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Education |
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EDUC 635 - Engaging Families and Communities in Education
This course addresses the development of culturally relevant practices for engaging families and communities in education. The course will include research on forms of engagement and effective communication strategies, means for supporting the homeschool connection, and approaches to building community partnerships. This hybrid course will integrate the use of online assignments, readings, and videos, as well as in-class discussions.
Credits: 3
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EDUC 637 - Foundations of Multicultural Education
This course introduces students to Multicultural Education and Social Justice theory and practice with a special emphasis on content integration, cross-cultural competencies, and the structural (political, economic, social) and psychological dimensions of oppression and their impact on teaching and learning, critical pedagogy, and the transformation of curriculum. Students will become familiar with Bilingual and English as a Second Language (ESL) Education and learn strategies to work with linguistically diverse learners.
Credits: 3
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EDUC 640 - Behavior Management for School Aged Children
This course presents methods and theory on behavior management issues in today’s classrooms and the risk factors that influence anti-social behavior. Participants learn how to develop a multi-modal approach to behavior management that includes de-escalation techniques, classroom design and management strategies, cognitive restructuring, social skills instruction, community and family involvement, establishing routines, limits and anchor points, and crisis intervention. An emphasis is placed on applied research and practical application. Field study is required.
Credits: 3
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EDUC 642 - Assessment Interpretation and Planning in Education
Theories, concepts, and methods of assessing physical, emotional, behavioral, academic, intellectual, and social development are discussed, with a specific focus on interpretation of results and data. The course also explores the process of developing and monitoring IEP goals and objectives/benchmarks. Assessing student needs related to assistive technology, current trends and assessment, information regarding collaboration with related service providers, and services provided by other agencies are discussed.
Credits: 3
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EDUC 645 - Autism Spectrum Disorders: Theory to Practice
This course is designed to provide working education professional with insights into the application of evidence-based practices to support learners with Autism Spectrum Disorders (ASD). Based on an understanding of theories of cognition related to ASD, professionals will learn the evidence-based practices that best support students with ASD and will receive guidance in implementing those strategies in a variety of educational settings.
Credits: 3
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EDUC 652 - Elementary Curriculum Development and Implementation
This course, taken concurrently with a pre-practicum, presents students with an integrated approach to the teaching of social studies, science, and mathematics for the elementary school classroom. The course emphasizes the application of the MA Curriculum Frameworks and national standards. Current cognitive learning theory and instructional strategies are emphasized in the planning, instruction, and assessment of curriculum.
Credits: 3
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EDUC 654 - Multicultural Curriculum Development for Elementary and Early Childhood Educators
This course focuses on culturally responsive curriculum design and implementation with an emphasis on infusing multicultural concepts across the curriculum and the influence of culture on teaching, learning, and course content. The course covers curriculum development for elementary students with an emphasis on the significance of culture and its influence on teaching, learning, and content. Multicultural education theory provides a framework for designing curricula with a focus on the culture, strengths, and needs of a diverse student population. Constructivist and thematic approaches to curriculum development, effective teaching strategies, evaluation, and teaching resources are also addressed.
Credits: 3
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EDUC 655 - Higher Education in America
This course provides an examination of the landmark historical events in the development of higher education in America and the implications thereof. Some description of circumstances in differing types of institutions is developed. Some limited treatment of legal, financial, and social complexities which have evolved in recent years is given.
Credits: 3
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EDUC 656 - Language Acquisition and Development
This course provides an overview of the normal language acquisition and development process throughout the life span, with particular emphasis on birth through school age. The interrelationships among linguistic, neurophysical, cognitive, social, and cultural factors as they affect language acquisition are discussed. The student becomes familiar with various theories of language acquisition, the rule systems of the English language, stages of language development, and techniques for collecting and analyzing a language sample.
Credits: 3
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EDUC 657 - Organization and Administration of Pre-School Programs
This course examines administration of day care and early childhood education programs, including program design, inclusionary programs for children with and without special needs, licensing requirements, funding and budgeting, personnel roles, management, and the day-to-day administration of a center. This course fulfills part of the requirements for Office for Children certification as a Director I day care administrator.
