2008-2009 Course Catalog (PDF) - Wheelock College

Undergraduate and graduate Course Catalog 2008 - 2009

SEPTEMBER, 2008
The Wheelock College Undergraduate and Graduate Catalog represents the College’s
determination of courses, programs of study, policies, tuition, and fees at the time of
publication. The College reserves the right to modify or change the information contained
herein subsequent to the publication of this catalog. The information in this catalog was
accurate as of June 1, 2008.
Wheelock College does not discriminate on the basis of race, color, national origin, gender, age,
disability, sexual orientation, marital status, disabled veteran status, socioeconomic status, or
religious and political beliefs in admission to, access to, treatment in, or employment in its
programs and activities. The following person has been designated to handle inquiries regarding
the nondiscrimination policies: President Jackie Jenkins-Scott, President, Wheelock College,
200 The Riverway, Boston, MA 02215-4176. Inquiries concerning the application of
nondiscrimination policies may also be referred to the Regional Director, Office for Civil
Rights, U.S. Department of Education, J.W. McCormack P.O.C.H., Room 222, Boston, MA
02109-4557. Wheelock College is also an Affirmative Action/Equal Opportunity employer.
Wheelock is authorized under Federal Law to enroll non-immigrant alien students.
The College Catalog (USPS 851 140) is published in June of each year. Editorial Office:
Wheelock College, Office of Academic Affairs, 200 The Riverway, Boston, MA 02215-4176.
Periodical Rate Paid at Boston, Massachusetts.
POSTMASTER:
Send address changes to:
Wheelock College
200 The Riverway
Boston, MA 02215-4176
WHEELOCK COLLEGE NOTICE OF NON-DISCRIMINATION
Applicants for admission and employment, students, employees, sources of referral of applicants
for admission and employment, and all organizations or professional agreements with
Wheelock College are hereby notified that Wheelock College does not discriminate on the
basis of race, color, religion, national origin, gender, sexual orientation, age, disability, or veteran
status in admission or access to, or treatment or employment in, its programs and activities.
Wheelock College does not tolerate sexual harassment of students or employees. Any person
having inquiries or complaints concerning Wheelock College’s compliance with the regulations
implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments
of 1972, Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, or the
Americans With Disabilities Act is directed to contact President Jackie Jenkins-Scott at 200
The Riverway or telephone her at (617) 879-2161. The President has been designated by
Wheelock College to coordinate Wheelock College’s efforts to comply with the regulations
implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments
of 1972, Age Discrimination Act of 1973, and The Americans with Disabilities Act. Any
person may also contact the Assistant Secretary for Civil Rights, Region One, Boston,
Massachusetts 02109, regarding Wheelock College’s compliance with the regulations
implementing Title VI of the Civil Rights Act of 1964, 34 C.F.R. Part 100; Title IX of the
Education Amendments of 1972, 34 C.F.R. Part 106; Age Discrimination Act of 1975, 45
C.F.R. Part 90; or Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104.
WHEELOCK COLLEGE 2008-2009

Table of Contents
WHEELOCK COLLEGE
ACADEMIC DEGREE PROGRAMS..........................12
CAMPUS RESOURCES AND SERVICES ..................19
ADMISSIONS ..................................................26
FINANCIAL INFORMATION ..................................35
UNDERGRADUATE PROGRAM
UNDERGRADUATE REQUIREMENTS ......................50
SCHOOL OF ARTS AND SCIENCES ......................58
AMERICAN STUDIES ............................................58
ARTS ................................................................60
HUMAN DEVELOPMENT ........................................65
HUMANITIES ......................................................69
MATHEMATICS AND SCIENCE..................................71
ARTS AND SCIENCES MINORS ..............................75
SCHOOL OF EDUCATION AND CHILD LIFE..............76
CHILD LIFE SPECIALIST ........................................76
EARLY CHILDHOOD INCLUSIVE CLASSROOM TEACHER 77
CHILD DEVELOPMENT SPECIALIST ..........................79
ELEMENTARY EDUCATION ....................................80
SPECIAL EDUCATION ............................................81
EDUCATION MINOR ..............................................83
SCHOOL OF SOCIAL WORK AND
FAMILY STUDIES ..............................................84
SOCIAL WORK ..................................................84
JUVENILE JUSTICE AND YOUTH ADVOCACY ................86
JUVENILE JUSTICE AND YOUTH
ADVOCACY MINOR ..............................................88
CERTIFICATE IN COMMUNITY-BASED
HUMAN SERVICES................................................88
NATIONAL AND REGIONAL DEGREE PROGRAMS ....89
INTERNATIONAL DEGREE PROGRAMS ..................89
GRADUATE PROGRAM
POST-BACCALAUREATE NON-DEGREE
PROGRAMS ....................................................95
NON-DEGREE INITIAL LICENSURE PROGRAMS ..........95
NON-DEGREE CERTIFICATE PROGRAMS ..................96
PARENTING EDUCATION ....................................96
MASTER'S DEGREE PROGRAMS..........................97
SCHOOL OF EDUCATION AND CHILD LIFE..............97
EARLY CHILDHOOD EDUCATION ..............................99
ELEMENTARY EDUCATION ..................................105
LANGUAGE AND LITERACY ..................................109
LEADERSHIP, POLICY AND ADMINISTRATION............113
SPECIAL EDUCATION ..........................................115
CHILD LIFE ......................................................119
SCHOOL OF SOCIAL WORK AND FAMILY
STUDIES ......................................................124
SOCIAL WORK ................................................124
INTERNATIONAL DEGREE PROGRAMS ................129
MASTER OF SCIENCE DEGREE PROGRAM..............130
MASTER OF SCIENCE IN EARLY
CHILDHOOD EDUCATION......................................131
NATIONAL AND REGIONAL MASTER'S
DEGREE PROGRAMS ......................................133
ACADEMIC POLICIES 140
COURSES OF INSTRUCTION 177
INSTITUTIONAL INFORMATION 245
WHEELOCK COLLEGE 2008-2009

W HEELOCK C OLLEGE 2008-2009
MISSION ..........................................................5
DEGREE PROGRAMS ........................................12
CERTIFICATION AND LICENSURE INFORMATION ..........14
CAMPUS RESOURCES AND SERVICES ..................19
ADMISSIONS ..................................................26
FINANCIAL INFORMATION ..................................35
“The one thing that makes life worth living
is to serve a cause...”
LUCY WHEELOCK

THE MISSION OF THE COLLEGE
Wheelock College’s mission is to improve the lives of children and families.
A private college with a public mission, Wheelock College is recognized as a national
leader in its professional fields — child life, education, human services, and social
work. Wheelock carries out its mission by providing a sound education in the arts and
sciences and in the professions. Historically, the College was founded as an institution
with a focus on early childhood education and is recognized nationally and
internationally as a premier institution that prepares early childhood teachers. The
mission has now expanded to meet the evolving needs of children, families, and
society. The College offers outstanding professional preparation in early childhood,
elementary and special education, child life, social work, juvenile justice, early
intervention and parenting education. The Wheelock mission is sustained by the
College’s academic programs and by its involvement in the life of many communities.
Members of the Wheelock community are committed to the mission and practice its
meaning in their work. The community includes undergraduate and graduate students;
alumni; faculty members; administrators in on-campus, national, and international
programs; trustees, and members of the Corporation.
Wheelock’s academic programs give students a rigorous education in the arts and
sciences while preparing students to become knowledgeable and caring professionals.
A curriculum with multicultural dimensions prepares students to work with all
children and families, to be responsible citizens, and to help to create a just society.
Through demanding and responsive teaching, faculty members inspire students to
become informed and actively engaged citizens.
The undergraduate program introduces students to social sciences, humanities, visual
and performing arts, math, and science, and offers arts and sciences majors in related
disciplines. A carefully conceived program of field placements beginning in the first
year gives students experience in schools, hospitals, and community agencies. Students
who attend Wheelock College come to see themselves as advocates for children and
families in a global way. They move from understanding the personal impact they can
have in children’s lives to understanding the societal forces that must shape their work
and the effects they can have on those forces.
W HEELOCK C OLLEGE
5
Graduate programs are designed to honor the prior experience and knowledge of
graduate students, many of whom are working professionals. These students bring
intellectual independence to their studies at Wheelock. Graduate programs emphasize
human development within a cultural context, have a multicultural perspective, and
strengthen students’ research skills. Their Wheelock experience enables graduate
students to become leaders in their fields and advocates for children and families. The
graduate programs help extend the Wheelock mission into the working world.
Wheelock alumni remain devoted to the College’s mission long after they have
graduated. They carry the essence of the mission into their professional and private
lives. Whether or not they are working in the College’s traditional professions,
Wheelock alumni continue to express their commitment to an ethical and caring
society. They become leaders in their professions, and help shape national thought
about children, families, and society.
WHEELOCK COLLEGE 2008-2009

6
The College works continuously to reflect on its academic programs and its ethos in
the multicultural democracy of the United States. As an institution, Wheelock is
committed to creating a diverse learning community. The College accepts its
obligation to prepare students to live effectively in a world of unprecedented global
connectedness. Wheelock seeks to create lifelong learners and leaders who will bring
informed and flexible ways of thinking into complex situations where prior learning is
not enough to solve problems.
W HEELOCK C OLLEGE
ACADEMIC GUIDING PRINCIPLES
In order to shape and modify its curriculum in a manner consistent with the successful
implementation of its mission, faculty and administrators are informed by Wheelock
College’s Academic Guiding Principles*. They are as follows:
PREAMBLE
Wheelock College cultivates a passion for learning among all members of its
community. We are a diverse learning community whose members respect differences
among people, their ideas, and their ways of being in the world.
PRINCIPLE ONE
Wheelock College creates and sustains an environment of critical inquiry, creative
expression, and growth. Wheelock College students:
• master content in the arts and sciences in sufficient depth and rigor to allow an
appreciation for the beauty and integrity of the disciplines;
• develop expertise in the education and human service professions along a
continuum from entry level to advanced practice;
• explore new ideas, experiences, and collaborative partnerships, and integrate
academic learning and community-based experiences;
• apply multicultural and developmental perspectives to understand individual,
family, community, and societal growth.
PRINCIPLE TWO
Wheelock College develops reflective, responsive, and responsible world citizens who
are prepared to:
• understand the broad social, cultural, political and economic contexts that
influence the lives of all children and families at the local, national, and
international levels;
• engage, individually and collectively, in lifelong learning, embrace multiple
perspectives, and participate within diverse communities;
• realize their capacity for leadership that creates a more just world for all
children and families.
*Developed by the faculty and approved by faculty vote in May 2006.
WHEELOCK COLLEGE 2008-2009

HISTORY
In 1888, six students met daily to investigate the “new education,” as the kindergarten
movement in America was then known. The Wheelock School occupied a single
classroom at Chauncy Hall in Boston’s Copley Square. But its mission placed it at the
forefront of our nation’s efforts to understand and shape early childhood education.
This first class studied and trained under the direction of Lucy Wheelock, a pioneer in
the United States kindergarten movement, who founded the Wheelock School to
educate and train teachers of young children.
7
From the beginning, a Wheelock education engaged individuals as students and
teachers. Readings in literature and the innovative field of psychology were
complemented by observation of children in classrooms and at play.
During her first 25 years as the School’s director, Lucy Wheelock explored the
implications and potential of early childhood education. She drew to her classrooms
educators, philosophers, and the working women and men who shared her inclusive
view of teaching as “the loving, watchful observation of one who wishes to know the
meaning of all she sees.” In 1914, the American kindergarten movement celebrated
Wheelock’s move to the Riverway and a building designed specifically for its use.
With this move, the future of Wheelock and its rightful place as an institution of
higher learning for kindergarten and early childhood teacher preparation were secure.
Over the next 25 years, Miss Wheelock broadened the scope of the educational
programs and sent students out to work with the children of recent Portuguese,
Filipino, and Italian immigrants and those of other newcomers. She developed courses
and invented programs to nurture the bonds between children and their families. Her
whole-child approach to education encouraged the cultivation of a dynamic
relationship with the civic community.
W HEELOCK C OLLEGE
The School was incorporated as a nonprofit institution when Lucy Wheelock retired,
having completed her 50th year as the director. In 1941, the institution’s name was
changed to Wheelock College. The academic program was expanded to four years,
and the Commonwealth of Massachusetts authorized the College to grant the
Bachelor of Science degree. The curriculum was revised to respond to advances in
educational theory and scholarship in the Arts and Sciences.
Graduate degree programs at Wheelock date from 1952, when the Commonwealth
authorized the College to grant the Master of Science. The Wheelock Graduate
School extended the scope of the College’s mission, broadening its research and
professional programs, and integrating advanced scholarship and the contributions of
working professionals. In 1978, the Certificate of Advanced Graduate Study was
created to expand the opportunities for intensive research and certification at
Wheelock.
Wheelock’s distinguished academic and professional programs have evolved from
these efforts to forge a comprehensive relationship between educated women and men
and the children, families and communities they serve.
WHEELOCK COLLEGE 2008-2009

8
PORTRAIT OF THE PRESENT
The Wheelock College community today embraces approximately 800 undergraduates
and 300 graduate students at the Boston campus, with another 500 students
completing local, regional, and international off-campus programs. In their diversity,
they reflect our multicultural society, and their willingness to approach life in this
community cooperatively reflects a remarkable unity of spirit.
W HEELOCK C OLLEGE
Most students who choose this College are motivated by a conscious idealism that
promotes service to others as meaningful work. Wheelock students intend to make a
positive difference in the communities where they engage. They are sensitive to
injustice, particularly when its victims are children. Wheelock students use their time
at the college to master skills that will enable them to do something purposeful with
their drive to help improve the lives of children, families, and society in general.
THE CAMPUS
The brick buildings, lawns and terraces of the Wheelock College campus are located
on either side of Boston’s Riverway, near the center of the city’s Emerald Necklace.
Wheelock’s Classroom Building, studios and residences are bordered by the nine-level
Wheelock College Library, the Student Center, the Administration Building and the
Lucy Wheelock Auditorium. The College has two additional buildings located on its
Brookline campus. The Brookline site is a multi-purpose facility used by the entire
Wheelock community.
The intimate campus community enjoys access to metropolitan Boston. Newly arrived
undergraduates are welcomed by experienced students who work with the College’s
student life professionals to plan introductory activities and orientation. The welcome
includes exploration of Boston’s cultural and social offerings as well as programs that
teach practical skills for safe and responsible enjoyment of life in Boston.
Among Wheelock’s immediate neighbors are the Museum of Fine Arts and the
Isabella Stewart Gardner Museum, the five other colleges and universities that, with
Wheelock, comprise the Colleges of the Fenway partnership, and the teaching,
research and health care facilities of a complex of hospitals and medical schools.
Within a block or two of the campus, subway stations and major bus routes connect
Wheelock to downtown Boston, Quincy Market and Government Center, the
Children’s Museum and the Museum of Science, the New England Aquarium and
Harvard Square.
The personal and professional ties a student develops while living in Boston are
strengthened by the College’s longstanding cooperation with the schools, hospitals,
agencies and museums in the city and surrounding towns. Wheelock students are
directly involved in the life of the city and their ideals are put to work throughout
Greater Boston, creating a community context for students’ academic work. Based in
this context, the contributions of every student will endure long after graduation.
WHEELOCK COLLEGE 2008-2009

COLLEGES OF THE FENWAY
Wheelock College is a member of the Colleges of the Fenway, a collaboration among
Emmanuel College, Massachusetts College of Art, Massachusetts College of
Pharmacy and Health Sciences, Simmons College, Wentworth Institute of
Technology and Wheelock College. Each college maintains its distinctive identity,
while providing students with access to academic programs and student services on all
six campuses. Wheelock undergraduate students can cross-register for courses at any
of the other participating institutions; students from the other colleges can enroll in
courses at Wheelock College. Each college reserves the right to limit access to certain
courses.
9
The Colleges of the Fenway partners believe that by working together they can
enhance the student and faculty environments of their individual institutions while
retaining the unique qualities of each school. Moreover, they believe that through the
economic benefits of collaboration, they can slow the escalating cost of higher
education by sharing resources to end costly duplication, and by taking advantage of
joint purchasing arrangements. In collaboration, students and faculty continue to
study, to live and to teach in small college environments while enjoying the resources
of a major academic center.
EARLY CHILDHOOD FOUR-COLLEGE CONSORTIUM
In 1993, Bank Street College in New York City, the Erikson Institute in Chicago,
Pacific Oaks College in Pasadena and Seattle, and Wheelock College in Boston
created the Early Childhood Four-College Consortium. Each of the four institutions
responds to the societal needs of young children and their families as part of its
mission. The study of child development, a developmental approach to learning,
reflective practice, and a focus on preparing leaders have been the connecting links
among the institutions in their work with children and in their approaches to adult
learning. Faculty from the consortium have collaborated through publications and
presentations.
W HEELOCK C OLLEGE
Matriculated graduate and upper-level undergraduate students can cross-register
among the four institutions and transfer two courses to their home institutions.
Descriptions of courses, regulations, and the cross-registration process can be found on
each school’s web site or by contacting the appropriate Registrar.
Additionally, the consortium jointly sponsors conferences which include presenters
from each of the four institutions. Conferences are hosted on a rotating basis.
The consortium holds an annual meeting and a joint reception for friends and alumni
of the four institutions at the annual conference of the National Association for the
Education of Young Children (NAEYC) in the fall of each year.
WHEELOCK COLLEGE 2008-2009

