.
Vice President for Enrollment Management and Student Success
Ceronne Daly, B.A., M.Ed.
Director of Pre-Collegiate and College Access Programs
Mary Sullivan, B.S., M.A., M.S.
Director of the Center for Career Development
Mary McCormack, B.S., M.S.
Associate Vice President for Academic Services
Student Life
Barbara Morgan, B.A., M.Ed.
Dean of Students
Natalie Gillard, B.A.
Coordinator of Student Leadership and Diversity Programs
Darcy Dubois, B.A., M.Ed.
Director of Residence Life
Mark Harrington
Coordinator, First Year Programs and Student Leadership
Erin Jenkins
Event Coordinator SDO
Frances Adjorlolo, B.A.
Student Life Assistant
Wheelock Family Theatre
Susan Kosoff, B.S., M.S.
Producer of WFT and Professor
John Bay, B.A., M.S.
Education Director
Charles Baldwin
Marketing and Public Relations Director
Kay Arden Elliott
Administrative Manager
Matthew Lazure, B.F.A.
Assistant Technical Director
Brian Masters, B.S.C.S
Associate Technical Director
Stephen Reinstein
Box Office Manager
Jane Staab, B.S.
General Manager
Writing Program
Scott Votel, B.A., M.F.A
Director of Composition Programs
Jenne Powers, B.A., M.A., Ph.D.
Director of the Writing Center
Faculty
Full-time
Detris T. Adelabu
Associate Professor of Human Development
B.S., Southern University
M.S., Purdue University
Ed.M, Ed.D., Harvard University
Nina L. Aronoff
Associate Professor of Social Work
B.A., Empire State College
M.S.W., Boston University
Ph.D., Case Western Reserve University
Lenette Azzi-Lessing
Assistant Professor of Social Work
B.S., West Liberty State College
M.S.W., Washington University
M.B.A., University of Rhode Island
Ph.D., University of Connecticut
Linda Banks-Santilli
Associate Professor of Education
B.S., Wheelock College
M.S., Lesley College
Ed.D., Harvard University
Mary Battenfeld
Associate Professor of Literature
B.A., Swarthmore College
M.A., Ph.D., University of Maryland
Deborah Lisansky Beck
Assistant Professor of Social Work
B.A., Smith College
M.S.W., Simmons College
Janine Bempechat
Associate Professor of Human Development
B.A., McGill University
M.S., Ph.D., Harvard University
Akeia Benard
Assistant Professor of Human Development
B.A., Salve Regina College
M.A., University of Connecticut
Ph.D., University of Connecticut
Debra Borkovitz
Associate Professor of Mathematics
B.S., University of Illinois
Ph.D., Massachusetts Institute of Technology
Cheryl Render Brown
Associate Professor of Education
B.S., Boston University
M.Ed., Tufts University
Emily Cahan
Professor of Psychology
B.A., Harvard University
M.A., M. Philo, Ph.D., Yale University
Leland Clarke
Associate Professor of Education and Music
B.S., Wheelock College
M.Ed., Lesley College
Ed.D., Boston University
John Crapps
Professor of Education
B.A., Furman University
M.S., George Peabody College for Teachers
Ph.D., University of Georgia
Felicity A. Crawford
Assistant Professor of Education
B.Mus., Berklee College of Music
M.Ed., Suffolk University
Ed.D., University of Massachusetts, Boston
Linda A. Davis
Associate Professor of Education and Interim Director, Center for International Education,
Leadership, and Innovation
B.A., College of St. Benedict
M.Ed., University of Ottawa
Ph.D., University of British Columbia
Joeritta Jones de Almeida
Assistant Professor of Education
B.A., State University of New York, Fredonia
Ed.M., Boston College
Ed.D., Harvard University
Gail Dines
Professor of Sociology
B.S., Ph.D., University of Salford
Galina Dobrynina
Associate Professor of Mathematics
M.A.T., Moscow Pedagogical University
Ed.D., Boston University
Catherine Donahue
Associate Professor of Education
B.A., Stonehill College
M.Ed., Lesley College
Ed.D., University of Massachusetts, Amherst
Nicole Dubus
Assistant Professor of Social Work
B.A., University of California, Santa Cruz
M.S.W., San Francisco State University
Ph.D., Boston University
Tina M. Durand
Assistant Professor of Human Development
B.A., Boston College
M.S., Lesley University
Ph.D., Boston College
Martha Eshoo
Instructor in Human Development
B.A., Simmons College
Ed.M., Harvard University
Ellen Faszewski
Associate Professor of Biology