Credits: 3
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EDUC 658 - Exceptional Learners: Context, Characteristics, and Legal Considerations
This course provides an overview of the foundations of special education. State and federal legislation that regulates special education services provide a framework for exploring the development of appropriate educational programming for learners with exceptionality’s. Characteristics of learners with exceptionality’s and related evidence-based practices are discussed. Course content includes an examination of universal design for learning, assistive technology, transition planning, and collaboration in the context of special education.
Credits: 3
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EDUC 660 - Adult and Professional Development
This course examines key issues of adult development and socialization as they relate to adult learning theories and an individual’s professional growth in the education field. The course explores ways in which technology is used as both the context and content of professional development in today’s education settings. This course provides an opportunity for students to participate in an electronic classroom and design a professional development program pertinent to their area of specialization.
Credits: 3
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EDUC 661 - Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students under the direct supervision of a qualified supervising practitioner and program supervisor. Teacher candidates complete the number of clock hours required for the license being sought. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 3-6
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EDUC 662 - Moderate Disabilities Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students with mild to moderate disabilities (grades PreK-8 or 5-12) under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a Moderate Disabilities (PreK-8 or 5-12) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 3-6
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EDUC 663 - Middle School Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach middle school students under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a teacher at the middle school level. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 664 - High School Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach high school students under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a teacher at the high school level. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 665 - Administration Practicum - Principal/Assistant Principal
The administration practicum, necessary for licensure, is 300 hours of supervised work. The activities must meet the Massachusetts standards for principal/assistant principal role. The practicum is generally regarded as one of the most important experiences included in any administrative preparation program.
Prerequisites & Notes
Completion of specific courses / conference with Director.
Credits: 6
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EDUC 667 - Early Childhood (PreK-K) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the Early Childhood, grades PreK-K level under the direct supervision of a qualified supervising practitioner and program supervisor. Teacher candidates complete a minimum of 100 clock hours at the preschool level. (Either EDUC 667 or 669 must be in a setting that includes children with special needs.) A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 1-3
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EDUC 668 - Elementary (1-6) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the elementary level (grades 1-6) under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as an Elementary (1-6) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 669 - Early Childhood (1-2) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the Early Childhood, grade 1-2 level under the direct supervision of a qualified supervising practitioner and program supervisor. Teacher candidates complete a minimum of 200 clock hours at the grade 1-2 level. (Either EDUC 667 or 669 must be in a setting that includes children with special needs.) A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 1-3
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EDUC 670 - Group Process in Education
The purpose of this course is to train future administrators in a range of group process skills that can be utilized in organizations. Major attention is given to group process analysis, evaluation, and intervention in organizational contexts. Students also learn a variety of designs and facilitation techniques for promoting effective teamwork in organizations.
Credits: 3
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EDUC 671 - Learning, Teaching, and Technology
This course integrates technology with meaningful learning and teaching. The goal of this course is to demonstrate how technology helps to fulfill the new vision for learning and teaching described by state and national frameworks. The emphasis is on designing and implementing projects through technology that offer students the opportunity to construct new knowledge, develop collaboration skills, apply knowledge to new situations, and integrate subjects across the curriculum. Students will be expected to research technology tools in practice and report on them.
Credits: 3
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EDUC 672 - Administration Practicum - Supervisor/Director
The administrative practicum, necessary for licensure, is 300 clock hours of supervised work. The activities must meet the Massachusetts Standards for the Supervisor/Director. The practicum is generally regarded as one of the most important experiences included in any administrative preparation.
Credits: 6
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EDUC 673 - Teaching Exceptional Learners: Advanced Practices and Methods
This course prepares teachers to use evidence-based practices to support students with moderate disabilities and achieving meaningful access to the general education curriculum. This discussion includes environmental considerations, assistive technology, transition planning, and differentiated instructional planning to meet the needs of learners. Emphasis is placed on embedding elements of the IEP (course of accommodations) and universally designed lessons and teaching academic, social, and behavioral skills to diverse learners.