10
W HEELOCK C OLLEGE
ASPIRE INSTITUTE—‘BRIDGING COLLEGE AND
COMMUNITY’
In 2008, Aspire Institute opened its doors with a vision to lead progress by increasing
knowledge and advancing policies that ensure the success and well-being of children,
families, and communities. Aspire builds partnerships that advance interdisciplinary,
holistic approaches in order to address complex issues of social and educational
concern facing children and families in our communities. By linking the internal
resources of Wheelock with external groups and individuals who serve children,
families, and communities, we aspire to improve the long-term capacity of schools and
communities to successfully nurture and educate children from birth through
adolescence. Our work is currently focused on three areas that affect the well-being of
children, families, and communities: health and wellness, education, and social and
family systems.
THE CENTER FOR SCHOLARSHIP AND RESEARCH
The Center for Scholarship and Research (CSR) encourages, supports, and celebrates
faculty scholarship, research, and creative production in light of the college’s vision,
mission, values, and academic principles. In meeting this purpose, the CSR 1) provides
direct services and programs to support individual and collaborative faculty research,
scholarship, and creative production; 2) facilitates and supports faculty development
and interconnected initiatives in teaching and scholarship; and 3) engages with
mission-oriented partners in collaborative research efforts and through provision of
professional services.
In collaboration with Wheelock faculty, staff, and students, the CSR will support
Wheelock faculty as they contribute to the knowledge bases of their disciplines and
professions and provide professional services to its partner communities to improve
the lives of children and families through scholarship.
Areas of Focus
The Center for Scholarship and Research works collaboratively and inclusively
through three integrally related areas of focus:
Scholarly Work. Support and promote faculty scholarship, research, and creative
production
Travel and technical assistance; conferences, presentations and celebrations; support
services for faculty and faculty-student research; visiting scholars; academic grant
initiation and management; documentation as methodology; and institutional review
of research.
Teaching and Learning. Highlight, develop, and study excellence in teaching and
evaluation of learning outcomes while supporting initiatives connecting teaching,
learning, and research
Faculty development and support; assistance in obtaining internal and external
fellowships; studies of teaching and learning; discussions and papers on pedagogical
issues.
WHEELOCK COLLEGE 2008-2009

Mission-Oriented Partnerships. Identify and support collaborations with community
partners through scholarship, research, evaluation, development and dissemination of
work products, and provision of professional services.
Contracted needs assessment and evaluation services for schools and community
agencies; consultation and professional development in program design and research;
collaborative research and evaluation projects.
11
Location and Staff
The Center for Scholarship and Research is located at 016 Hawes on the Brookline
campus.
Suzanne H. Pasch, Ph.D., Founding Director, spasch@wheelock.edu, 617-879-2340
Joan Johnson, Administrative Assistant/Project Manager, cfsr@wheelock.edu,
617-879-2347
Student Research Assistants: Shelby Neier ’09 and Caroline Gillis ‘10
THE CENTER FOR INTERNATIONAL EDUCATION,
LEADERSHIP, AND INNOVATION
Wheelock College’s Center for International Education, Leadership, and Innovation
was established in 1992 to develop and deliver globally a range of academic degree
programs, innovative seminars, and professional development programs. The Center
coordinates all of Wheelock College’s global endeavors, including its most significant
degree-granting programs to date, in Asia and the Caribbean. In 1998, Wheelock
College’s Master of Science program in Bermuda was the first to be evaluated and
approved for accreditation by the Commission on Institutions of Higher Education of
the New England Association of Schools and Colleges (NEASC). Wheelock
College’s programs, including international programs leading to a bachelor of science
and a master of science, were also evaluated by NEASC in 2004.
W HEELOCK C OLLEGE
The Center’s most distinctive feature is its capability to offer associate of science,
bachelor of science, and master of science degree programs that lead seamlessly from
one level to the next. The Center collaborates with ministries of education and health,
universities, junior colleges, trade unions, and others to implement state-of-the-art
educational programs. Working with these partners, the Center designs and delivers
relevant programs tailored specifically for the professionals enrolled. Programs are
structured to allow an individual to study while continuing to work and live in their
own country. Learners are able to pursue an accredited master of science degree and, if
desired, subsequently pursue a doctoral degree in the country of their choice. The
Center invites senior professors to assist and enhance the learning process. These
professors have extensive experience educating adult learners and hold doctorates in
their fields of expertise, including lifespan development, curriculum development,
special education, inclusionary practice, evaluation, and multicultural education.
WHEELOCK COLLEGE 2008-2009

12
ACADEMIC DEGREE PROGRAMS
The distinction of a Wheelock degree is more widely recognized than ever before in
the history of the College. The administration and the faculty of the College are
contributors to national conversations about the principles and practices that should
guide work with children, families, and communities. As educational leaders and
advocates for responsive social policy, members of the Wheelock community prepare
students to assume leadership roles with confidence, skill, and the ability to appreciate
their own cultures and the cultures of the children who will define the 21st century.
W HEELOCK C OLLEGE
Wheelock College is chartered by the Commonwealth of Massachusetts and
accredited by the New England Association of Schools and Colleges (NEASC), the
National Council for Accreditation of Teacher Education (NCATE) and the Council
on Social Work Education (CSWE). Programs leading to state educator licensure
issued by the Massachusetts Department of Elementary and Secondary Education
(ESE) or used by candidates to apply for an early care, preschool teacher or center
director credential issued by the Massachusetts Department of Early Education and
Care (EEC) are further recognized by the following national specialty professional
organizations: National Association for the Education of Young Children (NAEYC),
Association for Childhood Education International (ACEI), Council for Exceptional
Children (CEC), and the International Reading Association (IRA).
The College’s academic programs are organized into three Schools: Arts and Sciences,
Education and Child Life, and Social Work and Family Studies. These Schools offer
programs at the undergraduate and graduate levels.
UNDERGRADUATE DEGREE PROGRAMS
Bachelor of Science and Bachelor of Arts
Students who major in Human Development or Mathematics/Science earn the
Bachelor of Science (B.S.) degree; those who elect American Studies, Arts, or
Humanities majors are awarded the Bachelor of Arts (B.A.) degree. Students prepare
for professions by completing one of the five Arts and Sciences majors and a
professional major. The professional majors provide students with content knowledge
and practical fieldwork experiences in their chosen field and enable them to fulfill
teacher licensure, child life certification and other professional requirements. It is
possible to pursue an Arts and Sciences major without a professional major.
Bachelor of Social Work
Undergraduates who major in Social Work earn the Bachelor of Social Work (B.S.W.)
degree. In their program students acquire practical experience working with
individuals, families, groups, organizations, and communities in a variety of social
service settings, including child welfare and family service agencies, hospitals, and
schools. Social Work majors may pursue a major in Juvenile Justice and Youth
Advocacy. All Social Work majors must complete additional Arts and Sciences
coursework beyond General Education requirements. Students can complete this
requirement of additional Arts and Sciences coursework in one of three ways: by
completing a second major in American Studies, the Arts, Human Development, the
WHEELOCK COLLEGE 2008-2009

Humanities, or Math/Science; by completing a 16 credit minor in an Arts and
Sciences discipline or by completing 12 elective credits in the Arts and Sciences.
Students in this program who pursue a double major earn a B.S.W. degree.
GRADUATE PROGRAMS
Post-Baccalaureate Licensure and Certificate Programs
Wheelock College’s School of Education and Child Life offers one post-baccalaureate
licensure-only program, the Urban Elementary Licensure-only program offered
through the department of Elementary Education. One non-degree certificate
program, the Parenting Education Certificate Program, is offered through the School
of Social Work and Family Studies.
Master’s Degree Programs
Wheelock College offers an array of Master’s of Science (M.S.) degree programs in
five areas of study: Child Life and Family Centered Care; Early Childhood
Education; Elementary Education; Reading and Language and Literacy Studies; and
Special Education. Wheelock also offers a Master of Social Work (M.S.W.) program.
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
Certificates and Specialties
The College periodically offers certificate and specialty programs in focused areas of
study. These offerings vary from year to year, and are announced on the college
website and through mailings.
Professional Development Institutes
The College offers Professional Development Institutes in the summer and during
intersessions (in January, and in May-June). They can be taken for academic credit or
for Continuing Education Units (CEUs) or Professional Development Points (PDPs).
The offerings vary from year to year, and are announced on the college website and
through mailings.
W HEELOCK C OLLEGE
13
SPECIAL ACADEMIC OPPORTUNITIES
Honors Program
The Wheelock Honors Program offers a challenging course of study to
undergraduates who seek to distinguish themselves by meeting high academic
expectations. Students in the Honors Program complete eight honors courses and
then undertake an independent project under the mentorship of a faculty member.
Each semester, honors students additionally participate in a forum on a special topic of
their choosing. Honors courses at the College are open to all students who seek to
immerse themselves in a demanding intellectual experience, but students are admitted
to the Honors Program through successful application or by meeting GPA and SAT
requirements. Entering first-year students are automatically eligible for admission into
the program if they have a high school GPA average of 3.5 or higher and an SAT
score (combined Critical Reading and Math Sections) of at least 1100. For more
information about the Honors Program and how to apply, please visit the College web
site at http://www.wheelock.edu/honors/
WHEELOCK COLLEGE 2008-2009

14
The Policy Fellows Program
The Policy Fellows Program offers a unique opportunity for students to work side by
side with high level decision makers, including elected and appointed public officials.
Students attain leadership skills that support their having a positive impact on policy
direction and advocacy through exposure to the process of policy development. The
fellowship program incorporates a 16 hour/week legislative placement and concurrent
bi-weekly seminar.
Bridge Program
First Year Experience
W HEELOCK C OLLEGE
Jumpstart
Wheelock College has been a Jumpstart site since 2005. This national program brings
College students and at-risk pre-school children together through one-to-one
mentoring relationships to build the language, literacy, and social skills necessary to
succeed in schools. Wheelock undergraduates are invited to participate in this program
during their first and sophomore years. Students in the Jumpstart program are
required to participate in a service-learning class.
Service Learning Trips
Enhancing the Field Scholars Program
The Enhancing the Field Scholars Program is designed for early childhood educators
with an associate degree who are interested in earning a Bachelor of Science degree
from Wheelock College. Selected courses are at an advanced level, to add to the
knowledge base students have acquired through their associate degree program and
experience as preschool teachers. The number of classes students take in the program
will depend on the number of credits that students transfer into Wheelock. This
program is offered at the Boston campus, in Cape Cod, MA, and in Maine. For
specific information about the cohort program in each location check the Wheelock
webpage.
Study Abroad
Study abroad is possible and encouraged for interested students. Assistance in the
selection of a study abroad program is available in the Office of Academic Advising
and Assistance.
CERTIFICATION AND LICENSURE INFORMATION
CHILD LIFE SPECIALIST
Child Life Professional Certification
Certification as a Child Life Specialist is available through the Child Life Council
(CLC). To become a Certified Child Life Specialist (CCLS) students must pass an
examination that is administered by the CLC two times per year in May and
November. To be eligible to take the examination, the student must have received a
baccalaureate degree or be in the final semester of study towards a baccalaureate
degree. All eligibility requirements must be completed by the time of application to
take the examination. Once eligibility is approved, the student may take the
certification examination. The student may take this examination as many times as he
or she needs to pass it, as long as the current eligibility requirements are met. For
WHEELOCK COLLEGE 2008-2009

more information on Child Life Certification requirements, contact the Child Life
Council at Child Life Council, Inc., 11820 Parklawn Drive, Suite 240, Rockville, MD
20852-2529, or via their web site at www.childlife.org, or call 301-881-7090.
EDUCATOR LICENSURE
Massachusetts Department of Elementary and Secondary Education Licensure
Wheelock students who complete a baccalaureate degree, post baccalaureate licensure
or master’s program that is approved for Initial Educator Licensure in Massachusetts
(including passing state licensure examinations), are eligible for institutional
endorsement for that license in Massachusetts. Once a teacher is employed in a
position that requires the Initial License, the license is activated and valid for
employment in Massachusetts for up to five consecutive years. Five years after the
license is activated, it must be advanced to a Professional level. The Professional
license can be renewed every 5 years indefinitely. Requirements for Professional
Licensure include three years of teaching in the field and age/grade level of the Initial
License after being eligible for that license; mentoring in the first year of teaching
with the license; 50 hours of supervised experience beyond the first year of mentoring;
and a master’s degree that has been approved by the state for Professional Licensure or
an approved 12-credit cluster of advanced content studies for teachers with a master’s
degree.
Undergraduate and graduate state-approved and nationally recognized (accredited)
teacher preparation programs offered at Wheelock lead to institutional endorsement
for the Massachusetts Initial Teacher License in three areas:
• Early Childhood: Teacher of Students With and Without Disabilities (PreK-2)
• Elementary Teacher (Grades 1-6)
• Teacher of Students With Moderate Disabilities (PreK-8)
An advanced program delivered in two locations leads to institutional endorsement for
the Advanced Specialist (Initial) Teacher of Reading license (PreK-12). The program
is available on a full or part time basis in Boston, or through a two-year cohort, weekend
model offered in Attleboro, Massachusetts.
W HEELOCK C OLLEGE
15
Approved Master’s Program for Professional Licensure
Wheelock College offers one master’s program approved for initially licensed teachers
who seek Professional Licensure in Massachusetts.
• Teacher of Reading Master’s Degree (for teachers with Initial Licensure in one
of the following areas: Early Childhood, Elementary, English Language
Learners, or Moderate Disabilities)
Advanced Course Clusters for Professional Licensure
The college offers three 12-credit course clusters for initially licensed teachers who
hold a master’s degree and seek Professional Licensure in Massachusetts (offered with
permission from the Department of Elementary and Secondary Education, and
awaiting final approval of the Commissioner in 2008) or for continuing professional
development for experienced teachers.
• English Language Learners/English as a Second Language (see page )
• Reading (see page )
• Special Education (see page )
Each department in the School of Education and Child Life has a master’s degree
that can be combined with the 12-credit clusters to serve the professional
WHEELOCK COLLEGE 2008-2009

development and licensure needs of teachers with an Initial license and who do not
have a master’s degree. These programs are the Master’s of Early Care and Education,
the Master’s in Educational Studies in Elementary or Special Education, and the
Master’s in Language and Literacy.
16
For state licensure requirements contact the Massachusetts Department of Elementary
and Secondary Education at www.doe.mass.edu/educators.
MASSACHUSETTS TESTS FOR EDUCATOR LICENSURE (MTEL) INFORMATION
W HEELOCK C OLLEGE
MTEL Policy at Wheelock College
According to Massachusetts law and regulations, to obtain an Initial License to teach
in Massachusetts public schools, candidates must complete a state approved program
of study and pass the Massachusetts Tests for Educator Licensure (MTEL). The
purpose of these exams is to ensure that each licensed educator has the knowledge and
skills essential to teach effectively in Massachusetts public schools.
• Students in undergraduate educator licensure programs must pass the MTEL
Communication and Literacy Skills exam (the Reading and Writing subtests)
prior to registering for their first practicum. To meet this requirement, students
are advised to take this part of the MTEL during their first year or the summer
following their first year.
• Students in undergraduate educator licensure programs must pass the
remaining MTEL Subject exams prior to registering for their education
capstone course.
• Students entering a Master’s Program leading to Massachusetts Teacher
Licensure must pass the Communication and Literacy Skills exam and the
appropriate Subject exam(s) prior to entering their capstone or portfolio course
as designated by their program. It is recommended that students take the
MTEL as early as possible in their program.
• Students in a graduate educator licensure-only program not leading to a
Master’s degree are required to pass the MTEL Communication and Literacy
Skills exam, as well as the general curriculum exam prior to entrance into the
program. A passing score on the Foundations of Reading exam is required prior
to entering the capstone course.
MTEL Test Preparation Resources
The College has developed an extensive system of support for licensure candidates as
they prepare for the state exams and has also established guidelines for a sequence of
courses including writing courses that should enhance students’ ability to perform well
on the exams. Wheelock students have an obligation to work with faculty members
and advisors to develop an MTEL preparation plan and to fully utilize the College’s
resources. Additional information about the MTEL and Wheelock’s support system is
found on the College website at .
2006-2007 Program Completer Information
The following table summarizes the MTEL pass rates for the program completers in
academic year 2006-2007 as reported in the 2006-2007 Annual Institutional Report.
Program completers are defined as individuals who have completed all the
requirements of a state-approved teacher preparation program.
WHEELOCK COLLEGE 2008-2009