B.A., Elms College
M.A., Mt. Holyoke College
Ph. D., University of Massachusetts
David Fernie
Professor of Education
B.A., Harvard University
Ed.D. University of Massachusetts
Marcia M. Folsom
Professor of English
B.A., Wellesley College
M.A., Ph.D., University of California, Berkeley
Ellie Friedland
Associate Professor of Education
B.S., Cornell University
M.S., Drexel University
Ph.D., The Union Institute
Gregory Gomez
Associate Professor of Art
B.A., Grinnell College
M.F.A., Washington University
Marjorie Hall
Associate Professor of Art History
B.S., M.A., University of Delaware
Ph.D., University of Michigan
Lowry Hemphill
Associate Professor of Education
B.A., University of Connecticut
M.Ed., Northeastern University
Ed.D. Harvard University
Lucinda Heimer
Assistant Professor of Education
B.S., Indiana University
M.S., Old Dominion University
Ph.D., University of Wisconsin
Petra Hesse
Associate Professor of Human Development
B.A., Universitat Hamburg
M.A., Harvard University
M.A.L.D., Fletcher School of Law and Diplomacy
Ph.D., Harvard University
Peter Holden
Assistant Professor of Science
B.S., M.S., Rensselaer Polytechnic Institute
Ph.D., Rensselaer Polytechnic Institute
Grace Kim
Assistant Professor of Human Development
B.A., John Hopkins University
M.A.R., Westminster Theological Seminary
M.A., Ph.D., University of Massachusetts
Jennifer Klinefelter
Instructor in Education
B.A., Gordon College
M.S., Harvard University
Susan Kosoff
Professor of Theatre Arts
B.S., M.S., Ed.D. (Hon),
Wheelock College
Castagna Lacet
Instructor in Social Work
B.A., Wellesley College
M.S.W., Boston College
Ph.D., Candidate, Boston College
Jama Lazerow
Professor of History
B.A., University of Massachusetts
Ph.D., Brandeis University
Diane E. Levin
Professor of Education
B.S., Cornell University
M.S., Wheelock College
Ph.D., Tufts University
Sara Levine
Assistant Professor in Science
B.A. Haverford College
D.V.M, Tufts University School of Veterinary Medicine
M.F.A., Lesley University
Erica Licea-Kane
Instructor in the Arts
B.F.A., Parsons School of Design
M.F.A., Massachusetts College of Art
Shirley Malone-Fenner
Dean of Arts and Sciences and Professor of Psychology/ Human Development
B.S., M.P.S., Western Kentucky University
Ed.D., Vanderbilt University
Terry Meier
Associate Professor of Education
B.U.S., University of New Mexico
M.A., Marquette University
M.A., Cardinal Stritch College
Ed.D., Harvard University
Karen Murphy
Associate Professor of Education
B.A., Fort Lewis College
M.Ed., Ph.D., University of Maryland
Irwin Nesoff
Associate Professor of Social Work and Organizational Leadership
B.A. City College of New York
M.S.W. Hunter College
D.S.W. City University of New York Graduate Center
Debbie Samuels-Peretz
Assistant Professor of Education
B.A., Brandeis University
M.A., Tel Aviv University
Ph.D., Boston College
Ju Hee Park
Assistant Professor
B.S., M.S., Ph.D., Yonsei University
Ph.D., Ohio State University
Roy Old Person
Assistant Professor of Social Work
B.A., University of New Mexico-Albuquerque
M.S.S.W., Columbia University
Ph.D., Candidate, University of Washington
Amy L. Phillips-Losso
Associate Professor of Education
B.A., Smith College
M.A., Ph.D., Stanford University
Kathryn Portnow
Instructor in Human Development
B.S. Goddard College
M.S. Bank Street College
Ed.D., Harvard University
William Rodriquez
Assistant Professor in Juvenile Justice and Youth Advocacy
B.A., Fordham University
M.S., Northeastern University
J.D., Northeastern School of Law
Barbara Rosenquest
Associate Professor of Education
B.A., Skidmore College
M.A., Peabody College
Ed.S., Vanderbilt University
Ph.D., Tufts University
Joyce Hope Scott
Associate Professor of American Studies
B.S., Northeastern University
M.A., Northeastern University
Ed.D., Boston University
William Shorr
Assistant Professor of Education
B.A., Earlham College
Ed.M. and Ed.D. Harvard University
Eric Silverman
Associate Professor in Human Development/American Studies
B.A., Brandeis University
M.A., University of MinnesotaMinneapolis
Ph.D., University of MinnesotaMinneapolis
Hope Haslam Straughan