Credits: 3
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EDUC 674 - Curriculum Design and Evaluation for Administrators
Participants engage in the development of curriculum, with special emphasis on design, implementation, and evaluation from the perspective of the principal and/or curriculum supervisor.
Credits: 3
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EDUC 675 - Culturally Responsive Curriculum Design and Implementation for Secondary Education
Students engage in the development of curricula, emphasizing design and implementation, and to a lesser extent, evaluation. The course is grounded in multicultural education theory and the Massachusetts Curriculum Frameworks. Students develop an understanding of the implications of culture, strengths and developmental needs of middle and high school students on curriculum development. The significance of racism and other forms of oppression, and their influence in the classroom are presented in all explorations.
Credits: 3
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EDUC 676 - Curriculum Design and Evaluation for Early Childhood Education/Elementary Education
Participants engage in the development of curriculum, with special emphasis on design, implementation, and evaluation.
Credits: 3
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EDUC 683 - Learning Disabilities
This course is used to examine theories of etiology and intervention models for remediation and compensation of learning disabilities. Emphasis is on adolescents and adults whose learning disorders are chronic and may include other primary handicapping conditions.
Credits: 3
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EDUC 685 - Secondary Methods, Assessment and Pre-Practicum
This course deepens students’ understanding of teaching and learning at the secondary level. The theoretical emphasis of the class focuses on learning and learning style theories. The practical emphasis focuses on when and how to implement specific teaching and assessment strategies to support the academic development of all students. The course includes a 45 hr. Pre-practicum.
Credits: 3
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EDUC 686 - Mathematics Curriculum Development and Implementation for Secondary Education
The theoretical emphasis of this course focuses on current cognitive learning theory and differentiated instructional strategies for use in curriculum planning and assessment in a secondary mathematics classroom. The practical emphasis focuses on when and how to implement the strategies to support the academic development of all students. The course is grounded in the principles outlined in The Common Core State Standards for Mathematics.
Credits: 3
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EDUC 688 - Special Topics in Education
This course provides an opportunity for concentrated exploration and experience in a specialized or current area of relevance to both preservice and inservice educators. Topics are offered on a variable basis. A student may register for this course for credit more than once, provided the topic is different each time.
Prerequisites & Notes
Education major or permission of instructor.
Credits: 1-4
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EDUC 690 - Role of the Principal/Assistant Principal
This course identifies those skills that are essential to effective principals and assistant principals. Among the topics and skill competencies to be examined are school organization, curricular needs, program and staff development, strategies for institutional change, fiscal management and budget concerns, and leadership styles.
Credits: 3
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EDUC 693 - Leadership in a Diverse Society
This course, with tomorrow’s leaders in mind, examines appropriate and current leadership skills which will create effective organizations and builds a knowledge base of the multi-diversified groups and subgroups with whom an administrator (i.e. principal, assistant principal, supervisor, or curriculum specialist) must interact. Participants demonstrate the requisite skills that are necessary for effective leadership with diverse populations through the study of social justice issues in society.
Credits: 3
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EDUC 694 - Coaching and Mentoring for Effective Instruction
This course examines the role of the teacher leader mentor and peer coach in today’s K-6 schools. Theoretical and practical aspects of the instructional mentoring/coaching process, as well as organizational climate, interpersonal behavior approaches, and cycles of planning and conferencing will be emphasized. Course content also includes historical perspectives on mentoring teachers, improvement of instruction, and culturally responsive and reflective mentoring.
Credits: 3
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EDUC 699 - Autism Spectrum Disorder
This is designed to provide working education professionals with insights into the application of evidence-based practices to support learners with Autism Spectrum Disorders (ASD). Based on an understanding theories of cognition related to ASD, professionals will learn the evidence-based practices that best support students with ASD and will receive guidance in implementing those strategies in a variety of educational settings.
Credits: 3
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Emergency Medical Services Management |
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EMSM 251 - Advanced Cardiac Life Support
This course prepares the student to mitigate those medical situations resulting in foreign body airway obstruction and sudden cardiac arrest in adults, infants, and children using manual, mechanical, pharmaceutical, and electronic therapies. Successful completion results in certification from the American Heart Association.