PASS RATES:
BASIC SKILLS: COMMUNICATION AND LITERACY
Reading 100%
Writing 100%
Aggregate 100%
17
ACADEMIC CONTENT AREAS
Early Childhood 100%
Foundations of Reading 100%
General Curriculum 100%
Aggregate 100%
TEACHING SPECIAL POPULATIONS
Aggregate 100%
Summary Pass Rate* 1008%
* The Summary Pass Rate represents the percent of program completers who have
passed every portion of the test they have attempted. Students may take each
section of the test as many times as necessary to obtain a passing score.
The faculty and administration of Wheelock College are committed to preparing
exemplary classroom teachers. Wheelock allows undergraduates and some graduate
students (depending on their individual program requirements) to enter education
degree programs without having first passed the MTEL, but all candidates must pass
the required examinations by specific points within their preparation programs, as
articulated in the institutional MTEL policy in place since fall 2001 for undergraduate
programs and since fall 2002 for graduate programs. Wheelock faculties believe that
successful passage of the test is only one measure of a potentially successful teacher.
The coursework students will complete and the test support system the College has in
place are designed to help students achieve their goals. While a student’s success on
the MTEL is only one part of becoming a classroom teacher, it is an important and
necessary part, and the College supports students in every way possible to help them
be successful.
W HEELOCK C OLLEGE
Massachusetts Department of Early Education and Care (DEEC) Credential
Requirements
Wheelock graduates of baccalaureate and post-baccalaureate Early Childhood
Programs can use courses and supervised practica from their programs to apply for
lead teacher and director credentials issued by the Department of Early Education and
Care.
The Massachusetts Department of Early Education and Care (DEEC) has
established prerequisite educational and job experience requirements for individuals
working in child care centers, nursery schools and private kindergartens. The DEEC
credential indicates that an individual meets these criteria and, therefore, is eligible to
be employed in specific roles within child care settings. The DEEC issues credentials
for the following positions:
WHEELOCK COLLEGE 2008-2009

18
Teacher:
Must be at least 18 years of age OR have a high school diploma or
equivalent AND have 3 credits or 4 CEU credits in Child
Development (birth to 8 years of age) and 9 months of supervised
work experience or one practicum with children under 7 years of age,
three months of which must be with infants or toddlers for
Infant/Toddler Teacher, and with preschoolers for Preschool Teacher.
W HEELOCK C OLLEGE
Infant/Toddler Lead Teacher:
B.S. or B.A. or advanced degree in ECE or related field of study; 12
credits or equivalent CEUs in early childhood or a related field of
which 3 credits or equivalent CEUs must be in either curriculum,
program planning or classroom management, and 3 credits or
equivalent CEUs must be in a course in child development (birth to 8
years) and 3 credits or equivalent CEUs must be in a course related to
the care of infants and toddlers; and 18 months of supervised work
experience with children under 7 years of age, six months of which
must be with infants and toddlers.
Preschool Lead Teacher:
B.S. or B.A. or advanced degree in ECE; PreK-3 Certification from
DOE, or in a related field of study; 12 credits in early childhood or a
related field of which 3 credits or equivalent CEUs must be either
curriculum, program planning or classroom management, and 3
credits or equivalent CEUs must be in a course in child development
(birth to 8 years); and 18 months of supervised work experience with
children under 7 years of age, six months of which must be with
preschoolers.
Director:
Must meet the requirements of lead teacher; have 6 months of work
experience after meeting lead teacher qualifications; and must have at
least 6 additional credits or equivalent CEU credits in courses
covering either day care administration, business or management.
Definition of a Practicum for EEC credential
Completion of 150 hours, over an 8-week period, of direct work with infants/toddlers
or preschoolers, supervised by personnel from an institution of higher learning, with at
least three site visits, and placement with at least a Lead Teacher qualified staff
member. One practicum may substitute for 9 months of work experience. The
practicum must be verified on the Verification of Work Experience form and listed on
a transcript. Verification may be from the placement or the institution of higher
learning.
For more information about credentials for child care providers and center directors
certification, or to receive an updated listing of the current child care certification
requirements, see the Department for Early Education and Care web-site at
www.eec.state.ma.us or contact them at One Ashburton Place, Room 1105, Boston,
MA 02111. You may also call the DEEC at (617) 626-2000 or 617-727-8900.
WHEELOCK COLLEGE 2008-2009

SOCIAL WORKER
Social Work Licensure
Social Work is a legally regulated profession in Massachusetts and in most states. The
nature of the regulation varies somewhat from state to state. The most common form,
as in Massachusetts, is licensure, although some states have certification. Technically,
what is usually regulated is practice under the title of “social worker.” Not all states
have all levels, and the terminology varies. Some states license only more advanced
clinical practice. Typically, professional social work licensure has four levels, such as
the following Massachusetts categories:
LSWA. Licensed Social Work Associate. Associate level (associate degree in human
service field or baccalaureate degree in any field).
19
LSW. Licensed Social Worker. BSW-Basic level (baccalaureate degree in social work
plus passing LSW licensing exam).
LCSW. Licensed Certified Social Worker. MSW-Intermediate level (master’s degree
in social work plus passing LCSW licensing exam).
LICSW. Licensed Independent Clinical Social Worker. Advanced level (master’s
degree in social work plus two years of LICSW-supervised post-master’s degree
practice experience plus passing advanced licensing exam). This is the level that is
most likely to be recognized by insurance companies as eligible for reimbursement for
professional services.
Students should always investigate the specific licensure regulations in the state in
which you intend to practice. Contact the National Association of Social Workers at
www.socialworkers.org or the Association of Social Work Boards at 1-800-225-6880
or www.aswb.org.
W HEELOCK C OLLEGE
Massachusetts Licensing Regulations for Social Work
To practice social work, persons must be licensed in the state of Massachusetts. In
addition, all others who have the title “social worker,” or who refer to themselves as
practicing social work, must be licensed unless they are county, state, or municipal
employees. Practicing social work without a license is punishable by fine and/or
imprisonment, as is performing functions reserved for a higher licensing level. For
more information on these licensing requirements, please visit www.naswma.org or .
CAMPUS RESOURCES AND SERVICES
The Wheelock campus is a living, working community. Here, a student creates a
rewarding experience from the rich mix of course work, lectures and films, and
extracurricular activities.
Wheelock College Library
The Wheelock College Library houses several major specialized collections, and offers
online access to numerous resources and services via the Library’s website at
www.wheelock.edu/library. The Library’s collection of more than 91,000 items
supports all disciplines in the College curriculum, with particular emphasis on
children, families, human development, education, and cultural diversity. The Library
WHEELOCK COLLEGE 2008-2009

20
subscribes to more than 23,000 print and electronic journal titles, and over 40
databases. Wheelock College Library also owns the entire ERIC collection of
education-related documents.
Items in the Library’s print collection may be located using the online catalog, found
on the Library’s website. The website also provides on-campus and remote access to
subscription databases and full-text resources, and offers bibliographies, research
guides, and selected Internet links. Interlibrary loan services may be used to request
materials outside the Library’s collection. Reference personnel are available to assist
Library users and answer questions in person, by telephone, and via email or instant
message.
W HEELOCK C OLLEGE
Students enrolled in regional, national or international programs at sites such as
Attleboro, Cape Cod, Concord (New Hampshire), Fall River, Merrimack Valley,
Portland (Maine), Wellesley, Beaufort (South Carolina), Bermuda, and Singapore have
borrowing privileges at academic libraries in their local areas. They are also encouraged
to use the Wheelock College Library and consult with Wheelock librarians in person
or through the online research request form at www.wheelock.edu/library/
liresources/liappointmentform.asp.
The Fenway Library Consortium
The Wheelock College Library is a member of the Fenway Library Consortium
(FLC), a 15-member group that grants students and faculty access to the 1.5 million
volumes it holds collectively. Ten FLC members, including Emerson College,
Emmanuel College, Lesley University and the Art Institute of Boston at Lesley
University, Massachusetts College of Art, Massachusetts College of Pharmacy and
Health Sciences, the Museum of Fine Arts and the School of the Museum of Fine
Arts, New England Conservatory of Music, the University of Massachusetts-Boston,
Wentworth Institute of Technology, and Wheelock maintain an integrated online
catalog of their respective holdings. All 15 consortium members (Hebrew College,
Roxbury Community College, Simmons College, Suffolk University, and the Brookline
Public Library in addition to the nine members above) provide open access to research
collections, and all but the Museum of Fine Arts offer circulation privileges.
Computer Classrooms/Labs
The Library’s two computer laboratories, which also serve as computer classrooms, are
located on the lower level of the Library building and are open during scheduled
Library hours. Printers and computers (PC and Macintosh) are available for use by the
College community. All have Internet access as well as a selection of word processing,
database-management, spreadsheet, statistical, and educational software programs. In
addition, the Library as well as the Student Center provide multiple access points for
wireless Internet connection.
The Resource Center
The Wheelock College Resource Center is an educational workspace to explore, work,
and create, using materials and technologies in environments that support the growth
and development of children and families. The materials and space provide
opportunities to explore and construct activities and manipulatives for active learning
and meaningful play, to present workshops and demonstrations, to model and share
best practices, and to introduce new educational materials and technologies to the
college community.
WHEELOCK COLLEGE 2008-2009

Faculty and students use the space for classes, demonstrations, study groups, and
workshops. All workshops conducted by or with the director are open to the entire college,
undergraduate and graduate students, faculty, alumni, and cooperating practitioners.
The Resource Center’s collections include more than 600 circulating items in the areas
of child life, social work, early and elementary education, and math and science; a
multicultural literature collection for early childhood and young adults; software on
such topics as mathematics, science, multiple literacies, desktop publishing, curriculum
and adaptive technology; and a variety of manipulatives and kits.
21
The Student Center
The Student Center is the hub of vitality and energy on campus. Students and staff
congregate before and after classes in the lounges, relax in the comfortable chairs and
sofas, or find a quiet place to study. Home to the Riverway Café and undergraduate
student mailboxes, the Student Center allows for casual conversation throughout the
day. A Game Room, equipped with air hockey and foosball tables and casual dining
areas, is another way to take a break during a busy day. The Student Life Office,
Offices of the Assistant Directors of Student Activities, Commuter Room, Center for
Community Service and the Student Government Association are all housed within
the Student Center.
Adjacent to the student lounge, which is outfitted with a big-screen television, sound
system, DVD and VCR player and ping pong table is an activity space for meetings
and event preparation, available to student clubs and organizations.
The Wheelock Family Theatre
New England’s only Equity theatre dedicated to producing plays for family audiences
was founded at Wheelock in 1981. The Wheelock Family Theatre (WFT) is located
in the Lucy Wheelock Auditorium. Responding to a community need for professional
theatre at reasonable prices, the WFT is nationally recognized for innovations in nontraditional
casting (which transcends ethnic and cultural preconceptions), arts access,
and theatre education. For 23 seasons, the WFT has staged productions that draw
together young people and adults, igniting their imaginations. Acclaim for the WFT’s
productions (which often include Wheelock students in roles) is matched by the
enthusiasm of audiences welcomed into this theatre by a company determined to
overcome traditional barriers to access. Wheelchair users are comfortably
accommodated. All productions are interpreted in American Sign Language (ASL)
for deaf patrons and audio-described for patrons who are blind or have impaired
vision. Two years ago WFT became the first theater in Boston to provide open
captioning of all performances for deaf and hard of hearing patrons who do not use
ASL. A philosophy of the transformative power of live theater animates WFT’s
artistic, community outreach, and educational programming. The Wheelock Family
Theatre is a dynamic force, continuing to extend its reach.
W HEELOCK C OLLEGE
Brookline Campus
The Brookline Facility is the newest addition to the Wheelock Campus, and it
contains a classroom building attached to a restored 1902 mansion. This facility serves
students, alumni, faculty, and administration. It houses the offices of Development and
Institutional Advancement; the Center for International Education, Leadership, and
Innovation; the Offices of the National and Regional programs; the offices of the
WHEELOCK COLLEGE 2008-2009

Dean of Education and Child Life; the offices of the Aspire Institute and the Center
for Scholarship and Research; faculty offices; space for student use, several classrooms
and conference rooms, a computer lounge and a cafe.
22
W HEELOCK C OLLEGE
Residence Halls
Approximately 75 percent of all Wheelock undergraduates live in the College’s four
residence halls on the Boston campus. In addition, Colchester House, a half-mile from
the Riverway campus, is a cooperative-living housing facility for senior students. The
house holds approximately 30 students in both singles and doubles. Students are
responsible for doing their own cooking and cleaning. (The “Rooming Policies”
section of the Wheelock Student Handbook explains the College’s contractual policies
and regulations governing residential life.) Graduate students are offered housing in
Peabody Hall.
First-year and transfer students are assigned rooms on first-year floors in Peabody
Hall (the largest residence and home to the Wheelock dining facility), Pilgrim House,
Riverway House and Longwood House. Riverway and Longwood are coeducational
residence halls. All students who choose to live on campus in one of these residences
participate in the 14 or 19-meal board plan. However, undergraduate students are
required to participate in the 19 meal board plan for their first year at the college. The
renovated brick and stone residence halls accommodate communities ranging in size
from 27 students to 250, mostly in doubles and quads.
Residence Directors at Wheelock are professionals trained to counsel students and
develop a framework of opportunities to establish an active and supportive
community. These professionals work in concert with an upper-class student staff of
Resident Assistants. Resident Assistants, trained as peer counselors, help each student
negotiate the transition from family life into an interdependent community of adults.
They also help residents develop and improve their communication skills.
Residents of the five undergraduate halls also elect a House Council. These students
take lead roles in shaping the distinct character of each residence. In addition to
helping the residence life staff maintain Wheelock regulations and security policies,
the House Council Executive Board assists in the planning of educational and social
events.
The Center for Career Development
Because of Wheelock’s outstanding reputation, employers from around the country
and the world seek Wheelock’s graduates for positions in education, social work,
human development, juvenile justice and youth advocacy, the liberal arts, and child
life.
By cultivating an environment of critical inquiry, reflective decision-making and
integrity, the Center for Career Development empowers students and alumni to make
informed career decisions, secure employment, and explore co-curricular, professional
and educational opportunities that are consistent with their interests, abilities and
values. The Center for Career Development strives to support students and alumni as
they engage in their personal development as experts in their field, responsible world
citizens, and community leaders, to create a more just world for all children and
families.
WHEELOCK COLLEGE 2008-2009

The Center for Career Development serves all students enrolled in degree programs as
well as undergraduate and graduate alumni. The hallmark of the Center is an
integrated, collaborative approach to the delivery of professional career services and
resources by various constituencies, including alumni, faculty, administrators, parents,
and employers. In addition to traditional career services, including individual
counseling, email resume and cover letter review, mock interviews, and graduate school
advising, the Center provides a resource and technology area in which students and
alumni may access career resources, view job listings, prepare job search materials, as
well as network and interview with employers. The Center for Career Development
also sponsors several programming initiatives, including professional development
seminars and an On-campus Recruiting Program.
23
Health Services
The Wheelock College Student Health Program, located at the Beth Israel Deaconess
Medical Center (BIDMC), provides routine primary and gynecological care to
Wheelock undergraduate and resident graduate students. Conveniently located on the
6th Floor of the Carl J. Shapiro Clinical Center building (along Brookline Avenue in
Boston’s Longwood Medical Area), BIDMC is a major teaching hospital of Harvard
Medical School focusing on excellence in clinical care, teaching and research. The
BIDMC Nurse Coordinator arranges care for qualified Wheelock students by
providing direct care of medical problems, telephone triage, referrals, and follow-up.
Board-certified primary care physicians, nurse practitioners and clinical nurses are also
available to see students.
While routine primary and gynecological care is covered by the Wheelock College
Student Health Program, the Commonwealth requires students enrolled threequarters
time or more to be covered by a qualifying health insurance program. Any
student who does not submit proof of enrollment in a qualifying program before
registering for classes will automatically be enrolled in a program through the College
and the charge will be added to the student’s account. No refunds or exceptions will be
granted. Students who are not covered by a qualifying program may obtain coverage
through an alternative program arranged by the College. This insurance plan does not
duplicate the care provided by the Wheelock College Student Health Program at
BIDMC. If specialty care is needed, students must use health insurance.
W HEELOCK C OLLEGE
Students are invited to attend educational health and wellness programs throughout
the academic year. Qualified professional staff speak on various topics, including street
safety, relationships, addictions, safer sex, healthy eating and women’s health. The
Student Life Office schedules and promotes these events.
Counseling Services
The Wheelock Counseling Center is dedicated to addressing the psychological needs
of all students. The Counseling Center staff recognizes the college years as a time of
intense development and growth, both academically and emotionally. The staff is
available to help students clarify their needs and concerns and find ways to make
healthy life choices.
WHEELOCK COLLEGE 2008-2009

The Counseling Center plays an integral role in fostering the mission of the college by
providing the environment to explore oneself and one’s relationship to family, friends,
partners, the college community and the world that surrounds. As personal growth
flourishes, so will professional growth and success.
24
Students may be seen for a few appointments or for a longer period of time, as their
needs dictate. When appropriate, students may be referred to other qualified
professionals. All interviews are strictly confidential. Counseling Center services are
available without charge to all undergraduate and graduate students. For more details,
contact the Student Life Office.
W HEELOCK C OLLEGE
Academic Records and Registration
The Office of Academic Records and Registration is responsible for course
registration, production of course schedules, issuing transcripts, verifying enrollment,
processing grades, monitoring the degree status of students, evaluating transfer credits,
issuing diplomas, supervision of Veterans Affairs, processing of I-20 forms for
international students, establishing the academic calendar, acting as a liason for the
College of the Fenway Consortium Cross-Registration Program, maintenance of
permanent student academic records, and implementing academic policy as
determined by the faculty of the College.
Student Records
The Family Educational Rights and Privacy Act of 1974 requires the College to
maintain the confidentiality of student educational records and is intended to be a
safeguard against unauthorized release of information contained in student educational
records.
In compliance with the Family Educational Rights and Privacy Act of 1974, students
enrolled at Wheelock College and former students have the right to review their
educational records upon request. However, confidential evaluations, recommendations
placed in educational records prior to January 1, 1975, and parents’ financial records
and related materials may not be released to students or former students.
Academic Advising and Assistance
The Office of Academic Advising and Assistance (OAAA) provides academic
advising, academic support programs and resources to help students achieve their
educational, personal, and professional goals. OAAA coordinates all aspects of
academic advising and academic support services for students. Through this office
undergraduate students are assigned faculty advisors who assist them in planning their
academic programs. The staff also provide academic advising and academic counseling
on a walk-in basis, as well as by appointment.
Academic Support Services
OAAA also provides academic support services for students. Students who seek to
improve their academic performance are encouraged to contact the Office. Among the
support services provided by this office are peer tutors, writing consultants, academic
counseling, study skills workshops, and services for students with disabilities.
Peer Tutoring. Peer tutors are available free of charge to all students who need oneon-one
academic assistance. Some tutors focus on broad skills (such as organization
and time management) while other specialize in content areas.
WHEELOCK COLLEGE 2008-2009