Associate Professor of Social Work
B.A., Stamford University
M.S.W., Carver School of Social Work: The Southern Baptist Theological
Seminary
Ph.D., Barry University
Stephanie Cox Suarez
Associate Professor of Education
B.S., University of Virginia
M.Ed., University of Connecticut
Ph.D., Boston College
Paul Thayer
Associate Professor of Child Life and Family Studies
B.A., University of Connecticut
M.A., Assumption College
M.Div., Yale University
D. Ministry, Boston University
William B. D. Thompson
Associate Professor of Education
B.S., M.A., New York University
Ed.D., Harvard University
Ann Tobey
Associate Professor of Juvenile Justice and Youth Advocacy
B.S., University of Alaska, Fairbanks
M.A., Ph.D., State University of New York at Buffalo
Eleonora Villegas-Reimers
Associate Professor of Human Development
B.S., Universidad Catolica Andres Bello
M.Ed., Ed.D., Harvard University
Swen Voekel
Associate Professor of English
B.A., Hamilton College
M.A., Ph.D., University of Rochester
Claire White
Assistant Professor of Child Life
B.S., M.S., Wheelock College
Lee Whitfield
Associate Professor of History
B.A., M.A., Ph.D., Brandeis University
Wendy Champagnie Williams
Instructor in Social Work
B.S.W., Wheelock College
M.S.W., Boston University
Ph.D., Candidate, Simmons College
Jane Yedlin
Associate Professor of Language and Literacy
B.A., Antioch College
M.Ed., Rhode Island College
Ed.D., Harvard University
Part-time
Marianne Adams
Instructor in the Arts
B.A., University of Massachusetts
James Bourque
Instructor in Social Work
B.A., St. John’s Seminary College
M.S.W., Boston University
Virginia Coleman
Instructor in Child Life
B.A., Tufts University
M.S., Wheelock College
Dorothy Gorenflo
Instructor in Mathematics
B.A., University of Massachusetts
M.Ed., University of Massachusetts
M.S., Wheelock College
M.Ed., University of Vermont
Suzanne Graca
Instructor in Child Life
B.A., College of the Holy Cross
M.S., Wheelock College
Maya Honda
Associate Professor of Human Development
B.A., Brandeis University
Ed.M., Ed.D., Harvard University
Deborah Keefe
Instructor in Education
B.A., New York University
M.S., Wheelock College
Carolyn Kurker-Gallagher
Instructor in Child Life
B.S., M.S., Wheelock College
Twakia Martin
Instructor in Language and Literacy
B.A., University of North Carolina at Charlotte
M. Ed., Harvard University
Ph.D., Harvard University
Kathy McDonough
Instructor in Education
B.S., University of Vermont
M.Ed., Lesley College
Brenda Noel
Instructor in Social Work
B.S.W., Boston University
M.S.W., Boston University
Maurice Page
Instructor in Mathematics and Science
B.A., Cornell University
M.A.T., Harvard University
Christine Redford
Instructor in Mathematics
B.S., Lesley College
M. Ed., Lesley College
Ed.D., Boston University
Judith Richards
Instructor in Education and Mathematics
B.S., Wheelock College
Stefi Rubin
Associate Professor of Education
B.A., University of Pittsburgh
Ph.D., Harvard University
Ivy Schram
Instructor in Mathematics
B.Ed., University of Miami, Florida
M.S., University of Houston
M.S., University of Massachusetts—Lowell
J.D., Suffolk University
Susan Shainker
Instructor in Education
B.S., University of Maryland
M.A., Regis College
Keavy Hennessey Smith
Instructor in Social Work
BA, Assumption College
MSW, Wheelock College
Jane Staab
Instructor in Theatre Arts
B.S., Northwestern University
Phillip Weiss
Assistant Professor of Philosophy
B.A., Columbia College
M.A., Ph.D., S.U.N.Y., Stony Brook
Jeffrey Winokur
Instructor in Education
B.S., University of Pennsylvania
M.Ed., Antioch College
Karen Worth
Instructor in Education
B.S., Radcliffe College
M.S.Ed., Bank Street College of Education
President Emeritus
Dr. Majorie Bakken
Faculty Emeriti
Dr. Eleanor Chasdi
Dr. Leo Collins
Dr. Marie Cotter
Dr. Patricia Hogan
Dr. Susan Harris-Sharples
Dr. Amelia Klein
Dr. Edgar Klugman
Ms. Frances Litman
Dr. Robert Meredith
Ms. Frances Perkins
Dr. Sau Fong Siu
Dr. Rika Spungin
Honorary Degrees Awarded
Directions to Wheelock College
From the West:
• Take Mass Turnpike (I-90, Toll Road) east to Exit 18 for Cambridge/
Somerville; Exit 18 is a left lane exit.