Credits: 1
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Health Studies |
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HLTH 502 - Methods and Materials in Health/Family and Consumer Sciences
Students in this class analyze the theory, practice, and planning process for school health education. The readings, discussions, observations, lesson planning, practice teaching, unit planning, and critical analysis emphasize quality interactive teaching and professionalism in health education.
Credits: 3
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HLTH 505 - Curriculum Construction in Health Education
This course analyzes the essential components of and procedures for the development of a written standards-based/data-driven pre-K-12 comprehensive health education or interdisciplinary (health education & physical education) curriculum. Using the National Health Standards and the Massachusetts Comprehensive Health Frameworks, students will design and write a standards-based/data-driven curriculum document geared to a specific grade level (preK-12). Opportunity for interfacing physical education and health education instruction into a coherent interdisciplinary or cross-curricular written curriculums is often the typical instructional delivery model in grades preK-12, will be provided as one option for designing and developing a written curriculum document. The importance of parental involvement in the delivery of meaningful and age-appropriate health or interdisciplinary curricular materials will be showcased as students enrolled in this course will evaluate the impact parenting roles and responsibilities have on strengthening the well-being of individuals and families via well-designed health instructional materials. A variety of assessment tools and techniques will be explored completing the connection among instruction, curriculum, and evaluation.
Credits: 3
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HLTH 517 - Organization, Administration, and Assessment for the School Health Program
This course examines administrative relationships, procedures, and assessment techniques involved in the conduct of school health programs. Areas of study include: general policies, services and delivery systems, environment, reliability, personnel duties, curriculum development, and instruction. An emphasis on aligning program objectives and assessment strategies with the current Massachusetts Comprehensive Health Education Frameworks (MCHEF) comprise a significant segment of required assignments.
Credits: 3
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HLTH 525 - Human Disease and Health Literacy
This course examines a wide range of contemporary health problems. Students examine the epidemiology and pathology of major diseases and the attendant psychosocial implications. The prevention and control are discussed through the lens of health literacy. Health literacy is the degree to which individuals have the capacity obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Credits: 3
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HLTH 588 - Special Health Topics for the Classroom Professional
This course is designed for the classroom professional (pre-K-12) to study the special health issues and problems that arise in assisting students to change lifestyles or cope with special health needs. Through this course, students are better able to apply the communication and interpersonal skills necessary for promoting health and wellness.
Credits: 3
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HLTH 601 - Health Behavior
This course provides the students with a broad theoretical base for the analysis of health behaviors. Major health behavior models and theories, and their applications are presented. Theory is integrated into analysis of specific behaviors, which impact health. Sociological, cultural, economic, and environmental factors, which influence health, are emphasized. Students are exposed to basic applications and theories of health counseling. Psychological issues related to coping with illness and death are covered.
Credits: 3
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HLTH 603 - Teaching Methods and Learning Styles
This course analyzes the theories, practices, and planning processes for school health education. Readings, discussions, observations, lesson planning, practice teaching, and critical analysis emphasize quality teaching and professionalism in the health education field. The course analyzes how to teach students with special needs and how to develop, plan, and implement IEPs.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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HLTH 610 - Issues in Public Health and Physical Activity
Contemporary health issues are examined using an epidemiological perspective.
Recommendations forming the core of public health initiatives in health and physical
activity are analyzed regarding their rationale, structure, and function in promoting
health and preventing disease. Current national goals and objectives for health
and physical activity are covered. Issues in the interpretation of literature, public
health recommendations, and principles and strategies for health behaviors are discussed.
Strategies to pursue careers in the promotion of health and physical activity
are examined.
Credits: 3
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HLTH 612 - Dimensions of Wellness
This course examines the dimensions of wellness: spiritual, physical, intellectual, career, emotional, and social. Emphasis is on self- responsibility and a holistic approach to wellness and illness. Students review wellness programs, identify assessment instruments, and learn to apply this knowledge to the achievement of a healthful way of living.