Writing Consultants are peer tutors who are available most weekdays in the Study
Lounge to assist undergraduate and graduate students with writing assignments.
Massachusetts Test for Educator Licensure (MTEL) resources and assistance with test
preparation are available.
The Study Lounge is located in the Library. The Study Lounge offers all students a
comfortable place to study with access to peer tutors, writing consultants, academic
resource materials, and computer technology.
25
Disability Services
The mission of the Disability Services Program at Wheelock is to ensure that all
qualified students with disabilities can participate appropriately in the college’s
programs and services, to provide and coordinate the support to facilitate this
participation, and to increase the level of disability awareness among all members of
the college community.
In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990, the College is committed to providing support services
and reasonable accommodations on an individual basis to qualified students with
documented disabilities. Auxiliary aids and services including, but not limited to,
priority registration, modifications in examination proctoring, alternative format
textbooks, note taking assistance, and tutoring may be provided. Students requiring
these services are encouraged to contact the Coordinator of Disability and Support
Services in OAAA.
For more information about OAAA and specific programs that are offered by OAAA,
please visit www.wheelock.edu/oaaa.
Field Experiences – The Urban Commitment
A hallmark of a Wheelock College education is intensive and rich fieldwork.
Undergraduate students do their field work primarily in the Boston, Brookline and
Cambridge communities in more than 280 schools, hospitals, community agencies and
programs. Graduate students have a wider geographic area for placements. All
placements reflect the College’s historic involvement in the communities in which the
college is located and the faculty’s belief in the importance of dynamic integration
between theoretical and practical knowledge. Sites include infant and toddler settings,
after school programs, public schools, independent schools, hospitals, community
health centers, substance abuse programs, special needs programs, early childhood
centers and district court settings. From a student’s undergraduate first year through
graduate work, Wheelock emphasizes learning about many cultures and affirming the
strengths and collective wisdom that we all bring to the human tapestry. Consistent
with our Academic Guiding Principles, the College utilizes diverse and inclusive
settings that build students’ capacity to become professionals who work effectively
with all children and families.
Background Checks for Field Experiences
Massachusetts requires certain agencies serving children and the elderly to conduct a
Criminal Offender Record Inquiry (CORI) background check on all volunteers and
staff. The Department of Early Education and Care also requires a DSS (Department of
Social Services) background check in addition to the CORI. Also, a few agencies
require a SORI (Sexual Offender Record Inquiry) check. These checks are aimed at
W HEELOCK C OLLEGE
WHEELOCK COLLEGE 2008-2009

protecting the very young and the old from exposure to abuse by those who have a
history of doing so. Students should be aware that schools, hospitals, community service
agencies and other placement sites will most likely do a CORI, DSS and sometimes a
SORI background check on everyone working and volunteering at their site.
26
ADMISSIONS
W HEELOCK C OLLEGE
UNDERGRADUATE ADMISSIONS
Student who apply to Wheelock College believe in our mission – To Improve the
Lives of Children and Families. Wheelock connects individual passion to collective
purpose and helps you put it all into practice to make the world a better place.
Knowing that our students, faculty, and alumni change the world is our greatest source
of pride. Wheelock students combine arts and science majors, professional majors, and
special focus areas. As we educate you in the liberal arts to broaden and deepen your
base of knowledge, we also want you to mix and match academic offerings to suit your
goals and professional plans. This approach is unique in that it is more inclusive of
your interests and doesn’t lock you into a narrow program of study.
Admission to Wheelock is based on the whole person, not just the numbers submitted
with your application. We seek interesting people from diverse backgrounds who see
themselves as agents of change. We look for scholastic achievement, strong academic
evaluations, and dedicated involvement in co-curricular and community activities. We
like to see four years of high-school English, three years of Math, two to three years of
Social Studies, and two to three years of Science. Studying a foreign language and
taking courses in the arts are helpful but not required.
Please note that as of fall 2007, students interested in entering the Child Life program
must submit a separate application during their second year of study at the College.
CAMPUS VISIT
An important part of choosing a college is the campus visit, and Wheelock highly
recommends a personal interview of every candidate. Admissions Counselors offer
telephone interviews to students living too far away to arrange a campus visit. During
a campus visit, candidates meet with a Wheelock Admissions Counselor or senior
interviewer and, accompanied by family members, tour the campus with a Wheelock
student.
Interviews and tours are offered on weekdays throughout the year between 9 a.m. and
3:30 p.m.; information sessions also are offered on certain Saturdays at 10 a.m.
Arrangements may be made through the Office of Admissions to attend classes.
Interview appointments and other arrangements for visiting Wheelock may be made
by calling, writing, or emailing the Office of Admissions.
DEADLINES
Students may enter Wheelock in either the fall (September) or spring ( January)
semester. Applications received after the deadlines will be considered on a space
available basis. Wheelock has rolling admissions and each applicant is notified one
WHEELOCK COLLEGE 2008-2009

month after receiving a completed application beginning January 1 for fall applicants
and September 1 for spring applicants.
PRIORITY DEADLINES FOR UNDERGRADUATE ADMISSIONS
Fall Semester:
First-Year Early Action December 1
First-Year Regular Decision March 1
Transfer Regular Decision April 15
27
Spring Semester:
First-Year Regular Decision December 1
Transfer Regular Decision December 1
APPLYING AS A FIRST YEAR STUDENT
First-Year applicants must submit a completed application. You can submit a
Wheelock paper application or the Common Application (On-line or paper version).
Both can be accessed from this link: or you can contact the admissions office directly
at or 800-734-5212 and request that an application be mailed to you.
In addition to the completed application you must also submit:
• A graded writing sample that you have written within the past year from a core
academic class.
• Secondary school report to be filled out by your guidance counselor.
• One academic recommendation to be filled out by an English, Math, History,
Science, or Foreign Language instructor.
• Official transcripts from your high school.
• Official SAT scores or ACT scores. Wheelock’s SAT CEEB code is 3964.
Wheelock’s ACT code is 1934.
• TOEFL score if English is not your native language. Wheelock’s minimum
TOEFL scores that are required for admission are: 500 paper based, 173
computer based, and 61 IBT.
• Application fee of $35 for the paper application ($15 for the on-line
application, or $45 for international applicants) or application fee waiver.
W HEELOCK C OLLEGE
EARLY ACTION PROGRAM
If Wheelock is among a student’s top-choice colleges, he or she can receive an early
admission decision through the Early Action program. The application deadline is
December 1, and decision notification is in late December. Early Action candidates
have until May 1 to indicate their intention to enroll.
The applications of students who are not accepted under the Early Action program
are automatically resubmitted for consideration with all other candidates applying
under the College’s rolling admissions plan.
ADVANCED PLACEMENT CREDIT
Students who have completed college-level courses in secondary school and have
earned qualifying scores on the Advanced Placement Examinations of the College
Entrance Examination Board may receive college credit. A score of three is the
minimum score considered for credit at Wheelock.
WHEELOCK COLLEGE 2008-2009

DEFERRED ADMISSION
28
Any student who has been accepted by the College and submitted the required
nonrefundable deposit may defer enrollment until the following semester or the
following academic year by making a written request for deferral by July 1 for
Semester I or January 1 for Semester II. A student may defer for one year only. After
that, the student must reactivate the application through the Office of Admissions.
REACTIVATED APPLICATIONS
W HEELOCK C OLLEGE
Students who apply to Wheelock but do not attend the College, and students who are
not accepted for admission, may reactivate their applications within a period of two
years. This means they do not have to repeat the entire application process. Typically,
these students must request a reactivation form and complete it; write an essay; and
provide additional and updated information. To learn more about reactivating an
application, contact the Office of Admissions.
APPLYING AS A TRANSFER STUDENT
At Wheelock, we value the experience and maturity that transfer students bring with
them. Wheelock is committed to providing a smooth and supportive transfer
experience. We enroll transfer students from a variety of two- and four-year private
and public colleges. If you have earned nine or more college credits at another
accredited post-secondary college or university Wheelock will consider you a transfer
student.
Transfer students are encouraged to apply for one of our degree programs, but for
those students who have been out of school for a few years and want to ease back into
the college experience can take up to twelve credits as a non-matriculated
undergraduate student before officially applying to one of our programs. Course
schedules may be arranged on a part-time or full time basis.
Transfer applicants should have good academic records at the colleges they previously
attended. A minimum GPA of 2.0 is required. The best preparation for students
planning to transfer into Wheelock is a liberal arts program or general education
courses.
Transfer applicants must submit a completed application. You can submit a Wheelock
paper application or the Common Application (On-line or paper version). Both can
be accessed from this link: or you can contact the admissions office directly at or
800-734-5212 and request that an application be mailed to you.
In addition to the completed application you must also submit:
• A graded writing sample from a college course.
• One academic letter of recommendation from a college professor.
• Official high school transcripts.
• Official transcripts from all colleges attended.
• TOEFL score if English is not your native language. Wheelock’s minimum
TOEFL scores that are required for admission are: 500 paper based, 173
computer based, and 61 IBT.
• Application fee of $35 for the paper application ($15 for the on-line Common
Application or $45 for International students)
WHEELOCK COLLEGE 2008-2009

CREDIT EVALUATION
The Admissions staff can informally evaluate the transcripts of all incoming students
during the interview. Transfer credits are reviewed on an individual basis, and students
may be asked to supply catalog course descriptions and must supply official transcripts
from all former institutions to facilitate the evaluation of transfer credit.
The acceptance of a student’s credits from prior institutions is also affected by the
choice of an academic program. The transfer credit evaluation process is not
completed until after the student enrolls and declares a program of study.
29
Wheelock’s transfer credit evaluations apply students’ prior course work to their
Wheelock programs in a flexible manner within the framework of the College’s
academic standards. Courses from accredited institutions in which a student has
earned a grade of “C” or better are considered for transfer credit. In some cases,
students may be eligible for exemption from a required course. Information on
applying for exemptions is available from the Office of the Registrar. All transfer
students and returning scholars must complete a minimum of half the credits required
for the Bachelor of Science, the Bachelor of Arts, or the Bachelor of Social Work to
earn a Wheelock degree.
EXEMPTIONS
Wheelock recognizes that many transfer students have studied education and human
services at other colleges or universities and have had substantial work experience with
young children as part of these studies. These students are offered the opportunity to
apply these experiences towards electives in professional programs. Exemptions are not
granted for students enrolled in a program leading to teacher licensure, which they
must complete at Wheelock.
Some transfer students and returning scholars have had extensive supervised work
experience with children beyond their academic programs. These students, too, may
apply for elective credit. Inquiries should be directed to the Academic Deans of their
program.
W HEELOCK C OLLEGE
ARTICULATION AGREEMENTS
The College has articulation agreements with some community and 2-year colleges
and with some four-year colleges offering two-year programs in academic and
professional areas consistent with Wheelock’s undergraduate curriculum. Articulation
agreements allow transfer students to receive the exemptions and waivers as described
in the specific articulation agreement. Information about articulation agreements is
available from the Office of Admissions.
CLEP AT WHEELOCK
Applicants over 25 years of age or who have been out of school for three or more years
may submit for credit consideration the results of College Level Examination Program
(CLEP) exams in certain academic areas. The Registrar evaluates CLEP results and
may grant up to 32 credits for Wheelock-approved exams. Candidates for admission
who are interested in taking these exams may contact the Office of Admissions or the
Office of the Registrar for additional information.
WHEELOCK COLLEGE 2008-2009

CREDIT FOR PRIOR LEARNING
30
Enrolled returning scholars who have had extensive supervised work experience with
children, or students who have taken seminars, participated in workshops, or gained
knowledge through programs other than courses in schools and colleges, may apply for
credit for prior learning. Candidates must apply during their first semester of full-time
enrollment or during the semester after they have earned at least 12 credits at
Wheelock.
To comply with accreditation standards set by the Council on Social Work Education,
the social work programs cannot grant credit for life experience or prior work
experience.
W HEELOCK C OLLEGE
GRADUATE ADMISSIONS
Wheelock College seeks applications from individuals with diverse social, professional,
educational, racial, geographic and economic backgrounds who have the personal and
academic potential to become outstanding educators, early childhood specialists, social
workers, child life specialists, and advocates. Admissions decisions are based on a
careful and thorough evaluation of each applicant’s academic record, written
application, essay, résumé, references and relevant experience, professional, academic
and personal background, skills and goals.
Graduate students matriculating into degree programs enter Wheelock in either the
fall, spring, or summer semester, although some programs begin at specified semesters.
Our graduate programs adhere to the following priority deadlines for application. In
general, our application deadlines are guidelines that students should use to complete
their application. In setting these priority deadlines the College has taken into
consideration the need for applicants to secure academic and field experience advising
prior to the start of their academic program. However, we will consider applications
past the deadline as long as we are able. Please Note: The Child Life and Family Centered
Care Program will NOT consider applications submitted or completed after April 1 st .
Summer Semester ( June) March 1
Fall Semester (September) May 1
Spring Semester ( January) October 1
Child Life Program
April 1 (firm)
The Admissions Committee makes every attempt to notify applicants of a decision
within four to six weeks of receipt of a complete application. Details can be found in
the Graduate Programs section of this catalog.
All requests for information should be made to the Office of Graduate Admissions,
200 The Riverway, Boston, MA, 02215-4176, by calling (617) 879-2206, or email:
graduate@wheelock.edu.
ADMISSIONS REQUIREMENTS
I. U.S. Graduate Students
Candidates for admission to Wheelock College graduate programs must have received
a bachelor’s degree at an accredited institution and generally attained a minimum of
3.0 (on a 4.0 scale) GPA for the last two years of undergraduate study.
WHEELOCK COLLEGE 2008-2009

To apply, you should submit:
• A completed online graduate application.
• Official transcripts showing degree conferral and any completed graduate
coursework.
• A current résumé.
• A 3-5 page personal essay that discusses the applicant’s career goals, strengths,
challenges, and interest either in Wheelock’s vision and mission or the college
and the particular program of interest.
• Three (3) letters of reference. One should be of an academic nature from a
faculty member who is familiar with the applicant’s academic work (e.g., a
former professor or instructor of the applicant). The second reference should be
from an individual who can discuss the applicant’s work or relevant experience.
The third letter may be either academic or professional at the applicant’s
discretion. References from family members or friends are not acceptable.
Please note that additional letters of reference may be requested at the
discretion of the Admission Committee.
All references must arrive in unopened envelopes with the evaluator’s signature
across the flap. While an applicant’s recommender may draft a letter on his or
her own letterhead we do require that the Reference Form be submitted with the
applicant’s signature as well as the recommender’s information. Please make sure
that information regarding the confidentiality of the letter is appropriately
marked on this form.
Applicants to the Social Work: Advanced Standing program must have a
reference from their field liaison, field instructor or director of the BSW program
from which they graduated.
Applicants to the Child Life and Family Centered Care program are highly
encouraged to provide a reference from the Child Life Specialist who supervised
their 100 hours of volunteer work.
W HEELOCK C OLLEGE
31
Some programs (Special Education and Child Life) require an interview. All
applicants are welcome to request an interview through the Office of Graduate
Admissions to explore program and specialization options, and to devise a plan that
maps out a schedule and likely time to graduation.
Applicants may transfer up to six graduate credit hours for courses successfully
completed at other accredited institutions of higher education by:
• Obtaining and completing the Transfer of Credit form available at the Office of
Academic Records and Registration;
• Obtaining the written approval of the student’s advisor;
• Submitting course description(s) of the courses successfully completed at the
other institution for review by the appropriate Academic Dean or designee; and
• Submitting to the Registrar an official transcript issued by the other institution.
Transfer credits will not be awarded for classes that are taken pass/fail. Credits will be
transferred only if the graduate student received a grade of B or higher in the course.
Typically, courses transferred from other accredited institutions will be considered
elective credit unless petitioned to the Graduate Review Board to fulfill a required
course. Only credits completed within six years of the date of admission will be
accepted.
WHEELOCK COLLEGE 2008-2009

