Spring 2025 Courses

Online synchronous courses take place on Zoom at specific times. These times are stated in the course description and attendance is required. Any synchronous course that does not have stated meeting dates will work to establish meeting dates that accommodate enrolled students. Online asynchronous courses take place on Canvas, which is our learning management system. Learning and work completion takes place at any time, however, students must attend to coursework deadlines stated in course syllabi.

Below is a schedule of Graduate Education courses offered from April to June 2023. Students are encouraged to contact [email protected] to schedule an academic advising appointment.

Registration for Spring 2025 is OPEN. March 15 is the last day of priority registration. The Add/Drop period is from March 16 to one day before the start of the course. During the Add/Drop period registration is contingent on availability in the course.

There will be no weekday classes during Massachusetts public school vacation (April 21–25), Memorial Day (May 26), and Juneteenth (June 19).

The schedule is subject to change. Gordon College reserves the right to cancel classes on the basis of low enrollment. Registration is on a first-come, first-served basis, and courses may fill up. Additional courses may be added as the need arises. If you do not see a course you need, please contact the Graduate Education Office.

A nonrefundable administrative fee of $75 is charged once each term.

FEATURED CONTENT AREA COURSES

Need PDPs? Gordon's 3-credit graduate courses provide 67.5 Professional Development Points. Below are our featured professional development and content area courses for the spring.

ART653 Teaching for Artistic Behavior/Choice Art Studio (3)
Synchronous.
Dates: schedule to be determined between the professor and enrolled students.

BIO626 Principals of Nutritional Biochemistry (3)
This course reframes the core concepts in biochemistry within the field of nutrition. Emphasis will be on chemical, biological and physiological aspects of nutrition. Lectures cover a review of the main molecule types, how chemistry applies to nutrition, how biological molecules affect cellular and organismal growth, digestion, and energy balance.
Synchronous.
Dates: schedule to be determined between the professor and enrolled students.

CHE626 Principals of Nutritional Biochemistry (3)
This course reframes the core concepts in biochemistry within the field of nutrition. Emphasis will be on chemical, biological and physiological aspects of nutrition. Lectures cover a review of the main molecule types, how chemistry applies to nutrition, how biological molecules affect cellular and organismal growth, digestion, and energy balance.
Synchronous.
Dates: schedule to be determined between the professor and enrolled students.

EDU520 Teaching Strategies (3)
Online Asynchronous. April 1–June 22.

EDU521 Math in the Interactive Classroom (3) 
Online Synchronous: Wednesdays, 6–9:30 p.m. EST: April 2–June 11.
No class on April 23.

EDU522 Integrating English Language Arts in the Classroom (2)
Online Asynchronous. April 1–June 22.

EDU528 Disciplinary Literacy and Writing (3)
Online Asynchronous. April 1–June 22.

EDU543 Science of Effective Literacy Instruction (3)
Online Synchronous: Tuesdays: April 1–June 17; 6–9:20 p.m.
No class on April 22.
Course fee: $25
Registration Deadline: March 21

EDU562-2 Human Development and Learning (3)
In this course, students will use a variety of digital tools to interact with course content, other class participants, and the course instructor on their own schedule. This is a rigorous course that has weekly deadlines for assignments, and we hope that not being required to “log in” for class meetings at a specific time will provide the flexibility our students need to continue their coursework amidst the busy schedule of working adults. Opportunities for informal virtual chat (through Zoom) with the instructor and/or other course participants will be available to students at various times throughout the course. 
Online Asynchronous. April 1–June 22.

EDU564 Introduction to Exceptionality (3)
In this course, students will use a variety of digital tools to interact with course content, other class participants, and the course instructor on their own schedule. This is a rigorous course that has weekly deadlines for assignments, and we hope that not being required to “log in” for class meetings at a specific time will provide the flexibility our students need to continue their coursework amidst the busy schedule of working adults. Opportunities for informal virtual chat (through Zoom) with the instructor and/or other course participants will be available to students at various times throughout the course.
Online Asynchronous. April 1–June 22

EDU583 Methods and Practice in Middle School Education (3)
For the following licensure areas: General Science, Humanities, Math 5-8, Math/Science
Please contact the Graduate Education office for more information.

EDU584 Methods and Practice in Secondary Education (3)
For the following licensure areas: Biology, Chemistry, Earth Science, Math, Social Sciences, and Physics.
Please contact the Graduate Education office for more information.