Credits: 3
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HLTH 614 - Planning of Health Promotion Programs
Students investigate best practices for techniques of need assessment, program design, administration, and evaluation of health promotion programs that can apply across a variety of settings. Students study literature in the field and work in small groups applied problem-solving situations. A data-driven program evaluation plan is designed.
Credits: 3
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HLTH 616 - Health Law
This course is designed to provide an analytical framework to enable the understanding of the legal and ethical climates within which the health care institution operates. Emphasis is placed on the legal and ethical concepts which bear most heavily upon current healthcare problems, planning, and decision-making activities of the healthcare profession.
Credits: 3
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HLTH 640 - Techniques of Applied Nutrition
This course is a study in applied nutrition as related to human health. Health issues related to nutritional deficiencies and excesses, and related therapies are discussed. Practical applications of sound nutritional principles are the focus of this course.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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HLTH 682 - Seminar in Health Promotion
This seminar considers problems and provides advanced study in health promotion and wellness management programs. A graduate student, with permission of the advisor, may register for this seminar only two times.
Credits: 1-3
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HLTH 684 - Health/Family and Consumer Science (PreK-8) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach elementary/middle school health/family & consumer science under the direct supervision of a qualified supervising practitioner and program supervisor. A minimum of 150 clock hours, grades PreK-8, is required for those seeking licensure as a Health/Family & Consumer Science teacher (All levels). A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 3
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HLTH 685 - Health/Family and Consumer Science (5-12) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach secondary health/family & consumer science under the direct supervision of a qualified supervising practitioner and program supervisor. A minimum of 150 clock hours, grades 5-12, is required for those seeking licensure as a Health/Family & Consumer Science teacher (All levels). A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 3
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HLTH 686 - Health Promotion/Wellness Management Fieldwork
A fieldwork experience designed to supplement classroom study by providing direct insights in the operation of a health promotion/wellness management program through a participant-observer experience.
Prerequisites & Notes
Consent of fieldwork supervisor.
Credits: 1-5
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HLTH 687 - Health Clinical Teaching
This is a supervised fieldwork experience under the direct guidance of a certified health educator for a minimum of 150 clock hours. This course is for students seeking health/family and consumer science licensure.
Prerequisites & Notes
Teacher Licensure; 3.0 GPA in graduate coursework.
Credits: 3
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Health, Physical Education and Recreation |
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HPER 645 - Marketing Issues in Sport and Recreation
This course provides the student with basic knowledge and understanding of sports marketing and promotions on the educational, recreational, and professional levels. Attention is given to a history of sports marketing, definition of terms, principles of marketing, strategic market planning, and evaluation of sports marketing programs. Components of the course include developing products, sponsorships, special event fundraising, public relations, utilizing television, and radio networking.
Credits: 3
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Movement Studies |
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MOST 624 - Motor Learning and Control
This course is designed to present information concerning fundamental concepts in motor learning and control. Topics include stages of skill acquisition, neurological bases of movement, motor integration, feedback, motor memory, conditions of practice, attention, and perception. Laboratory sessions are designed to enhance the understanding of topics covered.
Prerequisites & Notes
MOST 224
Credits: 3
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MOST 629 - Heritage and Values of Movement and Sport
This course is designed to teach students about the cultural heritage and values of human movement and sport from a philosophical and historical perspective. A close examination is made of important time periods of the past that have affected current attitudes, understanding, knowledge, and behavior.
Credits: 3
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Occupational Therapy |
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OCTH 501 - Occupational Therapy Fundamentals
This course is a study of the historical and current philosophies, models, Frans and frameworks of occupational therapy with emphasis on the present scope of practices, issues, and concepts. The values of occupational performance and activity in prevention, treatment, and health maintenance are also addressed. Students practice the occupational therapy process and professional reasoning in developing and evaluating occupation based treatment plans.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 3
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OCTH 503 - Professional Seminar I
Students in this seminar/practicum explore their understanding of themselves, the illness/disability experience and the contexts of occupational therapy practice. Through exploration of the therapeutic use of self, reflective exercises and observational experiences in area clinics, students and faculty collaborate to exam in the dynamics of professional caregiving. Professional ethics, standards of practice, and interpersonal skills are practiced and discussed during weekly seminar.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 1
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OCTH 505 - Group Process
This course, including a laboratory experience, focuses on understanding the process of group dynamics, recognizing various types of verbal interactions among group participants, and learning appropriate techniques and intervention to promote insight and improved interpersonal interaction skills.