Applicants should reference particular program descriptions for program specific
admissions requirements.
32
II. International Graduate Students
Wheelock welcomes students of diverse cultural backgrounds. In order to ensure a
successful experience for students, the Wheelock College Graduate Programs require
additional information from international students.
W HEELOCK C OLLEGE
TOEFL - Applicants whose native language is not English, and who have not
received a degree from a college or university in the United States or another Englishspeaking
country, are required to submit scores from TOEFL (Test of English as
Foreign Language) as evidence of proficiency in oral and written English. The
minimum TOEFL score generally accepted is 550 paper based, 213 computer based,
or 80 (Internet-Based Test).
Transcript xEvaluation - Applicants are required to provide an evaluation of their
undergraduate and graduate course of study, if completed outside of the U.S.
Acceptable evaluations can be obtained by sending all international transcripts to:
Education Credentials Evaluators
Educational Credential Evaluators, Inc.
PO Box 514070 Milwaukee WI 53203-3470
www.ece.org
World Education Services
Bowling Green Station
P.O. Box 5087
New York, NY 10274-5087
www.wes.org
Financial Statement - Prior to being issued an I-20, immigration or visa form, all
international applicants are required to certify that they have made adequate financial
arrangements to cover their expenses for the full duration of their program of graduate
study as a full-time student. Please contact the Office of Graduate Admissions for
further explanation of what is required.
International applicants are also required, if needed, to obtain third party translations
of an letters of recommendation or other supporting documents if those documents
are not written in English. Applicants are not permitted to translate the documents
themselves. Please contact the Office of Graduate Admissions for further information
if needed.
TEACHER LICENSURE
Applicants who want to be teachers, in public and many private PreK-12 schools in
Massachusetts, need a license from the State Department of Elementary and
Secondary Education. Eligibility for the first Initial license includes completion of a
state approved program. Wheelock programs in Early Childhood (PreK-2),
Elementary (1-6) and Special Education (PreK-8) are state approved and nationally
recognized as part of the accreditation process for the National Council for
Accreditation of Teacher Education (NCATE) through which Wheelock College is
accredited.
WHEELOCK COLLEGE 2008-2009

ADVANCED LICENSURE
Applicants who wish to complete requirements for Massachusetts licensure as Teacher
of Reading (all levels) must supply a copy of their basic teaching license and a letter
from their principal written on official stationery to verify at least one year of
employment in the role of that basic license. The Department of Elementary and
Secondary Education requires that the year of teaching experience, with a teacher
license, has been completed in the state which issued the license. Applicants who wish
to complete any other professional licensure program must supply a copy of their
initial educator license.
33
CERTIFICATE OPTION PROGRAM
A certificate option program is available to graduates of Wheelock College within the
last three years who completed all or most of the requirements for an education major
or licensure program except the MTEL examinations and final course or courses.
After completing all state examination requirements for the license, a candidate can
apply for department faculty approval to enter the Certificate Option Program and
complete the remaining program requirements for institutional endorsement for
licensure as a post-baccalaureate, non-degree candidate.
Because the Certificate Option Program is not degree-granting, financial aid is not
available. Explanation of tuition and fees is included in the Financial Information
section below.
ADDITIONAL REQUIREMENTS FOR SPECIFIC PROGRAMS
Child Life and Family-Center Care
Applicants who wish to pursue a program of study in Child Life must submit a
completed verification form and a favorable letter of reference documenting 100 hours
experience in a pediatric health care setting under the direct supervision of a child life
specialist. A background in child development and an internship in a child life
program are preferred. An interview is required for this program.
Special Education (PreK-8)
This program offers paid internships and in-depth mentoring by sponsoring teachers
at partnering schools. All internships are processed through the Field Experience
Office. Each partner school has its own interview requirements and employment
criteria.
Since students must complete three prerequisite courses before beginning the
internship in the fall, they should contact the Office of Field Experience (617-879-
2165) as soon as they have made a deposit to attend Wheelock and have spoken with
their academic advisor. The placement process, which can take up to two months,
begins ideally in March. Most placements for the following fall semester are
completed by early June before public schools close.
W HEELOCK C OLLEGE
APPLICATION PROCESS
1. Early submission of application materials is strongly encouraged for all
programs.
2. Once all application materials are received, candidates are reviewed for
admission consideration, and each applicant is notified, in writing, of
acceptance or denial as soon as a decision has been made.
WHEELOCK COLLEGE 2008-2009

3. Accepted students who plan to enroll are required to return the enrollment
form with a non-refundable tuition deposit of $100. This deposit is applicable
to tuition charges.
DEFERRED ENROLLMENT
34
W HEELOCK C OLLEGE
Students who have been offered admission to a master’s degree program offered in the
Boston campus only may request deferral of or to the next appropriate term of entry if
the program has set entry terms. To do so students must submit, in writing, an
explanation for this request to the Office of Graduate Admissions. This request will then
be discussed with the appropriate Dean and admission committee for approval. Students
who defer for one year may be asked to submit new letters of recommendation and a new
resume to be used in the placement process for practicum and field experience. Students
who have received approval for deferral of admission are expected to update the Office of
Graduate Admission regarding any change in address, phone or contact information.
REACTIVATED APPLICATIONS
Students who are accepted to a graduate program but do not enroll, or students who
are not accepted, may reactivate their applications within a period of two years. For
further information on reactivating an application, students should contact the Office
of Graduate Admissions at (617) 879-2197.
TRANSFER OF CREDIT
Graduate students may be eligible to transfer up to six (6) graduate credit hours for
courses successfully completed at an accredited institution of higher education.
Transfer credits will not be awarded for classes that are taken pass/fail. No credits will
be transferred unless the graduate student received a grade of B or higher in the course
or if the credits in question are older than six years. The credits in question also may
not duplicate any graduate or undergraduate work for which credit has been given at
Wheelock College and cannot have been applied to an academic degree at any other
institution. All requests for transfer of credit must be submitted within one year from
the student’s date of matriculation.
To have credits considered for transfer, students must:
• Obtain and complete the Transfer of Credit form available from the Office of
Records and Registration;
• Obtain written approval from the student’s advisor;
• Submit course description(s) of the courses successfully completed at the other
institution for review by the Dean of their school or designee; and
• Submit to the Registrar an official transcript issued by the other institution.
Approval of Future Course Work for Transfer of Credit
Matriculated students must obtain written approval from the Dean of their school
before enrolling in graduate courses that are to be transferred for credit into a Wheelock
College degree program. Only courses that are to be completed at a regionally accredited
graduate institution shall be eligible for such approval. Students will be held to a limit of
6 graduate credit hours. Transfer credits will not be awarded for classes that are taken
pass/fail. No credits will be transferred unless the graduate student receives a grade of B
or higher in the course. The credits in question also may not duplicate any graduate or
undergraduate work for which credit has been given at Wheelock College and cannot
have been applied to an academic degree at any other institution.
WHEELOCK COLLEGE 2008-2009

FINANCIAL INFORMATION
UNDERGRADUATE
An excellent undergraduate education is a major investment. The Office of Financial
Aid works with all students and their families to develop realistic plans for financing
this lifelong investment in personal and professional development.
35
Wheelock is committed to identifying sources of grant, loan, and work assistance for
qualified students, a commitment that endures throughout students’ undergraduate
years. Wheelock annually awards more than $5 million in financial assistance.
Additional assistance is distributed by the College from federal and state sources.
TUITION AND FEES
All costs and fees cited here are for the 2008-2009 academic year. Changes in fee
structures or expenses are reported directly to all prospective students by the Office of
Financial Services.
TUITION AND ROOM AND BOARD:
Resident
Tuition $26,225
Room and Board $10,825
General Fee $875
Student Activities Fee $105
$38,030
Tuition for courses taken in addition to the full-time, full year academic program, and
for courses taken on a part-time basis, are determined on a per credit hour basis at
$820 per credit hour. Some courses may require additional lab or materials fees.
W HEELOCK C OLLEGE
First year students will be billed an orientation fee of $225 for programs and activities
arranged by the Student Development Office.
ADDITIONAL FEES
A late fee of $100 will be assessed to any student registering and/or paying after the
specified date. A fee of $25 will be assessed for any check returned to the College by
its bank. Past-due accounts are subject to interest at 18% and any reasonable collection
expenses incurred. Official transcripts are not issued to or for students whose financial
accounts are not in good standing.
HEALTH INSURANCE
Massachusetts law requires all full-time students and part-time students registered for
75% of a full-time curriculum to have health insurance. Wheelock College is required
to either enroll students in the school sponsored health insurance plan or to require
the student to complete a health insurance waiver verifying comparable coverage.
HOUSING FEES
A room damage deposit of $100 is due on the first billing date before a student begins
dormitory residence. Wheelock will hold this deposit while the student lives on
WHEELOCK COLLEGE 2008-2009

campus, typically for four years. Any unused portion of the room-damage deposit is
refunded when the student terminates campus residency.
36
W HEELOCK C OLLEGE
Students assuming residency status at the beginning of or during the academic year
are subject to the room charge for the remainder of the year, except under the
following circumstances:
1. Withdrawal
2. Fractional-year arrangement (such as early graduation) approved by the Office
of Student Development prior to the assumption of residence.
3. Participation in any off-campus, Wheelock-sponsored programs, not including
independent studies. Students will not be subject to fees for room and board
during their absence from residence. The College retains the right to the use of
the student’s room during the period, unless arrangements are made by the
student to pay a room fee.
4. Change in status to “off-campus” for Semester I for students who have paid the
room-retainer fee. Students eligible to move off campus will not be subject to
the room and board charge for Semester I if application to change residency
status, accompanied by a $200 penalty charge, is received by the Office of
Student Development prior to August 1 and is approved. Students who move
off campus Semester I without notification to the Office of Student
Development by the August 1 deadline will be subject to a penalty charge of
$400.
5. Change in status to “off-campus” for Semester II for students assuming
residency at the beginning of Semester I. Students eligible to move off campus
will not be subject to the room and board charge for Semester II if application
to change residency status, accompanied by a $200 penalty charge fee, is
received by the Office of Student Development prior to November 1 and is
approved. Students who move off campus Semester II without notification to
the Office of Student Development by the November 1 deadline will be subject
to a penalty charge of $400.
REFUND POLICY
To qualify for a tuition refund, students must file a written notice of course withdrawal
and forward it to the Office of Academic Records and Registration. Notification of
non-attendance or withdrawal to faculty alone does not constitute official withdrawal,
and a tuition credit cannot be allowed on that basis. Tuition credit will be granted only
on the basis of the date appearing on the course withdrawal form, which is the last day
of attendance. General fees, student activity fee, registration fees and room-retainer
fees are not refundable.
As defined, “net refundable fees” paid (tuition, room and board fees less registration
fees, and room-retainer fees) will be refunded under the following refund schedule
which is available upon request through the Office of Financial Services. Room and
board fees usually are inseparable, but for purposes of refunds the board portion is
considered to be 25% of the total room and board fee.
Students who receive institutional grants, scholarships and loans will have these forms
of aid refunded in the same percent as the refund of tuition and fees. For students
receiving federal aid under Title IV, that is Federal Pell Grants, FSEOG, FFELP
WHEELOCK COLLEGE 2008-2009

loans or Perkins Loans, the federal refund policy (known as Return of Title IV Aid)
applies and determines the amount of aid for which a student is entitled to retain for
the period of enrollment.
Refund Schedule
Semester Period
Before classes begin
From the day classes begin
through the 7th calendar day thereafter
From the 8th day through
the14th calendar day after the classes begin
Amount of Refund
100% of net refundable fees
75% of net refundable fees
50% of net refundable fees
37
After the 14th calendar
day after classes begin
Refund Schedule for 2-Credit, 7 Week Course
Semester Period
Before classes begin
From the day classes begin
through the 1st class meeting
After the 1st class meeting
through the second class meeting
After the 2nd class meeting
Board fees paid but not utilized
Amount of Refund
100% of net refundable fees
75% of net refundable fees
50% of net refundable fees
No refund allowed
RETURN OF TITLE IV FUNDS
This policy applies to students who withdraw, are approved for a leave of absence for
longer than 180 days, or are academically dismissed from the institution.
W HEELOCK C OLLEGE
1. The term “Title IV Funds,” which refers to the federal financial aid programs
authorized under the Higher Education Act of 1965 (as amended) and for
students enrolled at Wheelock College, includes the following programs:
subsidized FFEL Stafford Loans, unsubsidized FFEL Stafford Loans, FFEL
PLUS loans, Federal Perkins Loans, Federal Pell Grant, Federal Supplemental
Educational Opportunity Grant and other Title IV programs (not including
Federal Work-study).
2. A student’s withdrawal date is:
• The date the student began the institution’s withdrawal process or officially
notified the institution of intent to withdraw; or
• The midpoint of the period of enrollment for a student who leaves without
notifying the institution; or
• The student’s last date of attendance as documented by academically related
activity.
3. Determining the amount of Title IV funds to be returned:
• The amount of Title IV funds to be returned will be based on the number
of days in attendance in proportion to the number of days in the term or
period of enrollment, up to the 60% point in the semester. There are no
refunds after the 60% point in time, as the federal regulations view the aid
WHEELOCK COLLEGE 2008-2009

38
W HEELOCK C OLLEGE
has been “100% earned” after that point in time. A copy of the worksheet
used for this calculation and examples can be requested from the Wheelock
College Office of Admissions and Financial Aid.
• In accordance with federal regulations, the return of Title IV funds is paid
in the following order:
- Unsubsidized FFEL Stafford Loans
- Subsidized FFEL Stafford Loans
- Federal Perkins Loans
- FFEL PLUS
- Federal Pell Grant
- Federal Supplemental Educational Opportunity Grant
- Other Title IV assistance
4. Institutional and student responsibilities in regard to the Return of Title IV
Funds:
Wheelock College’s responsibilities include:
• Providing each student with the information given in this policy;
• Identifying students who are affected by this policy;
• Completing the Return of Title IV Funds calculation for students who are
subject to the policy; and
• Returning the Title IV Funds that are due the Title IV programs.
The student’s responsibilities include:
• Contacting the Office of Academic Support Services (email:
mmccormack@wheelock.edu; phone: 617-879-2267) for details on
procedures for withdrawing or requesting a leave of absence;
• Notifying the Office of Financial Aid (email: finaid@wheelock.edu)
immediately of a pending withdrawal or leave, as federal refunds must be
made within 30 days of the date of withdrawal or leave; and
• Returning to the Title IV programs any funds that were disbursed directly
to the student and for which the student was determined to be ineligible via
the Return of Title IV Funds calculation.
Students have the right to obtain a final calculation of the Return of Federal Funds.
The procedures and policies listed above supersede those published previously and are
subject to change at any time.
UNDERGRADUATE FINANCIAL AID
Students and their families assume the primary responsibility for planning and
financing an undergraduate education. Wheelock College offers assistance to the
student whose financial need exceeds the family’s ability to pay.
Wheelock’s funds are administered in accordance with nationally established policy
and philosophy, which ensure equity. Criteria established by Congress and Wheelock
College are used in evaluating applications. Size of family, number of children in
college, income, and assets are analyzed to compute the family contribution. This
contribution is deducted from the education costs to determine a student’s financial
need.
WHEELOCK COLLEGE 2008-2009

Eligible applicants may receive assistance from institutional, federal and state funds.
The amount and type of aid a student receives depends on the level of need and the
available funds at the time of application. A financial aid package may include one or
more of the following: a grant or scholarship that does not have to be repaid; a loan
that must be repaid; a work-study award earned by the student as wages for part-time
employment.
39
APPLYING FOR AID
While planning to meet college costs, the family should consider current tuition, room
and board (for resident students) and the health fee. Additional expenses, including
approximately $800 for books, and travel costs ($900), should be used to calculate the
total cost of education. You are encouraged to investigate local, high school, civic and
other private sources of funding.
To receive consideration for Wheelock funds, Federal Pell Grants, Federal
Supplemental Educational Opportunity Grants, Federal Perkins Loans, Federal Work
Study awards and Federal Stafford Loans, applicants must complete the steps outlined
below:
INCOMING FIRST-YEAR STUDENTS
1. Submit the Free Application for Federal Student Aid (FAFSA) online at by
the February 15 th priority deadline. Indicate Wheelock’s federal code number –
002228.
2. In addition to submitting the FAFSA, the Office of Financial Aid may ask you
and your family to submit signed copies of your own and your parents’ income
tax forms by April 15.
If you or your parents will not be filing a tax return, please request a non-filer form
from the Office of Financial Aid. Students are notified of financial aid decisions in
soon after notified of financial aid decisions in mid-March.
W HEELOCK C OLLEGE
TRANSFER STUDENTS
1. Submit the Free Application for Federal Student Aid (FAFSA) online at by
the April 15 th priority deadline. If you are transferring for the spring and have
already filed with another school’s financial aid office for the same academic
year, you will need to go online and make a correction to your FAFSA and add
Wheelock College’s federal code 002228.
2. In addition to submitting the FAFSA, the Office of Financial Aid may ask you
and your family to submit signed copies of your own and your parents’ income
tax forms by April 15 for fall or December 1 for spring.
Transfer students will be notified of decisions regarding their financial aid
applications by the end of May for the fall semester
RETURNING STUDENTS
1. Submit the Free Application for Federal Student Aid Students (FAFSA) or
renewal FAFSA online at by April 15.
2. On the FAFSA, indicate Wheelock by federal code 002228. In addition to
submitting the FAFSA, the Office of Financial Aid may ask you and your
WHEELOCK COLLEGE 2008-2009

