Online Courses, Fall 2017

Term I: September 5 – October 29
Term II: October 30 – December 22

All courses are 3 credits.  Design for User Experience course are $420 per credit (see Undergraduate Tuition and Fees). All other courses are $625 per credit (see Graduate Tuition and Fees). Non-credit course are $500 per course.

Non-credit courses offer the option of PDP/ CEUs for completion of 80% or better in the course. The non-credit courses available for Fall 2017, Term II are:

  • Language of Design (IDESN 1270)
  • Design Thinking (IDESN 2250)
  • Cyberbullying in Schools: Awareness, Prevention and Intervention (ECOMP 3012)
  • Teaching and Learning with Digital Media (ECOMP 6016)
  • Constructing Mathematical Understanding: Number and Operations (EMATH 6107)
  • Exploring Non-Fiction for the Elementary and Middle School Classroom (EEDUC 6032)

To register for an online course, call 877.4LESLEY or email online@lesley.edu.

Design for User Experience

Explore the human factors involved in designing solutions that provide users with intuitive experiences across an ecosystem of products, services, and systems.

  • User Experience 1 (IDESN 1500-80)

    September 5 – October 29

    This course will provide students with an overview of User Experience (UX), design methods, and the role of research in designing for user experience. Through assignment, lecture and discourse, students will engage in an industry-modeled process, including research, team/collaboration, stakeholder interviews, sketching, diagramming, and presenting. Students will experience various methods associated with producing design deliverables within the context of real world practice.

  • Introduction to Web Design (IDESN 2115-80)

    September 5 – October 29

    Introductory course designed to teach the fundamentals of web design and development. Geared towards the novice web designer, this course covers beginner web coding (HTML5/CSS) and the creative processes associated with web design according to industry practices. Course content includes file management, cross-browser compatibility, semantic mark-up and responsive design. Course technologies utilize HTML/CSS editors, HTML/CSS coding, CSS Frameworks and various web browser developer tools.

  • Language of Design (IDESN-1270-80) * also available as a non-credit course

    October 30 – December 22

    This course immerses students in a design studio environment, and introduces them to habits of thinking and making that result in thoughtfully conceived design projects. Projects incorporate the language, skills, processes, and methods that serve as a foundation for all design work. Students participate in critical dialogue that explores design ideas and intentions in relation to specific problems and situations. The goal is to familiarize students with a broad spectrum of design thinking and work, while introducing and practicing the most basic design skills. Processes include rapid prototyping and “fast failure”, and include explorations of objects and their meaning as they are drawn and represented in varying forms and in relationships with other words or images.

  • Design Thinking (IDESN-2250-80) * also available as a non-credit course

    October 30 – December 22

    This course is an overview of “design thinking” (DT) as a complement to “user experience” (UX), focused on solving complex business problems, not making websites or mobile apps -- as reinforced by short DT exercises and real-world cases. Inspired by the current excitement for DT within executive boardrooms, this course offers a hands-on understanding of the design thinking process with ample discussion of how DT applies to real situations, aside from popular hype. DT is a framework of converting complex problems into valuable opportunities for product or service innovation, and a way to engage skeptics (managers, executives, analysts, clerks, etc.), thus DT has become a tool for someone striving for strategic and cultural impact, beyond simply making a slick, click-worthy website.

Literacy & Reading

Develop ways to integrate reading and writing into lesson plans, and consider topics like cultural responsiveness, linguistics, and content literacy.

  • Culturally Responsive Teaching (EECLD 6001-80 and EEDUC 6001-81)

    September 5 – October 29

    This course sets the foundation for creating meaningful and relevant teaching and learning for culturally and linguistically diverse students. Legal issues and a historical perspective are used to examine the student's civil rights and the ways that prejudice, culture, language diversity, and socioeconomic factors influence the student's academic success or lack of it within the current system and under the current policies. The cultures of the student's state are studied and used in planning and cultivating culturally responsive learning/instruction and positive cultural identity in the family and community relations. Intercultural communication at the local, national, and international level is addressed. Participants engage in self-study, write their own cultural and linguistic autobiography, identify and utilize cultural resources in the community, and plan to actively involve linguistically diverse families in the school environment. 