Prerequisites & Notes
OCTH 501 - Occupational Therapy Fundamentals
Credits: 1
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OCTH 506 - Group Process Lab
Lab component of OCTH 505.
Credits: 0
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OCTH 512 - Neuroscience and Occupation I
This course presents the neurological foundations of human performance, behavior, and emotion through lecture and laboratory formats. Students engage in collaborative analysis of clinical examples to better understand the structure, function, and development of the nervous system and its influence on functional tasks throughout the lifespan.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 514 - Neuroscience and Occupation I Lab
Lab component of OCTH 512.
Credits: 0
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OCTH 515 - Functional Movement in Occupations
Students develop knowledge and skills in observing, evaluating, and describing posture, balance, alignment and movement during performance of functional activities. Students apply principles of kinesiology, biomechanics and motor learning to problems of functional movement. Skills introduced include range of motion, manual muscle testing, splinting and methods of adapting tools, materials and environments.
Credits: 2
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OCTH 521 - Performance, Dysfunction, and Occupational Therapy Adaptation in Childhood
Through the study of human performance from preschool through school age, emphasis is given to normal and dysfunctional processes which may affect growth and development, learning, self care, play/leisure, and family functioning. Techniques for assessment and intervention in sensory, perceptual motor, cognitive, emotional, and social skill development are emphasized and practiced in laboratory experiences with particular attention to skills needed in the school system.
Prerequisites & Notes
PHTH 506 - Clinical Human Anatomy I
OCTH 512 - Neuroscience and Occupation I
and
taken concurrently with OCTH 520 - Development, Occupation, and Performance in Infancy and Childhood
Credits: 4
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OCTH 523 - Performance, Dysfunction, and Occupational Therapy Adaptation in Childhood Lab
Lab component of OCTH 521.
Credits: 0
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OCTH 527 - Development, Dysfunction, and Occupational Therapy Adaptation in Adolescents Lab
Lab component of OCTH 525.
Credits: 0
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OCTH 582 - Graduate Seminar
This course provides a discussion of professional ethics and current issues in the field. Personal values and attitudes, and their relationship to the provision of patient care, are explored as they relate across the spectrum of cultures, classes, and current events.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 583 - Seminar for Clinical Reasoning
Students in this seminar explore the relationship between clients’ occupational roles and dysfunctions in light of theoretical frames of reference. Through peer discussion students develop an appreciation of others’ experiences and greater confidence for assuming professional roles. Occupational therapy majors with extensive OT clinical experience may apply to substitute this course for OCTH 584.
Prerequisites & Notes
Permission of instructor and OTRC.
Credits: 1
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OCTH 585 - Individualized Fieldwork in Occupational Therapy
This course provides additional Level I fieldwork to explore particular clinical interests or to address specific performance issues identified in OCTH 584. The student and an occupational therapy faculty member develop specific objectives for an individualized clinical experience which includes regular supervision with a faculty member and a clinical supervisor, with readings, special projects, written assignments, and presentations.
Prerequisites & Notes
OCTH 584 - Clinical Education I and Professional Seminar II
Credits: 1-6
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OCTH 592 - Individual Study in Occupational Therapy
This course provides students with the opportunity to engage in individualized
study with an occupational therapy faculty member. The student may explore particular
academic or professional interests, beyond or within the requirements of the occupational
therapy curriculum. The learning experience may include guided study in a particular
professional specialty area, a small research project, or independent reading
or writing on a topic related to the field. This course may be taken more than
once.
Prerequisites & Notes
Occupational therapy major and permission of instructor.
Credits: 1-4
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OCTH 612 - Research Project Design
Students prepare a written plan for a personal ‘program of research’ leading to a portfolio of scholarly work that will begin in this course and be completed in OCTH 626 Research Project over the next year. Course activities and assignments will demonstrate students’ emerging understanding of and competence in applying research knowledge and skills within the practice of occupational therapy.