40
family to submit signed copies of your own and your parents’ income tax forms
within two weeks of notification. If you or your parents will not be filing a tax
return, the proper sections of the Federal Verification Worksheet must be
completed; list all sources of income.
Returning students who submit their FAFSA by April 15th will receive their financial
aid package in mid-June.
FINANCIAL AID AWARD PACKAGES
W HEELOCK C OLLEGE
The Office of Admissions and Financial Aid will determine a student’s eligibility for
assistance and make an award to all students who have a valid, processed FAFSA and
any other required documents on file. Awards for new students are mailed shortly after
March 15 for fall and will continue on a regular basis. Awards for new students who
enter the College for the spring semester are mailed once all necessary documents are
received. Awards for returning students are mailed shortly after June 15 and will
continue on a regular basis. The award letter confirms the total amount of need-based
and non-need-based assistance available for the upcoming academic year.
APPEAL PROCEDURES
Any student whose personal or household circumstances have changed since completion
of the application may request a reevaluation. To do so, the student should submit a
letter to the Director of Financial Aid explaining the reasons for requesting a review.
Any student who is declared ineligible for financial aid for not maintaining
satisfactory academic progress may appeal in writing to the Director of Financial Aid
within one month of the date of notice of ineligibility. The student should describe
any extenuating circumstances that have compromised satisfactory academic progress.
MINIMUM ACADEMIC REQUIREMENTS
Federal and state regulations require that students receiving financial aid maintain
satisfactory academic progress.
Financial Aid is withheld or withdrawn if a student fails to meet the minimum
academic requirements as outlined below. Appeals may be made in writing to the
Office of Admissions and Financial Aid within 30 days of receipt of the aid decision,
on the basis of extenuating circumstances, such as illness, accident, or death of an
immediate family member. Financial assistance may be reinstated, as funds allow,
when the student meets either the minimum standards or the conditions set by the
appeals committee.
Incompletes, failures, or withdrawals are not considered earned credit hours, and
repeated courses are not counted as either attempted or earned credits. Transfer and
Colleges of the Fenway credits are counted as earned credits.
A student must have successfully completed the number of credits and maintain the
minimum grade point averages listed on the chart below by the end of each successive
academic year. This chart differentiates among full-time, three-quarter-time and halftime
students, and is based on the federal policy that a student may only receive
federal student aid for up to 150% standard length of time it takes a student to
complete the program of study.
WHEELOCK COLLEGE 2008-2009

Review Policies
Once a year, following the spring semester, the cumulative grade point average (GPA)
and number of credits earned versus attempted by each financial aid recipient will be
reviewed. Undergraduate students who have not met the standards for satisfactory
academic progress will be notified of their status.
A student may remain on financial aid probation for two semesters and still receive
financial aid awards. At the end of the second semester, a student who has not
reestablished satisfactory academic progress will be denied financial aid for the next
semester. The student must file a petition for the reinstatement of financial aid once
she/he is considered in good academic standing at Wheelock and meets the criteria
listed above.
41
SOURCES OF FUNDS
All students who follow the instructions for applying for financial aid will be
considered applicants for all sources listed here, unless otherwise indicated. No
separate applications are required.
UNDERGRAD INSTITUTIONAL AID
Grants and Scholarships
Grants
Wheelock offers grants to students who demonstrate financial need; these funds do
not have to be repaid. Recipients of these awards are selected by the College according
to the criteria of each fund. Scholarships range from $3,000 to $20,000 and are
awarded to incoming students based upon their academic record.
Merit Scholarships
Wheelock offers merit scholarships to incoming first-year students who meet the
outlined criteria: SAT of 1050 (critical reading and math) or higher and High School
GPA of 3.0 or higher. These merit scholarships are renewable all four years. All merit
scholarship recipients will be notified by the Office of Admissions after they have
been accepted into the college.
W HEELOCK C OLLEGE
Wheelock College Loans
Funds are loaned at a 5% interest rate to needy students. These loans must be repaid
within ten years of graduation.
Wheelock College grants, merit scholarships, and loans are derived both from
institutional income and from the gifts and endowed funds listed below. Students do
not apply directly for specific funds but rather should follow the usual financial aid
application procedures.
STATE FUNDS AND SCHOLARSHIPS
Students who are applying for Wheelock funds are required to apply for their state
scholarships, if available. Scholarship and grant funds currently are available in
Connecticut, Maine, Maryland, Massachusetts, New Hampshire, Pennsylvania, Rhode
Island, and Vermont. Each state regulates its own application deadlines and
procedures. New students should contact their guidance counselors or financial aid
office for additional information.
WHEELOCK COLLEGE 2008-2009

FEDERAL FINANCIAL AID FUNDS
Federal Pell Grants are gift funds administered directly by the federal government to
students who demonstrate exceptional financial need. These funds do not have to be
repaid.
42
Federal Supplemental Educational Opportunity Grants are funds of up to $1,000
annually that are awarded to students with great financial need. These funds do not
have to be repaid.
W HEELOCK C OLLEGE
Federal Perkins Loans are long-term, low-interest (5%) federal loans advanced by
Wheelock. These funds must be repaid, but no interest or repayments are due until
the expiration of the grace period after the borrower ceases to be enrolled at least halftime.
A nine-month grace period precedes loan repayment. Upon taking this loan, the
borrower is advised of her or his rights and responsibilities regarding repayment.
The Federal Work-Study Program provides eligible students with employment that
will give job training and help meet the costs of college education. A student selects
her or his job from positions offered by academic and administrative departments, as
well as off-campus employment. The amount of the work-study award is determined
by the Office of Financial Aid and does not appear as a credit on the student’s bill.
Federal Stafford Loans provide federally insured funds of up to $3,500 for freshmen,
$4,500 for sophomores, and $5,500 for juniors and seniors. All students must
demonstrate financial need as one of the requirements of eligibility for a subsidized
loan. Accrual of interest and repayment begin six months after the student graduates.
The interest rate is determined annually in June. The Federal Unsubsidized Stafford
Loan may be available to those students who do not qualify for the subsidized loan.
The Federal PLUS Loan Program enables parents of dependent students to borrow
the cost of education minus financial aid. PLUS loan borrowers begin repayment
within 45 days after receipt of the loan. The interest rate is variable, but capped at 9%.
Alternative Student/Family Loan Programs. Wheelock participates in other
student/family loan programs, for ways in which to find alternative financianing please
visit the financial aid website at http://www.wheelock.edu/admissions/u_finsupp.asp
GRADUATE FINANCIAL INFORMATION
TUITION
On-campus Courses: $835 plus $20 general fee is applicable per credit, $2,505 for
each 3-credit course.
Regional graduate courses and programs are offered at varying rates. Likewise,
Professional Development Institute fees may vary by term. For more information, refer
to the registration guidelines published each semester.
TUITION PAYMENTS
Tuition payments for graduate courses are due at the time of registration. Graduate
tuition is charged on a per-credit basis.
WHEELOCK COLLEGE 2008-2009

AUDIT FEES
Students wishing to audit a course pay two-thirds of the tuition.
CERTIFICATE OPTION
Students in the Certificate Option Program pay the regular fees with the following
exceptions:
43
Practicum Tuition
The Commonwealth requires anyone seeking licensure through a non-degree postbaccalaureate
program to complete at least a half-practicum. The practicum places a
high demand on Wheelock personnel and services. The tuition charge for half- or
full-practicum is available in the office of Financial Services.
ENROLLMENT FEE
For all students, an enrollment deposit of $100 is due when a student accepts
Wheelock College’s offer of admission. This fee is non refundable but is applicable to
tuition charges.
REGISTRATION FEES
For all students, a $10 fee is charged for registration every semester.
LATE REGISTRATION FEE
All students who register after the deadline are charged a $100 late fee in addition to
the $10 registration fee.
RETURNED CHECK FEE
A fee of $25 is charged to any student who submits a payment check or money order
that the College’s bank cannot honor due to insufficient funds or any other cause.
W HEELOCK C OLLEGE
CONTINUATION FEE
If a student does not complete an independent study or field study after two semesters
and wishes to have additional time to complete the work, a continuation fee of $100
per semester will be charged.
TUITION VOUCHERS
In appreciation for the learning experiences provided to our intern and practicum
students, Wheelock College issues one voucher per student per semester to each site
where students have been placed to complete a 3, 4, 5, or 6 credit practicum or
internships. Supervising practitioners can use their Wheelock vouchers for any course
taking place on campus or at other locations.
Vouchers are sent directly to the supervising practitioner or site supervisor. If not used
by that supervising practitioner, vouchers may be used by other site personnel; however,
they may not be transferred to persons employed at any other site. Vouchers may only
be used by persons able to demonstrate current employment at the practicum site to
which the voucher was issued. The voucher must be signed by a member of the
administrative staff to validate it for registration, and when a student presents vouchers
for course registration he or she should be prepared to show proof of employment.
WHEELOCK COLLEGE 2008-2009

Vouchers are valid for one calendar year immediately following the semester in which
the Wheelock College student was placed at the practicum site. There are no
extensions. Only one voucher per semester may be used by any one individual.
44
For individuals enrolled in a Wheelock degree program, Vouchers can be used for up
to half the credits required for the degree. Individuals not enrolled in a degree
program may use vouchers for up to four undergraduate courses or two graduate
courses. With special permission, non-matriculated graduate students can attain the
status of lifelong learner and continue using vouchers for graduate courses. Vouchers
may be used for Institutes.
W HEELOCK C OLLEGE
Vouchers may be used only once to cover the tuition cost of an undergraduate or
graduate course, regardless of the number of credits assigned to the course (1, 2 or 3
credits)... Vouchers may not be used for field courses, practica or independent studies.
Wheelock College reserves the right to cancel courses with insufficient enrollment. In
the event of cancellation, course vouchers will be reissued to the practicum site for the
following semester only. No other exceptions will be entertained.
A bachelor’s degree is required for graduate registration.
Persons using a voucher will be responsible for payment of the registration fee. We are
not able to extend vouchers or reissue lost ones. We advise you to treat the voucher as
you would a check and put it in a safe and retrievable spot.
If you have questions about the voucher policy, you may contact the Director of Field
Experience by calling (617) 879-2173.
TUITION REFUND POLICY
Withdrawal
Refunds for withdrawal from a course and/or practicum will not be made without a
receipt from the Office of Records and Registration, of written notification of intent
to withdraw. Net refundable fees paid (tuition less registration fees and general fees)
will be refunded according to the college’s refund schedule.
Drop/Add: Refunds for courses dropped during the Drop/Add period when a
replacement course is NOT added will be refunded according to the college’s refund
schedule. When a student adds a course in place of a dropped course, the full tuition
payment may be applied towards the added course.
Refund Schedule
Before classes begin =
From the day classes begin
through the 1st class meeting =
After the 1st class meeting
through the 2nd class meeting =
After the 2nd class meeting =
For refunds of the Title IV funds, please refer to
www.wheelock.edu/fing/fingpolicies.htm.
100% of net refundable fees.
75% of net refundable fees.
50% of net refundable fees.
No tuition refund.
For more information, please contact Financial Services/Student Accounts at (617)
879-2236.
WHEELOCK COLLEGE 2008-2009

RETURN OF TITLE IV FUNDS
This policy applies to students who withdraw, are approved for a leave of absence for
longer than 180 days, or are academically dismissed from the institution. Tuition/fees
and room and board refunds for these students are determined according to the
following policy:
1. The term “Title IV Funds,” which refers to the federal financial aid programs
authorized under the Higher Education Act of 1965 (as amended) and for
graduate students enrolled at Wheelock College, includes the following
programs: subsidized FFEL Stafford Loans and unsubsidized FFEL Stafford
Loans.
2. A student’s withdrawal date is:
• The date the student began the institution’s withdrawal process or officially
notified the institution of intent to withdraw; or
• The midpoint of the period of enrollment for a student who leaves without
notifying the institution; or
• The student’s last date of attendance as documented by academically related
activity.
3. Determining the amount of Title IV funds to be returned:
• The amount of Title IV funds to be returned will be based on the number
of days in attendance as a proportion to the number of days in the term or
period of enrollment, up to the 60% point in the semester. There are no
refunds after the 60% point in time, as the federal regulations view the aid
has been “100% earned” after that point in time. A copy of the worksheet
used for this calculation and examples can be requested from the Wheelock
College Office of Admissions and Financial Aid.
• In accordance with federal regulations, the return of Title IV funds is paid
in the following order:
- Unsubsidized FFEL Stafford Loans
- Subsidized FFEL Stafford Loans
4. Institutional and student responsibilities in regard to the Return of Title IV
Funds
Wheelock College’s responsibilities include:
• Providing each student with the information given in this policy;
• Identifying students who are affected by this policy;
• Completing the Return of Title IV Funds calculation for students who are
subject to the policy; and
• Returning the Title IV Funds that are due the Title IV programs.
The student’s responsibilities include:
• Contacting the Office of Academic Support Services (email:
mmccormack@wheelock.edu; phone: 617-879-2267) for details on
procedures for withdrawing or requesting a leave of absence;
• Notifying the Office of Financial Aid (email: finaid@wheelock.edu)
immediately of a pending withdrawal or leave, as federal refunds must be
made within 30 days of the date of withdrawal or leave; and
• Returning to the Title IV programs any funds that were disbursed directly
to the student and for which the student was determined to be ineligible via
the Return of Title IV Funds calculation.
W HEELOCK C OLLEGE
45
WHEELOCK COLLEGE 2008-2009

Students have the right to obtain a final calculation of the Return of Federal Funds.
The procedures and policies listed above supersede those published previously and are
subject to change at any time.
46
GRADUATE FINANCIAL AID
GRADUATE ASSISTANTSHIPS
W HEELOCK C OLLEGE
Assistantships are awarded to full-time, qualified students on the basis of academic
merit. Assistantships involve research or scholarly work or administrative functions
assistance to one of the academic schools of the College. Awards are one academic
year in length. Students who wish to be considered for an assistantship should
complete the Application for Graduate Assistantship in the Graduate Application
booklet. Only admitted students will be considered for graduate assistantships.
Assistantships are awarded in the spring for either a summer or fall start. Awards are
made by the appropriate Academic Dean.
COMMUNITY SCHOLARSHIPS
This scholarship is for those students who have been involved in community
development work and wish to continue their education in order to enhance their
work in the community. Recipients must be enrolled for at least half-time study
during the semester in which the award is received. The application for the
scholarship is included in the application packet. Decisions regarding this award are
made in the spring for the summer or fall term. Scholarships are a one-time award for
incoming students and may be applied to the Summer or Fall terms.
GRADUATE MERIT SCHOLARSHIPS
All incoming graduate students with an undergraduate GPA of 3.2 or higher will be
considered for these scholarships for full or half-time study. Scholarships are awarded
by the Admissions Committee based on undergraduate GPA, the application essay
and references. Applications will be reviewed on a rolling basis each term until the
funds are awarded. There is no separate application for the merit grant. Applicants
will be informed in writing if they have received a scholarship. Scholarships are a onetime
award for incoming students and are not renewable. Scholarship recipients are
notified by the Admissions Office.