• Before crossing the Charles River, turn right onto Soldier’s Field Rd./
Storrow Dr. headed east.
• Follow Storrow Dr. to the third exit which is marked “Fenway/Rt. 1 South”.
• Stay in the right-hand lane toward Fenway, then bear right onto Boylston St.
headed west (outbound).
• Stay on Boylston Street until you come to the first MAJOR Intersection,
Boylston Street ends in Brookline Avenue.(D’Angelo Restaurant and The
Landmark Center Mall, will be on your right.)
• Continue straight onto Brookline Ave. and bear slightly to the left.
• Get immediately in the right hand lane, go through one more set of lights
and IMMEDIATELY bear right onto Pilgrim Rd. Wheelock College is on
the right.
• Go to Google Maps for a map of this complicated Intersection.
NOTE: Parking around the college is limited; please make arrangements with a
specific department or, for prospective students, with admissions.
From the North:
• Get on Rte.I-93 South.
• Follow Rte. I-93 to Exit 26A, Route 28, Leverett Circle/Cambridge.
• At the top of the Leverett Connector (Tobin Bridge traffic will be merging)
stay in the left hand lane and go through the tunnel onto Storrow drive.
• Follow Storrow Drive Westbound PAST the Copley Square Exit, get the left
hand lane and turn left onto the Fenway/Kenmore exit which is marked
“Fenway/Rt. 1 South”.
• Immediately get in the right-hand lane, then bear right onto Boylston St.
headed west (outbound).
• Stay in the right-hand lane toward Fenway, then bear right onto Boylston St.
headed west (outbound).
• Stay on Boylston Street until you come to the first MAJOR Intersection,
Boylston Street ends in Brookline Avenue.(D’Angelo Restaurant and The
Landmark Center Mall, will be on your right.)
• Continue straight onto Brookline Ave. and bear slightly to the left.
• Get immediately in the right hand lane, go through one more set of lights
and IMMEDIATELY bear right onto Pilgrim Rd. Wheelock College is on
the right.
• Go to Google Maps for a map of this complicated Intersection.
NOTE: Parking around the college is limited; please make arrangements with a
specific department or, for prospective students, with admissions.
From Logan Airport:
• Take Mass Turnpike (I-90, Toll Road) west to Exit 18 for Cambridge/
Somerville.
• Before crossing the Charles River, turn right onto Soldier’s Field Rd./
Storrow Dr. headed east.
• Follow Storrow Dr. to the third exit which is marked “Fenway/Rt. 1 South”.
• Stay in the right-hand lane toward Fenway, then bear right onto Boylston St.
headed west (outbound).
• Stay on Boylston Street until you come to the first MAJOR Intersection,
Boylston Street ends in Brookline Avenue.(D’Angelo Restaurant and The
Landmark Center Mall, will be on your right.)
• Continue straight onto Brookline Ave. and bear slightly to the left.
• Get immediately in the right hand lane, go through one more set of lights
and IMMEDIATELY bear right onto Pilgrim Rd. Wheelock College is on
the right.
• Go to Google Maps for a map of this complicated Intersection.
NOTE: Parking around the college is limited; please make arrangements with a
specific department or, for prospective students, with admissions.
From Downtown Boston:
• Beacon St. West to Brookline Ave. (at Kenmore Square).
• Get in the left hand lane at the second set of lights and turn left onto
Brookline Avenue
• Landmarks: the MBTA station is on your left, Barnes & Noble Bookstore on
the right. Commonwealth Avenue & Beacon Street cross each other at this
point.