    Instructor Section 80: Tracy Hodgson-Drysdale; Instructor Section 81: Kathryn Contini

  • Development and Learning: Psycho-social Perspectives in Education (EEDUC 5122)

    September 5 – October 29

    This course focuses upon constructivist-interactionist views of child development, spanning the preschool years through adolescence and young adulthood. Topics include early development, play, children's art, cognitive development and learning, family systems and social learning, classroom instruction and organization, communication, curriculum and cognition, evaluation and assessment, language development and literacy, moral development, gender differences, and developmental diversity among individuals and across cultures including race, ethnicity, linguistic background, and economic conditions.

    Instructor: Erika Weberg-Vina

  • Literature and Learning in the K-8 Classroom (EEDUC 6059-80)

    September 5 – October 29

    This course will explore children's and young adult literature as teaching tools in language arts and content area instruction. With an emphasis on curriculum development, the course will focus on teaching strategies for various genres; issues related to differentiated instruction and text complexity; and the use of children's and young adult literature as a vehicle to explore multiple perspectives.
    Instructor: Pamela Watts-Flavin

  • Content Area Literacy (EEDUC 6101-80 and EEDUC 6101-81)

    September 5 – October 29

    Disciplinary literacies are explored as a means of accessing content knowledge in the PreK-12 classroom. The course examines constructivist reading comprehension and vocabulary strategies, and investigates how listening, speaking, reading, writing, and viewing are a means of both developing and demonstrating content area knowledge. Diverse text types and genres are examined for their complexity and content, as tools for scaffolding content learning.

    Instructor section 80: Grace Enriquez; Instructor section 81: Donald Mastrobuono

  • Essential Linguistics: What Every Teacher Needs to Know About Language (EECLD 6002-80 and EECLD 6002-1)

    October 30 – December 22

    This course takes a practical approach to the study of linguistics and English as a new language with implications for teaching ESL, reading, writing, spelling, phonics, and grammar in monolingual or multilingual contexts. The basic nature of language, first language acquisition, language variation, language change, and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge elements such as phonology, morphology, syntax, and pragmatics that informs planning for teaching first or second language. Structural and semantic differences between the student's first and English as a new language are examined and used in planning for learning. 

    Instructor sections 80 and 81: Solange de Azambuja Lira

  • The Teaching of Writing K-12 (EEDUC 6001-80 and EEDUC 6001-81)

    October 30 – December 22

    This course promotes the thoughtful examination of writers and writing instruction. Throughout the course, students are introduced to strategies and skills they can use to enhance their own writing and the writing of K-12 students. Using a process approach, students learn how to communicate ideas effectively in a variety of genres and for a multitude of purposes. Based on the most current understandings in the field, this course explores such topics as writer's workshop, conferencing, struggling writers, assessment, reading/writing connections, writing in the disciplines, revision and editing, the use of technology to support writers, and the management of writing instruction.

    Instructor Section 80: Grace Enriquez; Instructor Section 81: Patricia Peterson

  • Exploring Nonfiction for the Elementary and Middle School Classroom (EEDUC 6032-80) * also available as a non-credit course

    October 30 – December 22

    Utilizing children's literature as its required reading, this specialized course closely examines the often overlooked genre of nonfiction and its rich potential for integration across K-8 curricula. This in-depth study emphasizes developing critical skills for evaluation, analyzing various types of nonfiction books, highlighting notable creators in the field, and sharing strategies that increase nonfiction reading and comprehension, as well as techniques for the researching and writing of nonfiction within the classroom setting.

    Instructor: Mary Ann Cappiello

  • Meeting Diverse Needs in the Mathematics Classroom (EEDUC 6154-80)

    October 30 – December 22

    This course considers the theory, research, and practical applications of ensuring that all children succeed mathematically. Gender, socioeconomics, culture, language, learning differences, assessment, and differentiated instruction are considered.

    Instructor: Kara Morton

  • Perspectives on Literacy, Learning, and Teaching (EEDUC 6164-80)

    October 30 – December 22

    This course explores theories, values, goals, and assumptions underlying the ways literacy is learned and taught in school and out-of-school contexts. Emphasizing how these understandings play out in practice, students will study the histories, issues, relationships, instructional materials, and resulting policies surrounding various literacy education approaches. Students will critically examine particular perspectives to inform their own practice as literacy teachers, and experiences as literacy learners, and consider how such perspectives can shape their continued instructional practice. For M.Ed. students in Literacy for K-8 Classroom Teachers only.

    Instructor: Judith Zorfass

Teaching & Learning

Explore new ways to approach the teaching and learning process in your classroom.