WHEELOCK COLLEGE GRANTS
A limited number of need-based grants are available to full-time students. Grants do
not have to be repaid. They range up to $5,000. To be considered for these grants
students are required to complete the Free Application for Federal Student Aid
(FAFSA) and the Wheelock College Financial Aid Form.
47
FEDERAL STAFFORD LOANS
This variable-rate loan program is available for graduate students enrolled at least
half-time during the semester(s) within they wish to borrow. (Half-time for graduate
students is five credits.) Students who demonstrate financial need are eligible for the
federal subsidy that pays the interest during the in-school and grace period. Students
without need are eligible for the unsubsidized loan, which has the same conditions as
the need-based loan except for the interest subsidy. The maximum subsidized loan is
$8,500, and the maximum combined subsidized and unsubsidized loan is $20,500. If
you plan to apply for this loan, you must submit the FAFSA and Wheelock College
graduate financial aid application.
ALTERNATIVE LOANS
If additional resources are necessary to finance your education, other loans are
available. These loans can be borrowed by the student or by another borrower on the
student’s behalf. Repayment begins within 45 days of disbursement, but deferments
may be available. For loan information and applications, please call the Office of
Financial Aid at (617)879-2206 for more information.
OTHER SOURCES OF AID
The Wheelock/Brookline Schools Learning and Teaching Collaborative in Early
Childhood and Elementary Education offers yearlong paid internship. In addition,
some other communities offer paid internships for graduate students in Elementary
Education and the Teacher of Students With Moderate Disabilities. These stipends
vary according to site and a student’s credentials.
Since students must complete three prerequisite courses before beginning the
internship in the fall, they should contact the Office of Field Experience (617-879-
2165) as soon as they have made a deposit to attend Wheelock and have discussed
their program of study with their academic advisors. The placement process, which
can take up to two months, begins ideally in March. Most placements for the
following fall semester are completed by early June before public schools close.
Teachers of Students with Moderate Disabilities (Formerly SPED) Program
Internships
The School of Education and Child Life offers an innovative program leading to an
M.S. in TSMD. This full-time 14-month program provides a unique blend of
teaching experience and theoretical learning designed to prepare teachers to work with
diverse learners in a variety of settings. Internships with stipends ranging from
$10,000 to $15,000 will be offered through several partner schools in the Boston area.
The program begins with the summer semester. Enrollment is limited; early
application is encouraged. The priority filing date is February 15.
WHEELOCK COLLEGE 2008-2009

Policy on Satisfactory Academic Progress for Graduate Financial Aid
Recipients
Students must be in Good Academic Standing in order to continue to receive
federally funded financial aid awards.
48
If a student withdraws from one or more courses, his/her bill and financial aid may be
adjusted according to federal student aid guidelines. A copy of this policy is available
in the Office of Financial Aid.
WHEELOCK COLLEGE 2008-2009

U NDERGRADUATE P ROGRAMS AT
W HEELOCK C OLLEGE 2008-2009
UNDERGRADUATE REQUIREMENTS ......................50
SCHOOL OF ARTS AND SCIENCES ......................58
SCHOOL OF EDUCATION AND CHILD LIFE..............76
SCHOOL OF SOCIAL WORK AND
FAMILY STUDIES ..............................................84
NATIONAL AND REGIONAL DEGREE PROGRAMS ....89
INTERNATIONAL DEGREE PROGRAMS ..................89
“Everywhere, the graduates have
been potent forces in the
betterment not only of schools, but
of community life.”
L UCY
W HEELOCK

UNDERGRADUATE PROGRAM
UNDERGRADUATE REQUIREMENTS
50
U NDERGRADUATE S TUDIES
Wheelock College offers arts and sciences majors and professional baccalaureate-level
preparation for the fields of teaching, child life, juvenile justice and youth advocacy,
and social work. The academic programs involve substantial work in the Arts and
Sciences and intensive professional training. The Wheelock curriculum is responsive
to the individual goals of students committed to careers in the human service
professions. Therefore, from the first semester, students are involved in
multidisciplinary course work and supervised field experiences.
Students preparing for careers in child life and in education complete the
requirements for the Bachelor of Science (B.S.) or the Bachelor of Arts (B.A.) degree
in one of the five Arts and Sciences majors: American Studies, the Arts, Human
Development, the Humanities, and Mathematics/Science. Students choose one of four
professional majors: child life, early childhood education, elementary education, or
special education.
Students preparing for careers in juvenile justice and youth advocacy complete the
requirements for the Bachelor of Science (B.S.), Bachelor of Arts (B.A.) or Bachelor
of Social Work (B.S.W.) degree.
Students preparing for careers in social work complete the requirements for the
Bachelor of Social Work (B.S.W.) degree. Students may also choose to fulfill the
requirements for a double major, a major in juvenile justice and youth advocacy, or an
Arts and Sciences minor. Students in this program who pursue a double major earn a
B.S.W. degree.
Students may also pursue one of the Arts and Sciences majors without a professional
major. This may be done in combination with other academic programs, such as a
certificate in Community-Based Human Services.
The following Curriculum Flowchart illustrates the basic framework of the
undergraduate curriculum.
WHEELOCK COLLEGE 2008-2009

51
U NDERGRADUATE S TUDIES
WHEELOCK COLLEGE 2008-2009

ADDITIONAL CURRICULAR OPTIONS
Arts and Science Minors Professional Minors Certificate Programs
52
U NDERGRADUATE S TUDIES
American Studies Education Minor Community Based
History 16-20 credits Human Services
Human Development Juvenile Justice Certificate 16 credits
Humanities
Minor 16 credits
Life Science
Literature
Mathematics
Music
Philosophy
Physical Science
Psychology
Sociology
Theatre
Visual Art
Women’s Studies
Some of these options (e.g., Arts and Sciences Minors) are available to all students
and some are only open depending on major.
WHEELOCK COLLEGE 2008-2009

DEGREE REQUIREMENTS
The Wheelock academic program is responsive to new scholarship and evolving
standards in the human service professions. The completion of 134 total credits and a
cumulative grade point average of 2.0 are required for graduation. Transfer students
are required to complete a minimum of 67 credits at Wheelock College in order to
earn a Wheelock degree. All undergraduate students are required to fulfill the
following requirements (unless they are exempted from particular requirements). The
specific requirements that comprise each are described in detail on the following
pages.
53
General Requirements for All Students:
Basic Skills and noncredit First Aid
General Education (52-60 credits)
Arts and Sciences Major with Professional Major:
Arts and Sciences Major (36 credits)
Professional Major (36-38 credits)
Arts and Sciences Major without Professional Major
Extended Arts and Sciences Major (40-48 credits)
Students may also complete the Certificate Program in Community-Based
Human Services (16 credits.)
Social Work Major:
Social Work Major (66 credits)
GENERAL EDUCATION REQUIREMENTS FOR ALL
STUDENTS
INTRODUCTION
Wheelock College’s undergraduate General Education program is built on Wheelock’s
mission of educating people to improve the lives of children and families. The General
Education goals are designed to ensure that all Wheelock undergraduate students gain
important skills, learn about the various disciplines taught at the College, and learn
the basic foundations for work in the human service professions. At the heart of these
goals lies the College’s promise to prepare graduates who will be knowledgeable,
contributing citizens, and if they enter a profession, outstanding members of the
education and human service professions.
U NDERGRADUATE S TUDIES
The General Education goals are as follows:
1. To strengthen skills in reading, writing, oral presentation, and mathematics to a
level appropriate for college work. To develop the ability to use technology
effectively to locate and evaluate information.
2. To develop an understanding of the modes of thinking and inquiry used in the
creative arts, humanities, mathematics, natural sciences, and social sciences.
3. To gain knowledge in the fields of the arts, humanities, mathematics, natural
sciences, and social sciences.
WHEELOCK COLLEGE 2008-2009

4. To achieve the ability to engage in reflection, to analyze and interpret complex
materials in print and other media, and to articulate an understanding of that
material in both writing and speech. To begin to understand connections between
the disciplines.
54
5. To learn about human development across the lifespan.
6. To expand knowledge of world geography, and cultures and institutions around
the globe, through coursework, language study, or study abroad.
7. To develop an understanding of the influence of race, class, culture, gender, sexual
orientation, ethnicity, and disability on human experience. To develop an
understanding of racism and other forms of systemic bias.
U NDERGRADUATE S TUDIES
8. To learn about the human service professions through coursework and practice in
the field. To begin to develop the ability to work across professional lines and to
value and understand the work of professions other than one’s own.
9. To cultivate a respect for others and an understanding of ethical behavior and civic
responsibility.
The General Education program has two components: Core Requirements and Arts
and Sciences Requirements. Credits earned are counted toward the undergraduate
degree.
CORE REQUIREMENTS
Core Requirements form the foundation for all academic work at Wheelock College.
Specified courses in reading and writing, mathematics, and human development
provide theory and practice essential to success in other coursework in the arts and
sciences and professional disciplines.
Critical Reading and Writing (4 or 8 credits)
(ENG 110 and 111)
Students are placed in a one semester or year-long course intended to develop skills in
critical thinking and written expression. An examination will be given to determine a
student’s placement for this requirement.
Mathematics (8 credits)
(MAT 120/170, 130/131/132, 140/141)
Courses emphasize the use of reasoning in solving mathematical problems, and are
geared toward developing an understanding of mathematical concepts and processes
within contexts interesting to students. Some courses require students to pass an entry
exam. Some majors require specific courses.
Human Growth and Development (HGD) (8 credits)
(HDP 120/122 and 121/123 or HDP 124-127)
This full-year psychology course, taken during the first year, focuses on individual
growth and development from birth through old age. Students have two field work
experiences in which they work with children and adults and learn observational
techniques. This course is the foundation for professional courses taken during the
junior and senior year.
WHEELOCK COLLEGE 2008-2009

ADDITIONAL CORE REQUIREMENTS
Background Checks for HGD Placements and other Field Experiences
In December 1996, Massachusetts passed a law requiring certain agencies serving
children and the elderly to conduct Criminal Offender Record Inquiry (CORI)
background checks on all volunteers and staff retained or hired after March 1997. In
April 2007, the Department of Early Education and Care added a required DSS
(Department of Social Services) background check in addition to the CORI. A few
agencies also require a SORI (Sexual Offender Record Inquiry) check. The purpose of
these background checks is to try to protect both the very young and the very old from
exposure to abuse by those who have a history of abusing children and/or elderly persons.
55
Students should be aware that these background checks have become more routine,
and they may be asked be schools, hospitals, community service agencies and other
placement sites to obtain background clearance.
First Aid (0 credits)
All students are required to complete the First Aid, Health, and Personal safety course
offered by the American Red Cross or an equivalent course that includes first aid,
health, personal safety, and nutrition in order to graduate from Wheelock.
Registration information may be obtained from the American Red Cross or from the
Office of the Registrar.
ARTS AND SCIENCES REQUIREMENTS
Courses to be selected from these categories:
Arts (4 credits)
Includes courses in studio and performance arts, and history/literature of music,
theatre, and the visual arts (AMT, MUS, THE, and VIS designations)
History, Civilization, and Cultures (8 credits)
Includes history and other courses that place subject matter in historical context.
One of the two courses must be a history course (HIS designation)
U NDERGRADUATE S TUDIES
One of the two courses must focus on the United States (US), and the other must
cover areas of the world outside the United States (Global)
Literature
Includes literature (LIT designation) and dramatic literature courses (some courses
with THE designation).
Life Sciences (4 credits)
Courses with LSC designation
Physical Sciences (4 credits)
Courses with PSC designation
Social Sciences (8-12 credits)
One course each from two of the following disciplines: Anthropology, Sociology,
Economics, Political Science, or Psychology. May also include other courses with
social science content such as Philosophy and American Studies. Note: Students
majoring in Human Development cannot use psychology courses to fulfill this
requirement.
WHEELOCK COLLEGE 2008-2009

Multicultural Requirement
One course taken either for general education, the major, or as an elective, must carry
the multicultural designation.
56
U NDERGRADUATE S TUDIES
Writing Requirement
All undergraduate students at Wheelock are required to take the Wheelock Literacy
and Communication Exam (WLCE), and pass all sections before entering practicum
and/or designated pre-practicum and professional courses. The exam is also a
graduation requirement for students who do not have a professional major and decide
to obtain an arts and sciences bachelor’s degree instead. Students who are enrolled in
education programs and who pass the Communications and Literacy Skills Test, one
of the Massachusetts Tests for Educator Licensure (MTEL), are exempted from the
requirement to pass the WLCE.
In addition, one course designated as a writing intensive course must be taken after
successful completion of the first-year English requirement (ENG 111). This course
may be taken to fulfill a requirement in the Arts and Sciences categories of the
General Education Requirements, in the Major, or in the Professional Major, or it
may be taken as an elective. The College recommends that students complete this
requirement in the sophomore or junior year.
INDIVIDUALIZED OPPORTUNITIES
Individual initiative is supported at Wheelock in both the academic and professional
domains. The College has established programs to encourage students to undertake
intensive study in traditional disciplines or innovative explorations of their own
scholarly, cultural, and civic interests.
Honors Program
The Wheelock Honors Program offers a challenging course of study to
undergraduates who seek to distinguish themselves by meeting high academic
expectations. Students in the Honors Program complete eight honors courses and
then undertake an independent project under the mentorship of a faculty member.
Each semester, honors students additionally participate in a forum on a special topic of
their choosing. Honors courses at the College are open to all students who seek to
immerse themselves in a demanding intellectual experience, but students are admitted
to the Honors Program through successful application or by meeting GPA and SAT
requirements. Entering first-year students are automatically eligible for admission into
the program if they have a high school GPA average of 3.5 or higher and an SAT
score (combined Critical Reading and Math Sections) of at least 1100. For more
information about the Honors Program and how to apply, please visit the College web
site at http://www.wheelock.edu/honors/
WHEELOCK COLLEGE 2008-2009

Independent Study
Independent Study offers students an opportunity to do self-directed, advanced work
in an area of academic interest with the guidance of a faculty member. The topic of
the independent work goes beyond the scope of courses offered in any discipline area.
Students initiate the planning of an Independent Study in consultation with a faculty
member. The academic work is usually completed in one semester. Independent Study
carries a 400 course number and the designation of the academic discipline. Students
must complete an Independent Study Proposal form, available in the Office of
Records and Registration, before beginning the course work. An Independent Study
typically does not apply to General Education requirements; to use an Independent
Study to satisfy a requirement, the student must petition the Scholastic Review Board.
57
Self-Designed Major
In very special circumstances, a student may work with advisors to propose an
Individualized Program of Study. This is a comprehensive, independent learning
experience designed to take the place of a Professional Studies major or Arts and
Sciences major. Students who wish to pursue this option must submit, in consultation
with a faculty member in the appropriate academic area, a proposal and a detailed
academic map to the Scholastic Review Board for approval. For additional
information, contact the Office of Academic Advising and Assistance.
Study Abroad
Study abroad is possible and encouraged for interested students. Assistance in the selection
of a study abroad program is available in the Office of Academic Advising and Assistance.
The Presidential International Service Learning Program
The Presidential International Service Learning Program is currently coordinated by
the Center for International Education, Leadership, and Innovation. This crosscultural
initiative is designed to promote global understanding and literacy, and an
international educational experience among faculty, learners, and alumni in the greater
Wheelock College community. Under this program, Wheelock College faculty
members design short-term international travel experiences for students and alumni
that include a significant community engagement component. Each service learning
experience is linked to a for-credit on-campus course that prepares the students to
focus in on the subjects, cultures, and issues being studied during the travel experience.
U NDERGRADUATE S TUDIES
The number and location of trips varies each academic year. Information about
available Presidential International Service Learning Programs is posted on the
Wheelock College website.
WHEELOCK COLLEGE 2008-2009

SCHOOL OF ARTS AND SCIENCES
Shirley Malone Fenner, Ed.D., Dean
58
ARTS AND SCIENCES MAJORS
Five of the six undergraduate majors are in the Arts and Sciences. All students must
choose one major and complete the requirements described here.
U NDERGRADUATE S TUDIES
The five Arts and Sciences majors are American Studies, Arts, Human Development,
Humanities, and Mathematics/Science. The Human Development major and the
Mathematics/Science major lead to the Bachelor of Science (B.S.) degree. The
American Studies major, and the Arts major, and the Humanities major lead to the
Bachelor of Arts (B.A.) degree. Students who wish to become teachers or child life
specialists must choose one of the Arts and Sciences majors. In addition, these
students select an appropriate professional major in one of four areas: Child Life,
Early Childhood Care and Education, Elementary Education, or Special Education.
Students who wish to work in Juvenile Justice and Youth Advocacy choose to major in
either Social Work or one of the Arts and Sciences majors. A student may elect to
pursue an Arts and Sciences major without a professional major.
AMERICAN STUDIES MAJOR / B.A. DEGREE
American Studies Major with Professional Major—36 Credits
American Studies Major without Professional Major—40 Credits
With its varied approaches to understanding culture, American Studies provides a
framework for an in-depth analysis of the history, nature and dynamics of America as
a multicultural society. The American Studies major is an interdisciplinary program
that permits students to combine interests in sociology, history, literature, political
science, art and psychology. Students will develop an individualized focus in
consultation with their advisor that allows for a flexible, individualized program of
study. Suggested areas of focus include; Popular Culture and Representation, Race and
Ethnic Studies, and Women’s Studies.
Students are encouraged to take courses that combine their personal interests with
intellectual inquiry as a way to develop a reflective and critical approach to cultural
practices and institutions. American Studies, with its focus on the ways historically
oppressed groups have fought for social justice and helped shape American Society, offers
students a multicultural lens that complements professional preparation for the fields of
teaching, social work, juvenile justice and youth advocacy, and child life. The major is also
recommended for students interested in pursuing a graduate degree in related areas.
AMERICAN STUDIES WITH PROFESSIONAL MAJOR/36 CREDITS
Requirements (12 credits)
AST 160 American Identities (4 credits)
HDS 106 Sociology of Minority Groups (4 credits)
American Government, History, Literature, Philosophy
Survey Courses (4 credits)
WHEELOCK COLLEGE 2008-2009

Courses used to meet this requirement may not be counted toward the individualized
focus area.
Select One
AST 150 Introduction to American Government
AST 256 Gender and Politics
HIS 165 America Through the Civil War
HIS 167 America Since the Civil War
HIS 245 Women in America
LIT 215 Survey of American Literature
LIT 245 Native American Literature
LIT 246 African-American Literature
PHL 230 American Philosophy
59
Intermediate (4 credits)
Courses used to meet this requirement may not be counted toward the individualized
focus area.
Select one
AST 215 Political and Social Change in America
AST 220 Coming to America
AST 257 Race in America
AST 285 Children and Families in American Society
Advanced (4 credits)
Select One
AST 403 Senior Seminar in American Studies
AST 410 Internship in American Studies
AMERICAN STUDIES MAJOR WITHOUT PROFESSIONAL MAJOR
(40 CREDITS)
The 40 credit major requires one additional advanced course (4 credits)
Select One:
An additional advanced course in American Studies
An internship if not already completed as an advanced course
An advanced course in either the Humanities or Art History
An advanced course at one of the Colleges of the Fenway (to be decided with an
advisor)
U NDERGRADUATE S TUDIES
Individualized focus area (16 Credits)
In selecting their electives, students will work with an advisor to develop an area
of study. The wide range of courses offered allows students to create a
coherent focus around themes, topics, periods or debates within
American culture. Examples of themes/topics includes Race and
Ethnic Studies, Women’s Studies, and Popular Culture. Students must
complete at least one intermediate course and one advanced course.
COURSES IN AMERICAN STUDIES:
Introductory:
AST 240 Media and Race in American Society
HDA 260 Anthropology of American Men
HDS 103 Women, Culture and Society
WHEELOCK COLLEGE 2008-2009