EDU586 Methods and Practice in 5–12 (3)
For the following licensure areas: Arts, English, French, History, Spanish
Please contact the Graduate Education office for more information.

EDU587 Practicum and Seminar: Early Childhood (3)
Contact your advisor to determine if you are reading for practicum and to receive the Practicum Application. The application deadline is February 19.
The class will begin with a Zoom meeting on March 4, 6 p.m.

EDU588 Practicum and Seminar: Elementary (3)
Contact your advisor to determine if you are reading for practicum and to receive the Practicum Application. The application deadline is February 19.
The class will begin with a Zoom meeting on March 4, 6 p.m.

EDU589 Practicum and Seminar: Content (3)
Contact your advisor to determine if you are reading for practicum and to receive the Practicum Application. The application deadline is February 19.
The class will begin with a Zoom meeting on March 4, 6 p.m.

EDU599 Practicum and Seminar: Moderate Disabilities (3)
Contact your advisor to determine if you are reading for practicum and to receive the Practicum Application. The application deadline is February 19.
The class will begin with a Zoom meeting on March 4, 6 p.m.

EDU604 Philosophy, Ethics and Teaching in Schools (3)
Online Synchronous. Wednesdays: April 2–June 18; 6–9:20 p.m.
No class on April 23.

EDU613 Assistive Technology, Augmentative and Alternative Communication (1)
Online Asynchronous: self-paced. 

EDU614 Integrating Technology in the Classroom (3)
Online Synchronous: April 1–June 17, Tuesdays, 5:30–9:30 p.m.
No class on April 22.

EDU622 Integrating English Language Arts into the Classroom (2)
Online Asynchronous. April 1–June 22.

EDU630 Integrating Math, Writing & Technology (3)
Online Synchronous: April 1–June 17, Tuesdays, 5:30–9:30 p.m.
No class on April 22.

EDU633 Principles of Structured Literacy (3)
8 Asynchronous Modules: April 1–June 22

EDU640 Differentiation and Remediation of Reading/Language Difficulties (3)
Online Asynchronous: April 3–June 22
Prerequisites: EDU633, EDU639

EDU662 Learning Development and Diversity (3)
Primarily asynchronous with some meetings in a virtual classroom. April 1–June 22

EDU668 Advanced Disciplinary Literacy (3)
Online Synchronous: April 1–June 22. Office hours: Tuesdays, 7–8 p.m.

EDU683 Advanced Theory and Practice for Reading Specialists (3)
Online Asynchronous: April 11–June 18.

EDU685 Advanced Theory and Practice for Math Specialists (3)
Online Synchronous: Mondays, starting April 7 at 6 p.m. Additional component to be scheduled.

EDU687 Practicum and Seminar: ESL (3)
Contact your advisor to determine if you are reading for practicum and to receive the Practicum Application. The application deadline is February 19.
The class will begin with a Zoom meeting on March 3, 6 p.m.

EDU705 Principles of Leadership (3)
Online Synchronous: April 1–June 22. Dates to be arranged between instructor and enrolled students.

EDU715 Collegial Supervision and Mentoring (3)
Online Synchronous. Dates to be arranged between instructor and enrolled students.

EDU720 Human Resources and Personnel Administration (3)
Online Hybrid: Asynchronous work from April 1–June 14. Zoom meetings on April 8, April 29, and May 20; 6–9 p.m. At least one individual/small group virtual live meeting with professor between May 1 and June 14.

EDU740 School and Community Relations (3)
Online Synchronous: Mondays: April 7–June 9; 5:30–9:15 p.m.
No class on April 21 or May 26.

EDU764 Raising Self-Awareness: Social Emotional Teaching Practices That Impact Student Learning (1)
This graduate course in social and emotional learning proposes to advance the professional teacher’s self-assessment to meet standards that require an inherent ability to connect with students on a human/personal level and consequently demonstrate the ability to be receptive to the social, emotional, and academic engagement of all children.
Online Asynchronous: Self-paced.