  • Development and Learning: Psycho-social Perspectives in Education (EEDUC 5122-80)

    September 5 – October 29

    This course focuses upon constructivist-interactionist views of child development, spanning the preschool years through adolescence and young adulthood. Topics include early development, play, children's art, cognitive development and learning, family systems and social learning, classroom instruction and organization, communication, curriculum and cognition, evaluation and assessment, language development and literacy, moral development, gender differences, and developmental diversity among individuals and across cultures including race, ethnicity, linguistic background, and economic conditions.

    Instructor: William Barowy

  • Assessment for Learning in the Science Classroom (EEDUC 7115-80)

    September 5 – October 29

    Assessment to support learning is the pedagogical focus of this course. Through classroom case studies, introductory readings, and discussion, participants examine the different purposes of assessment (principally formative and summative), then develop and implement assessment strategies. They consider how assessing inquiry skills, conceptual understanding, self- and peer-assessment, and feedback to learners on their progress can advance learning in the classroom. Participants plan a formative assessment into inquiry-based work that is conducted in the classroom. Prerequisite CNSCI 5100 (see STEM section)

    Instructor: Nicole Weber

  • Assessment Issues in Mathematics: Summative and Formative (EEDUC 7121-80)

    September 5 – October 29

    This course is designed to engage participants in the examination of both summative and formative assessments and their implications for teaching and learning. Various types of classroom assessments and how they can be used to make instructional decisions based upon student responses will be developed. Participants will also examine how to make sense of the scores reported via standardized tests, what they mean, and what the implications are at the district, school, classroom, and individual student levels.

    Instructor: Jayne Lynch

  • Meeting Diverse Needs in the Mathematics Classroom (EEDUC 6154-80)

    October 30 – December 22

    This course considers the theory, research, and practical applications of ensuring that all children succeed mathematically. Gender, socioeconomics, culture, language, learning differences, assessment, and differentiated instruction are considered. Offered as part of an off-campus sequence.

    Instructor: Kara Morton

Special Education

Explore how to adapt instruction to different learning styles and connect with students with and without disabilities.

  • ASD: Focus on Individual Strengths — a Different View of Behavior (ESPED 6022-80)

    September 5 – October 29

    This course facilitates the in-depth exploration and challenge of the traditional view of autistic behavior as a deficit model requiring interventions of control and correction. The primary focus of this course is on learning to listen, and seeking understanding of individual experiences and partnering with autistic individuals in defining supports is essential. This is done through the lens of a self-advocate, ally, and advocate. The lens of neuro-diversity is critical to the course.

    Instructor: Beverley Cush Evans

  • Assessment for Students with Disabilities (ESPED 6140-80)

    September 5 – October 29

    Assessment and monitoring of student progress using a variety of instruments is the basis of this course. Teachers learn to select, construct, use, and interpret non-discriminatory and developmentally appropriate assessments relevant for diverse students with a range of disabilities. The dissemination of assessment data for professionals and parents is addressed.

    Instructor: Gail Cahill

  • Language and Communication: Development and Disorders (ESPED 6137-80)

    October 30 – December 22

    This course examines language acquisition and development from birth through adolescence. Typical and atypical language development, as well as first and second language acquisition and development, will be addressed. Focus is on the neurological basis of communication, developmental milestones, verbal and nonverbal communication, and language diversity as differentiated from disorder. Connections between culture and communication, language delays, and communication disorders as displayed in both high-incidence disabilities (e.g., learning disabilities) and low-incidence disabilities (e.g., Autism Spectrum Disorder) will be studied. Appropriate teaching strategies and assistive technologies will be examined.

    Instructor:  Patricia Mason

  • Collaboration and Consultation in Special Education (ESPED 6142-80)

    October 30 – December 22

    Special educators must collaborate with families, other educators, related service providers, and representatives of community agencies in culturally responsive ways. Emphasis in this course is placed on the development of effective interpersonal skills and strategies that promote effective collaboration. Consultation models will be examined.

    Instructor: Abigail Hanscom

Science, Mathematics, & Technology

Learn methods for helping all students succeed in STEM-related subjects.

  • Engineering STEM Solutions (EDSCI 5200-80)

    September 5 – October 29

    This course focuses on the use of the engineering design process to solve problems within a science context integrating STEM content. Participants investigate case studies of real engineering problems in the field, bridge content to practice, and begin to visualize research in an interdisciplinary context. Through the use of technology and design, participants deepen analytical and problem solving skills. Teachers will also become familiar with engineering education applications and learn to modify for their classroom.