Prerequisites & Notes
RSCH 610 - Foundations and Methods of Research
Credits: 2
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OCTH 626 - OT Research Project
Students plan, organize, and implement a personal plan of scholarly activity under the supervision of an Occupational Therapy faculty member. Projects are submitted and presented in an approved form for retention by the Occupational Therapy Department. Students must successfully complete a minimum of 3 semester hours of OT Research Projects credits to fulfill the project requirements for the Master of Science degree in Occupational Therapy.
Prerequisites & Notes
OCTH 612 - Research Project Design
Credits: 1-3
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OCTH 631 - Occupation, Dysfunction, and Adaptation in Adults I
This course is the first in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy interventions, emphasizing a neurodevelopmental approach, are reviewed and practiced in laboratory experiences.
Prerequisites & Notes
OCTH 512 - Neuroscience and Occupation I
OCTH 513 - Neuroscience and Occupation II
OCTH 520 - Development, Occupation, and Performance in Infancy and Childhood
OCTH 521 - Performance, Dysfunction, and Occupational Therapy Adaptation in Childhood
PHTH 506 - Clinical Human Anatomy I
and
PHTH 508 - Clinical Human Anatomy II
Credits: 3
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OCTH 633 - Occupation, Dysfunction, and Adaptation in Adults III
This is the third in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy intervention, emphasizing biomechanic, rehabilitative, and human occupation approaches, are reviewed and practiced.
Prerequisites & Notes
OCTH 631 - Occupation, Dysfunction, and Adaptation in Adults I
Credits: 3
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OCTH 634 - Occupation, Dysfunction, and Adaptation in Adults IV
This is the fourth in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the psychosocial domain of human occupation. Psychiatric diagnoses are explored, along with occupational therapy techniques for assessment and intervention. Students have the opportunity to experience group leadership roles in the community.
Prerequisites & Notes
OCTH 632 - Occupation, Dysfunction, and Adaptation in Adults II
Credits: 4
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OCTH 635 - Development and Adaptation for the Older Adults
The age range of the older adult today is 40 plus years. Students learn of the variety of physical and psychosocial strengths and challenges experienced by this population and the roles occupational therapists play in facilitation of healthy occupations. Students observe older adults in various community arenas while they practice evaluation and treatment planning for this population.
Prerequisites & Notes
OCTH 501 Occupational Therapy Fundamentals
Credits: 3
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OCTH 636 - Occupational Therapy for the Older Adult
Occupation based issues and occupational therapy treatment for the older adult are explored and applied to treatment planning and documentation practice. Students with previous experience and/or academic history related to older adults tailor this course with the professor to match their individual needs.
Prerequisites & Notes
Permission of professor and OTRC.
Credits: 1-2
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OCTH 637 - Occupation, Dysfunction and Adaptation in Adults V
This is the fifth in a 5-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy intervention emphasizing advanced biomechanical and evidence based approached while applying occupation based models are reviews and practiced.
Prerequisites & Notes
OCTH 633 - Occupation, Dysfunction, and Adaptation in Adults III
Credits: 3
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OCTH 677 - Assistive Technology in the Classroom
Using a case-based approach, students work in small interdisciplinary teams to explore the use of assistive devices and technologies that promote the participation of all children in school. Class activities include lecture and demonstration, and hands-on experience with hard- and software, adaptive equipment, and a variety of high- and low-tech devices.
Credits: 3
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OCTH 683 - Professional Seminar III
Students participate in a seminar designed to assist in the transition from the OT academic setting to full-time fieldwork. Students review AOTA and Springfield College O.T. department fieldwork policies and procedures, complete or update required training in clinical procedures (e.g. HIPAA, Universal Precautions, background checks), and discuss conceptual foundations of fieldwork education, problem solving strategies, and the student evaluation process.
Credits: 1
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OCTH 686 - Specialty Clinical Education
This optional fieldwork goes beyond the traditional requirement and offers students the opportunity to explore and perfect occupational therapy skills in a specialty area of practice. It is designed to strengthen students’ skills in a specialty area which demands refined expertise.