EDU765 Building Relationships Through Cultural Proficiency (1)
Through a balanced approach, the course provides the professional educator with an overview of Social and Emotional Learning (SEL) as a cultural competency. In accordance with the Massachusetts Department of Elementary and Secondary Education’s emphasis on culturally proficient SEL in the equity continuum, the course will focus on the relationship skills that facilitate serving the needs of all students. Learners are engaged in a process that prepares them to create learning experiences that are bias-free and respectful of students’ diverse backgrounds, identities, strengths, and challenges. The course follows a five-step cycle to meet the five core competencies required by the Massachusetts Department of Elementary & Secondary Education for professional growth and development.
Online Asynchronous: Self-paced

EDU766 Sustaining SEL Through Trauma-Informed Care (1)
By exploring the link between SEL and trauma-informed care, the course will inform educators on how to create a safe and reliable environment where students who have experienced adversities and trauma feel supported, are welcome to explore their strengths and identities, exercise their agency, can develop meaningful, positive relationships with adults and peers in their learning community, and have access to the mental health supports they need. In addition, educators will learn strategies to work, develop, and model their own social-emotional skills, use self-care practices that allow them to be supportive adults for their students, and actively engage in mental health support as their need for them arises.
Online Asynchronous: Self-paced

ENG619 The Romantic Period in History and Literature (3)
This course examines the key historical events and literary works of the Romantic Period in both the United States and England. Students will consider the connection between historical events and the literature written at the same time. Authors include Poe, Hawthorne, Melville, Wordsworth, Shelley and Austen.
Schedule to be determined between the professor and enrolled students.

ENG647 Ancient Roman World (3)
In this course, we will consider the entire sweep of Roman history, from the legendary founding myths of Aeneas and Romulus through the Republic, Empire, and eventual “fall” in the West. We will read both primary and secondary sources, particularly with an eye toward using them in a teaching context. Specific topics in Roman history and culture to be arranged with students. The course could incorporate readings in Latin if desired by students.
Schedule to be determined between the professor and enrolled students.

HIS619 The Romantic Period in History and Literature (3)
This course examines the key historical events and literary works of the Romantic Period in both the United States and England. Students will consider the connection between historical events and the literature written at the same time. Authors include Poe, Hawthorne, Melville, Wordsworth, Shelley and Austen.
Schedule to be determined between the professor and enrolled students.

HIS647 Ancient Roman World (3)
In this course, we will consider the entire sweep of Roman history, from the legendary founding myths of Aeneas and Romulus through the Republic, Empire, and eventual “fall” in the West. We will read both primary and secondary sources, particularly with an eye toward using them in a teaching context. Specific topics in Roman history and culture to be arranged with students. The course could incorporate readings in Latin if desired by students.
Schedule to be determined between the professor and enrolled students.

MAT621 Modeling Mathematics (3)
Acquaints teachers with development of mathematical concepts in the curriculum with the use of modeling with mathematics.  A problem centered approach is used to provide teachers and future teachers with the knowledge of mathematics necessary for effective instruction and intervention. The Massachusetts Curriculum Framework for Mathematics based on the Common Core State Standards assume that modeling with mathematics is an integral part of instruction in the mathematics classroom, where the learning of mathematics is an active process. 
Online Synchronous: Wednesdays, 6–9:30 p.m. EST: April 2–June 11.
No class on April 23.

MAT636 Mathematical Inquiry (3)
Furthers knowledge of mathematics. Problem-centered approach. In-depth knowledge of algebra, geometry and measurement. Appropriate for any current or future teacher of mathematics or for math specialist.
Online Synchronous: the schedule is to be determined between the professor and enrolled students.

SPN637 Latin American Poetry and Songs (3)
This course will discuss Latin American poetry and songs, particularly focusing on Gabriela Mistral, Pablo Neruda, and Violeta Parra. All texts, lectures and discussions are in Spanish.
Online Synchronous: Schedule to be determined between professor and enrolled students.

SPN664 Hispanic Youth Literature (3)
This course will explore how to teach literature to students of different levels of linguistic abilities.  We will explore three major facets of teaching texts.  First, what kind of pre-reading activities are needed to prepare students for what they are about to read?  Students need the cultural and linguistic context before they even begin to dive into the text.  Strategies include:  exploring the context through images and research, introducing vocabulary through images and activities where students develop skills to negotiate meaning, and, based on cultural and linguistic clues, begin to engage in psycho-linguistic guessing to form ideas of what they are about to read.  Second, how can they engage in the text to confirm or deny what guesses they have formed?  Third, how can they use the text to engage in an integrated performance activity?  We will look at different texts and examples to explore these three major questions.
Online Synchronous: Schedule to be determined between professor and enrolled students.