• Continue on Brookline Avenue, after the third set of lights.
IMMEDIATELY bear right onto Pilgrim Rd. Wheelock College is on the
right.
NOTE: Parking around the college is limited; please make arrangements with a
specific department or, for prospective students, with admissions.
From the South: Rt 24, Rt. 95 and Rt. 3:
NOTE: The Route numbering can be confusing at this stretch of highway. At
various points along this road, Rte. 128 North, Rte. 93 South and Rte. 95 North
are the same highway going in the SAME direction.
• From Rte. 24 and Rte. 95: get on Rte. 128 North towards Dedham. Rte. 95
North merges with Rte. 128.
• From Rte 3, stay to the left, at the Braintree Split and follow signs to 93
South/Rt. 128 North.
• At Dedham, take Route 1 North, heading toward Boston.
• Stay on Route 1, also known as VFW Parkway and the Jamaica Way, to the
intersection with Brookline Avenue.
• At this intersection, the Jamaica Way becomes the Riverway.
• Stay on the Riverway until the third set of lights, where the Riverway
intersects again with Brookline Avenue.
• Turn right onto Brookline Avenue and IMMEDIATELY turn right again
onto Pilgrim Road. Wheelock College is on your right.
NOTE: Parking around the college is limited; please make arrangements with a
specific department or, for prospective students, with admissions.
Campus Directory
A 132 The Riverway
Library
Disabilities Services
Media Services
Writing Center
B 25 Pilgrim Road
Classroom Building
Art Studios (3rd floor)
Classrooms (basement, 1st & 2nd floors)
Faculty Offices (1st & 2nd floors)
Resource Center (basement)
C 37 Pilgrim Road
Pilgrim House
Director of Athletics (basement)
Director of Residence Life (basement)
Health Liaison (basement)
Residence Halls (2nd & 3rd floors)
D 37 Pilgrim Road
Student Center
Commuter Center
Clubs, Organizations & House Council
Director of Student Activities
Riverway Cafe
Student Government Association
Student Services
E 180 The Riverway
Activities Building
Academic Advising & Assistance (1st floor, Activities West “ACW”)
Auditorium and Foyer
Center for Career Development (3rd floor, ACW)
Classrooms (2nd & 3rd floors, Activities East “ACE”; 2nd floor, ACW)
School of Arts and Sciences (2nd floor, ACE)
Facilities & Security Office (underground garage)
Faculty Offices (2nd floor, ACW & ACE)
Financial Services (3rd floor, ACW)
Financial Aid (1st floor, ACW)
Human Resources (3rd floor, ACW)
Information Technology (3rd floor, ACW)
Larsen Alumni Room & Terrace (1st floor, ACE)
Marketing and Communications (3rd floor, ACE)
Music Listening Room (lower level)
Academic Records and Registration (1st floor, ACW)
Service Center (underground garage)
School of Social Work and Family Studies (1st floor, ACW)
Towne Art Gallery (lower level)
Wheelock Family Theatre (1st floor)
F 200 The Riverway
Administration Building
Admissions (1st floor)
Enrollment Management (1st floor)
President (3rd floor)
Vice President for Academic Affairs (2nd floor)
Vice President for Administration and Student Services (3rd floor)
Vice President for Marketing and Communications (3rd floor)
Vice President for Student Success (2nd floor)
G 210 The Riverway
Peabody Hall
Dining Hall (basement)
Residence Hall (1st-5th floors)
Security Desk (lobby)
H 162 The Riverway
Riverway House
Counseling Center
Faculty Offices (basement)
Residence Halls (1st-3rd floors)
I 154 The Riverway
Longwood House
Residence Halls (1st, 2nd & 3rd floors)
Faculty Offices (basement, enter by tunnel)
J 150 The Riverway
Campus Center and Student Residence
K 295 Kent Street
Wheelock College President’s House
L 116 Colchester Street
Colchester House
Residence Hall
M 43 Hawes Street
Brookline Campus
Cafe (ground floor)
Center for International Education (ground & 1st floors)
Leadership and Innovation
Classrooms (ground floor, 1st & 2nd floors)
School of Education and Child Life
Faculty Offices (ground floor & 1st floor)
Institutional Advancement (2nd floor)
President’s Office
Student Study (1st floor)
National and Regional Programs
ASPIRE Center for Scholarship and Research
N
William J. Holmes Sports and Fitness Center at Simmons College