    Instructor: Nicole Weber

  • Learning, Design, and Robotics: Gateway to Critical Thinking (EDSCI 6018-80)

    September 5 – October 29

    Our robotics laboratory is a fun, engaging course that infuses engineering-based projects into K-12 instruction. We build robots from scratch; learn programming with and without electronics; experiment with simulations; develop media-rich curricula while integrating common core and STEM standards; examine trending issues in Science, Technology, Engineering, Arts and Mathematics (STEAM) education; and discuss the pedagogies that support these approaches. Encouragement of pupils under-represented in STEM K-12 classes is examined. Participants purchase robotic kits in lieu of textbooks. All levels welcome.

    Instructor: Brenda Matthis

  • Natural Disasters (EDSCI 6105-80)

    September 5 – October 29

    This course provides an introduction to the causes, occurrence, and consequences of natural and human-induced disasters. Students will analyze the physical causes, as well as the distribution and frequency, of disasters in order to understand the steps that might be taken to reduce their impact. Topics to be discussed include earthquakes, tsunamis, volcanoes, tornadoes, hurricanes, floods, wildfires, and impacts with celestial objects. The engineering design process will be integrated within the course activities.

    Instructor: Michael Thibodeau

  • Functions and Algebra I: Building Mathematical Understanding (EMATH 6109-80)

    September 5 – October 29

    Participants develop a solid conceptual understanding of the branch of mathematics known as algebra. Topics will include ratio and proportion, slope, operations with integers, the notion of function, absolute value, linear versus non-linear functions, sets, equations, inequalities, simultaneous equations and demand functions.

    Instructor: Sandra Fritz

  • Geometry and Measurement I: From Polygons to Pythagoras (EMATH 6111-80)

    September 5 – October 29

    This first course integrates the study of geometry and measurement and includes lines, angles, investigations of triangles including sorting, similarity, trigonometry, and Pythagoras' Theorem. We will also investigate quadrilaterals, polygons, area, and perimeter. Participants will examine the nature of geometric definitions and follow a path that explores mathematical explanation, argument, and justification and how these processes connect to geometric proof.

    Instructor: Laura Chesson

  • 21st Century Teaching: Supporting All Learners with Technology (ECOMP 5007-80)

    September 5 – October 29

    This hands-on course teaches the integration of a broad range of technologies that foster a school climate and culture that actively supports learning for all students, including students with disabilities and students who are culturally and linguistically diverse. Participants develop the knowledge and skills to support diverse learners, including: understanding the learning characteristics of these students; leveraging digital media to support collaborative learning opportunities; evaluating and selecting appropriate computer-based applications and online tools; experimenting with and using assistive technologies; integrating technologies into the curriculum; and discussing trends and research that support these students in the classroom.

    Instructor: Brenda Matthis

  • Global Learning: Teach the World in Your Classroom (ECOMP 6022-80)

    September 5 – October 29

    This course will help educators harness the power of global connections for teaching and learning Teachers will learn to integrate readily available digitized resources to transform traditional classroom learning materials by making use of a vastly expanded horizon for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will help teachers use streaming media resources, primary source artifacts, webcams, and field trips. They will create new materials for shaping 21st Century global citizenship.

    Instructor: Jo-Anne Hart

  • Emerging Tech: Bringing the Future to your Classroom (ECOMP 7010-80)

    September 5 – October 29

    Learn about promising technologies including eye tracking, 3D printers, and wearable computers. Explore the possibilities for trends such as the Maker Movement and the Flipped Classroom. Discover the latest web-based resources and collaboration tools for every grade level and subject area. Learn to integrate emerging technologies into existing curricula while promoting transformative thinking and creativity. Build your expertise and gain experience in identifying the efficacy of future technologies for enhancing student learning.

    Instructor: Maureen Yoder

  • Constructing Mathematical Understanding: Number and Operations (EMATH 6107-80) * also available as a non-credit course

    September 5 – October 29
    October 30 – December 22

    Participants will develop a solid conceptual understanding of the language and operations of arithmetic, as well as the interrelationships among arithmetic, algebra and geometry. Topics include place value and the history of counting, inverse processes, the geometry of multiplication, the many faces of division, and conceptual models of integers and rational numbers. Registration restriction: successful completion of an algebra or higher-level math course at the undergraduate level.