Prerequisites & Notes
Permission of instructor. Fee.
Credits: 0
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OCTH 687 - Professional Seminar IV
Students participate in a seminar designed to assist in the transition from fieldwork to career. Students discuss fieldwork successes and challenges and how that has and will influence their career goals and strategies. Students learn about and prepare for national certification, state licensure, and other policies and procedures related to entering the profession.
Prerequisites & Notes
OCTH 684 - Clinical Education II
Credits: 1
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OCTH 688 - Special Topics Course in OT: Single Case Research Design
This course encourages collaborative learning among entry level OT students, experienced practitioners from the community, and faculty mentors as they work in clinical research teams over one semester. It begins with a two day workshop to introduce methods of single-case research and to form teams to begin developing research projects. The class continues to meet throughout the semester as students implement their projects. Students present project results at a research symposium and complete manuscripts suitable for submission to professional journals.
Prerequisites & Notes
Occupational therapy major or permission from instructor.
Credits: 2
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Physical Education |
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PHED 505 - Sports Medicine for Athletic Administrators
This course is designed to expose students pursuant of a degree in athletic
administration to major health issues and concerns encountered in athletics. Specific
attention is given to problematic areas and the administrator’s role. Further, this
course will aid the administrator in their ability to evaluate coaching practices and
techniques making provisions for better care of the athlete.
Credits: 2
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PHED 610 - Elementary and Secondary Physical Education Teaching Methods
This course is designed to help graduate students further their pedagogical content knowledge and to introduce principles of curriculum development for grades pre-K through 12. This course is open only to graduate students enrolled in the Teacher Certification Program for non-provisionally certified graduate students in physical education.
Credits: 3
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PHED 612 - Concepts in Assessment and Remedial Exercise Theory
This is an application of appropriate exercise programs for individuals with specific rehabilitation needs. It includes testing and evaluation, indications and contraindications of exercise, crutch and wheelchair management, use of adaptive equipment, and specific pathology.
Credits: 3
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PHED 613 - Advanced Level Coaching: Methods and Issues
In this course, graduate students examine the role and responsibilities of the coach in intercollegiate and elite athletics. Major topics include ethics, recruiting, staffing, practice design, and governing body regulations.
Prerequisites & Notes
Previous playing experience at the college level or previous coaching experience at the interscholastic level or above.
Credits: 3
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PHED 615 - Experiential Education Programming
This course is designed to teach students the foundations of experiential education and the applications across multiple settings including the out-of-doors, in school, sport and youth programming. Specific emphasis will be reviewing instructional models that promote experiential education through sport, physical activity and the outdoor contexts. Students will examine literature and theories to build a strong comprehension of the design principles and learning theories associated with experiential education. Topics will include, but are not limited to the following: positive youth development, community youth development, outcomes based curriculum design and leadership.
Credits: 3
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PHED 620 - Philosophy of Sport
The ethical, aesthetic, epistemological, axiological, and metaphysical dimensions of sport are studied.
Prerequisites & Notes
Undergraduate course in philosophy.
Credits: 3
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PHED 627 - Facility Design, Operation and Maintenance in Athletics
Principles of the design, maintenance, and operation OD sport and recreation facilities are presented with specific focus on utilization by interscholastic and intercollegiate programs. The student will develop an increased awareness of the wide variety of disciplines necessary for renovation or construction, and effective administration of athletic and recreation venues. The student will be challenged to apply course content through active participation, site visits to newly constructed or renovated sites, research, and project development activities.
Credits: 3
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PHED 629 - Curriculum Construction in Physical Education
This course provides an opportunity for graduate students, especially those preparing themselves for administrative positions, to undertake a practical experience in physical education curriculum construction.
Credits: 3
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PHED 630 - Curriculum and Instruction Seminar
This course provides opportunities for advanced students to study and research selected topics in curriculum theory and make practical application of the processes of curriculum development and instructional implementation.
Prerequisites & Notes
PHED 629 - Curriculum Construction in Physical Education
Credits: 2
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