    Instructor (both terms): Rita Gordon

  • Introduction to Physical Science (CNSCI 5100-80)

    October 30 – December 22

    In this introductory course on science inquiry, participants investigate common everyday phenomena. This course invites participants to "uncover" the complexity of a simple glass of water. They observe physical processes at play in this familiar system and develop scientific "habits of mind." Participants see how scientific principles can be applied to understanding the world around us. The following key physical science concepts are explored: density, displacement, buoyancy, melting, freezing, equilibrium, phase changes, and energy transfers.

    Instructor: Michael Thibodeau

  • Constructing Mathematical Understanding for Number Theory (EMATH 6108-80 and 6108-81)

    October 30 – December 22

    Participants develop a solid conceptual understanding of the branch of mathematics known as number theory. Topics include properties of prime, composite, abundant, deficient, and perfect numbers; divisibility rules; and the use of geometric and other representations for finding prime factorizations and greatest common factors. Participants will also investigate the fundamental theorem of arithmetic, computing in different bases, and arithmetic progressions.

    Instructor Section 80: Amanda Bigelow; Instructor Section 81: Helen Banzhaf

  • Concepts of Calculus: Change and Infinity (EMATH 6115-80)

    October 30 – December 22

    Building on prior number, functions, and geometry courses, calculus extends ideas developed there to the concepts of limit and change. Participants are introduced to an important branch of modern mathematics and are shown how calculus relates to other more elementary areas of mathematics. Topics include ideas of a limit, the concept of instantaneous change, and the fundamental theorem of calculus.

    Instructor: David Pugalee

  • Cyberbullying in Schools: Awareness, Prevention, and Intervention (ECOMP 6012-80) * also available as a non-credit course

    October 30 – December 22

    This course will introduce educators to the world of cyberbullying. Through readings, discussions, group work, and simulations, the course will focus on how cyberbullying happens and the manifestation of it in the classroom and beyond. The legal implications for students, teachers, schools, and districts will also be explored. The course will conclude with class-created recommendations on actions that educators can take today to create a classroom/school culture that rejects cyberbullying.

    Instructor: Susan Patterson

  • Apps in Your Classroom: The Mobile Technology Revolution (ECOMP 6014-80)

    October 30 – December 22

    Explore the powerful potential of using mobile technologies in your classroom. Bring your own mobile device and use it to explore classroom based projects that empower student learning. Then create your own project. Explore a world of educational apps and join your colleagues in learning how even free apps can support your students. Learn how apps are constructed, and create your own apps. Unlock the amazing emerging potential of mobile technologies for your classroom.

    Instructor: Ricky Carter

  • Teaching and Learning with Digital Media (ECOMP 6016-80) * also available as a non-credit course

    October 30 – December 22

    This course will help educators to harness the power of digital media for teaching and learning. They will learn to use that power to transform traditional teacher-centered classrooms into student-focused learning environments where students use digital media for the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will also help them develop proficiency with the tools and skills needed for authorizing and publishing digital media in a variety of formats for student learning.

    Instructor: Jo-Anne Hart

     

  • Digital Technology: How It Works (ECOMP 6020-80)

    October 30 – December 22

    This course focuses on conceptual understanding of how digital technologies work, both technically (internally) and practically (with humans). The course demystifies digital technology and expands students' knowledge of the deep commonalities as well as the differences between its different forms. Digital technology is studied in its social and historical contexts, revealing the relations between people and the technology they use, in and outside classrooms, and how both technology and those relations change symbiotically over time.

    Instructor: William Barowy

  • Technology: Facilitating Change for Education (ECOMP 6101-80)

    October 30 – December 22

    Social networking, global learning, cyberbullying, online predators, and individual privacy - empower your students to stay safe and thrive in our digital world. Being an excellent teacher, parent, and citizen means understanding how our lives and our practices are changed by technology. You will learn strategies to manage technology for the benefit of your students. Examine how technology is changing every aspect of our lives and the ways we interact with one another: how we learn, create, work, study, and play.

    Instructor: George Blakeslee

  • Assessment and Technology (ECOMP 6102-80)

    October 30 – December 22

    This course investigates use of classroom assessments in support of student learning. Participants will explore a broad range of assessment strategies as well as technologies that support assessment “for,” contrasted with “of,” student learning. Topics such as high stakes testing, standards alignment and common core standards, and big data analytics are examined through student-led inquiry and discussion. Formative and summative assessment as well as personalized learning for diverse learners are key areas of this course.

    Instructor: David Hartranft