60
HDS 105
HIS 165
HIS 167
HIS 215
HIS 235
LIT 180
MUS 130
Sociology of the Media
America Through the Civil War
America Since the Civil War
Africa and Its Global Encounters
America and the World
Film and Fiction
American Popular Music
U NDERGRADUATE S TUDIES
Intermediate
AST 215 Political and Social Change in America
AST 220 Coming to America
AST 256 Gender and Politics
AST 257 Race in America
AST 265 Studies in American Popular Culture
AST 285 Children and Families in American Society
HDP 282 Children and the Media
HDP 336 Psychological Theories and Women’s Lives
HIS 245 Women in America
HIS 269 The Sixties
HUM 270 Asian-American Experiences
LIT 215 Survey of American Literature
LIT 225 African Literature
LIT 226 Literature and History of the Caribbean
LIT 230 African-American Women Writers
LIT 245 Native-American Literature
LIT 246 African American Literature
MUS 230 African-American Music
MUS 240 World Music Traditions
PHL 205 Philosophies of Social Justice
PHL 230 American Philosophy
PHL 240 Great Ages and Ideas of the Jewish People
THE 238 African-American Theatre
VIS 265 Women, Art and Society
Advanced
AST 365
HDS 332
HIS 402
HIS 414
LIT 388
THE 305
Studies in American Popular Culture
Feminist Theories
Advanced Studies in History
Social History of America’s Working People
Advanced Studies in the Novel
African and Caribbean Theatre
ARTS MAJOR / B.A. DEGREE
Arts Major with Professional Major—36 Credits
Arts Major without Professional Major—48 Credits
The Arts major offers programs in Music, Theatre, and Visual Arts. Students
participate in the creative process, acquire theoretical tools for evaluating their own
WHEELOCK COLLEGE 2008-2009

and others’ work, and study the history and literature of their chosen discipline. In
addition to its value in supporting the interests of individual students, the major
complements professional preparation in teaching, juvenile justice and youth advocacy,
and child life. The arts have always provided people with a means of communicating
ideas and reflecting on human experience. Students who have explored and developed
their own creative processes are in an excellent position to nurture creative potential in
the children with whom they work. Skills in performance and studio art can be a vital
tool for practitioners in learning and therapeutic environments. Knowledge gained in
studying the history and literature of the arts can have a direct impact on the richness
of curriculum offered in the early childhood and elementary grades.
61
REQUIREMENTS FOR CLASS OF 2009:
Arts Major with Professional Major
AMT 101 Introduction to the Arts (4 credits)
(With permission, students may substitute another arts course for AMT 101.)
AMT 254 Aesthetics: Philosophy of the Arts (4 credits)
Focus (28 credits)
Students choose a focus in music, theatre, or visual arts. With an advisor in the
discipline, a student selects a coordinated sequence of courses designed to build
knowledge and skills in that area. Within each focus students must complete a
designated introductory course, a course in the history or literature of the
discipline, and two advanced level courses. For one of the advanced courses
students may choose AMT 412, Internship in the Arts. The internship places
majors in a 150-hour work experience in the arts. Students may work with
specialized visual arts, theatre, or music teachers in school settings; apprentice
with working artists; contribute to professional theatre groups; work in galleries;
or assist with education programs at area museums. Students interested in
pursuing this option must consult with the Chair of the Arts Department at
least one semester prior to enrolling in the internship.
U NDERGRADUATE S TUDIES
Music Focus Requirements:
Students who choose the music focus may wish to develop performance skills in
vocal or instrumental music, or may wish to study the history of music. For any
program, Introduction to Music provides basic technical language and skills
necessary for later work. Students interested in performance should meet with a
Music faculty member as early as possible to audition and discuss a plan of
study. Colleges of the Fenway Chorus and Orchestra offer opportunities for
performance.
MUS 126 Introduction to Music (4 credits)
Four Introductory or intermediate courses (16 credits)
Two advanced level courses (8 credits)
Theatre Focus Requirements:
Students who choose the theatre focus may wish to concentrate on developing
performance skills, may be primarily interested in the technical aspects of
theatre, or they may prefer to study dramatic literature from a variety of cultures
and historical periods. Introduction to Theatre provides a strong, basic
WHEELOCK COLLEGE 2008-2009

understanding of all aspects of theatre production, from text to performance.
The Wheelock Family Theatre and the Theatre Club offer in-class and
extracurricular experiences.
62
THE 126 Introduction to Theatre (4 credits)
One dramatic literature course (4 credits)
Three introductory or intermediate courses (12 credits)
Two advanced level courses (8 credits)
U NDERGRADUATE S TUDIES
Visual Arts Focus Requirements:
Students choosing the visual arts focus may develop studio skills or study the
history of art. Offerings in studio art include Design, Drawing, Painting,
Printmaking, Pottery, and Photography. A variety of art history courses are
offered. The basic principles of visual organization taught in Design or in
Drawing provide the necessary foundation for these courses.
VIS 125 Introduction to Design or VIS 130 Drawing (4 credits)
One art history course (4 credits)
Three introductory or intermediate courses (12 credits)
Two advanced level courses (8 credits)
For descriptions of course offerings in the arts, please refer to the Arts, Music, Theatre,
and Visual Arts headings in the Courses of Instruction section of this catalog.
REQUIREMENTS FOR CLASS OF 2010 AND 2011:
AMT 101 Introduction to the Arts (4 credits)
(With permission, students may substitute another arts course for AMT 101)
AMT 254 Aesthetics (4 credits)
Focus: 28 credits
Students choose a focus in music, theatre (performance or dramatic literature
sequences), or the visual arts (studio or art history sequences).
Music Focus Requirements:
MUS 126 Introduction to Music (4 credits)
MUS 130 American Popular Music (4 credits)
Three introductory or intermediate courses in music (12 credits)
Two advanced courses in music (8 credits).*
Theatre Focus Performance Sequence Requirements:
THE 126 Introduction to Theatre (4 credits)
THE 203 Improvisation (4 credits)
THE 205 Acting (4 credits)
Two introductory or intermediate courses in theatre performance (one course in
dramatic literature may be substituted) (8 credits)
Two advanced courses in theatre performance (8 credits)*
Theater Focus Dramatic Literature Sequence Requirements:
THE 126 Introduction to Theater (4 credits)
WHEELOCK COLLEGE 2008-2009

Four intermediate courses in dramatic literature (one course in theater
performance may be substituted) (16 credits)
Two advanced courses in dramatic literature (8 credits)*
Visual Art Focus Studio Sequence Requirements:
VIS 125 Design (4 credits)
VIS 130 Drawing (4 credits)
One art history (4 credits)
63
Two intermediate courses in studio art (8 credits)
Two advanced courses in studio art (8 credits).*
Visual Art Focus History Sequence Requirements:
VIS 112 Western Art: Renaissance to Modern (4 credits)
HUM 201 Introduction to the Humanities (4 credits)
One introductory or intermediate studio art course (4 credits)
Three intermediate or advanced art history courses; one must be a non-western
art tradition (for example: African or Asian Art) (12 credits)
VIS 400 Independent Research in Art History (4 credits)*
*Only one independent study may be counted toward the major. Students must
complete all required focus courses before requesting an independent study.
Normally independent studies will only be granted in areas where advanced
courses are unavailable, and only a limited number can be granted in any
semester. See the department chair as early as possible in the semester before
you plan to enroll for an independent study.
Options for Additional Work:
40-credit Option
Complete one of the following courses in addition to the 36 credit major
requirements:
U NDERGRADUATE S TUDIES
AMT 412 Internship in the Arts – 150 hour placement in an arts organization
AMT 430 Senior Thesis/Project in the Arts – Proposals must be submitted to
the arts faculty, and students must obtain approval before registering.
Students must have completed the focus prior to the semester in
which they propose to undertake a senior thesis or project.
Collaborative and interdisciplinary projects are encouraged.
These courses will normally be taken in the senior year, and are available
through consultation with the Chair of the Arts Department and relevant
faculty members.
REQUIREMENTS FOR CLASSES OF 2012 AND LATER
The Arts Department offers two focus areas, one in Performing Arts (Music, Theatre,
and Dance) and the other in Visual Arts (Studio Art and Art History), with different
formats depending on students’ professional goals.
WHEELOCK COLLEGE 2008-2009

Students who are uncertain about choosing between the two focus areas may take one
course in each, or take AMT 101 Introduction to the Arts, before deciding. The
department will accept the credit for the arts course outside the chosen major as one
of the electives.
64
Students are encouraged to follow the sequences outlined below as closely as possible.
FOR STUDENTS WITH PROFESSIONAL MAJORS:
9 courses/36 credits
PERFORMING ARTS
• One introductory level course (100 level) in music, theatre, or dance (4 credits)
U NDERGRADUATE S TUDIES
• Two history or literature courses, one from each of two different art forms (for
example one music history course and one dramatic literature course) (8 credits)
• 2 electives in music, theatre, or dance (8 credits)
• Either Movement and Drama for Children or Music for Children (4 credits); to
be taken after completion of the introductory course, the two history/literature
courses, and 2 electives
• AMT 254 Aesthetics (4 credits)
• Two advanced courses in music, theatre, or dance* (8 credits)
• Submission of portfolio
VISUAL ARTS
• VIS 125 Introduction to Design (4 credits)
• VIS 130 Drawing (4 credits)
• One Art History course (4 credits)
• AMT 254 Aesthetics (4 credits)
• Three studio art electives (12 credits)
• Two advanced studio art courses* (8 credits)
• Submission of portfolio
* Only one independent study can be applied to the advanced course requirement.
AMT 412 Internship in the Arts (4 credits), a 150-hour placement in an arts
organization, may be substituted for one of the advanced courses, or may be taken in
addition to the 36 credit major.
Arts Major without Professional Major (48 credits)
Students opting to major in the Arts without a second major should follow the
Requirements for the 36-credit major as listed above and add the following, for a total
of 48 credits:*
One free art elective
One additional course in the focus
WHEELOCK COLLEGE 2008-2009

One additional advanced course in the focus
*48-credit majors must include AMT 412: Internship in the Arts as one of
the advanced focus courses.
Art Therapy Specialization
(For Visual Arts students only)
The 48-credit major can be preparation for an Art Therapy specialization. Students
must take two courses in Art Therapy at Emmanuel College in the senior year (one of
which replaces AMT 412). Interested students should consult the Chair of the Arts
Department prior to the Junior year.
65
MINOR PROGRAMS:
Music – MUS 126 (Introduction to Music) and three other MUS courses
Theater – THE 126 (Introduction to Theater) and three other THE courses
Visual Arts – VIS 125 (Design) or VIS 130 (Drawing) and three other VIS courses
Community Arts – VIS 278 (Art for Children), MUS 279 (Music for Children),
THE 277 (Drama for Children), and one studio or performance course in the arts.
HUMAN DEVELOPMENT MAJOR / B.S. DEGREE / 36 CREDITS
The Human Development major is rooted in the intellectual traditions of psychology,
sociology and anthropology. The theories, research and practices of this
multidisciplinary field of inquiry contribute to a greater understanding of human
experience in our complex and changing world. Human Development over the life
course is studied in cultural, social, historical and political contexts. Students are
encouraged to explore the relevance of the field to their personal experiences and
professional growth and to formulate new research questions and policy agendas for
improving the quality of the lives of children, families and communities.
This major, with its emphasis on development, is designed to provide in-depth study
in an area that complements professional preparation for the fields of teaching, social
work, juvenile justice and youth advocacy, and child life. The major is also
recommended for students interested in pursuing graduate study in related areas.
U NDERGRADUATE S TUDIES
Requirements:
Students must take 36 credit hours of course work in Human Development,
consisting of a multi-disciplinary core of 16 credits and 20 credits in one of three focus
areas: Psychology, Sociology, or Children, Families and Culture. Courses taken to
fulfill multi-disciplinary core requirements can not be used to fulfill focus area
requirements.
Multi-disciplinary Core (16 Credits)
Students must complete a course in each discipline of the major (psychology,
sociology, and anthropology) and a research methods course to meet the multidisciplinary
core requirement. Human Growth and Development, a college
requirement for all first year students, also counts as the psychology course in the
multi-disciplinary core:
WHEELOCK COLLEGE 2008-2009

66
Human Growth and Development (select one) 4 credits
HDP 120/122 - 121/123 Human Growth and Development (4 credits count
toward major) or
HDP 124/126 - 125/127 Human Growth and Development Intensive
(4 credits count toward major)
and
Anthropology (select one) 4 credits
HDA 120 Cultural Anthropology
HDA 266 Anthropology and the Family
and
U NDERGRADUATE S TUDIES
Sociology (select one) 4 credits
HDS 101 Introduction to Sociology
HDS 102 Sociology of Everyday Life
HDS 103 Women, Culture and Society
HDS 104 Studying the Social Worlds of Children
HDS 105 Sociology of Media
HDS 106 Sociology of Minority Groups
Research Methods (select one) 4 credits
HDP 264 Research Methods
HDS 264 Sociological Research Methods
Focus (20 credits)
In addition to the multidisciplinary core requirement, students must complete 20
credits in one of three focus areas: Psychology, Sociology, or Children, Families and
Culture. In each focus area, students must take a combination of introductory,
intermediate and advanced courses.
I. Psychology Focus (20 credits)
This focus examines the psychological characteristics, processes, and behaviors of the
individual and the patterns of constancy and change that occur across the lifespan.
Courses consider the multiple contexts that individuals operate within and the many
social, cultural, and political influences they experience.
Introductory Courses (Take 4 credits)
HDP 102 General Psychology
HDP 104 Social Psychology
Intermediate Courses (Take 4-8 credits)
HDP 220 Theories of Personality
HDP 221 Family Theories
HDP 222 Language and Culture
HDP 223 Abnormal Psychology
HDP 224 Theories of Emotional Development
HDP 227 Language Development
HDP 257 Infant and Toddler Behavior and Development
HDP 265 Achievement Motivation
HDP 270 Psychology of Gender
HDP 290 Children with Special Needs
WHEELOCK COLLEGE 2008-2009

Advanced Courses (Take 8-12 credits)
HDP 301 Counseling Psychology
HDP 352 Cognitive Development
HDP 362 Meaning and Development of Play
HDP 366 Adolescent Development
HDP 368 Adult Development
HDP 379/80 Emotional Problems of Children
HDP 382 Nature of Linguistic Knowledge
Students choosing to major in human development with a psychology focus may
combine their major with the following professional majors and certificates: Child
Life, Juvenile Justice and Youth Advocacy, Human Service Certificate, Early
Childhood Education, Elementary Education, and Speical Education. Instead of a
professional major, some students may also want to double major in Social Work,
Humanities, Math/Science, American Studies or the Arts.
Students with a major in Elementary Education should consider taking one or more
of the following courses as part of their psychology focus:
HDP 224 Theories of Emotional Development
HDP 227 Language Development
HDP 352 Cognitive Development
Students majoring in human development with a focus in psychology may also pursue
an extended major without a professional major by taking an additional 4 advanced
credits. Students interested in completing additional fieldwork may do so as an
independent study with a faculty advisor.
Students interested in graduate study in clinical or counseling psychology should
complete the following courses as part of their psychology focus or extended major.
HDP 102 General Psychology
HDP 220 Theories of Personality
HDP 223 Abnormal Psychology
HDP 301 Counseling Psychology
II. Sociology Focus (20 credits)
This focus introduces students to the various ways that sociologists understand how
individuals, groups and societies work together and change over time. Course topics
range from face-to-face interaction and everyday life behavior to broader issues such as
poverty, deviance, and racism.
U NDERGRADUATE S TUDIES
67
Introductory Level (Take 4 credits)
HDS 101 Introduction to Sociology
HDS 102 Sociology of Everyday Life
HDS 103 Women, Culture and Society
HDS 104 Studying the Social Worlds of Children
HDS 105 Sociology of Media
HDS 106 Sociology of Minority Groups
Intermediate Level (Take 4- 8 credits)
AST 215 Political and Social Change in America
AST 220 Coming to America
WHEELOCK COLLEGE 2008-2009

AST 285 Children and Families in American Society
HDS 225 Cross-Cultural Perspectives on Health and Illness
68
U NDERGRADUATE S TUDIES
Advanced (Take 8 - 12 credits)
HDS 332 Feminist Theories: Controversies and Current Issues
HDS 343 On Being Different: Sociological Perspectives
HDS 357 Sociological Studies of Children: Recent Works
HIS 414 Social History of America’s Working People
Students choosing to major in human development with a sociology focus may
combine their major with the following professional majors and certificates: Juvenile
Justice and Youth Advocacy, Human Service Certificate, Child Life, Early Childhood,
Elementary Education and Special Education (Moderate Disabilities). Instead of a
professional major, some students may also want to double major in Social Work,
Humanities, Math/Science, American Studies or the Arts.
Students majoring in human development with a focus in sociology may also pursue
an extended major without a professional major by taking an additional 4 advanced
credits. Students interested in completing additional fieldwork may do so as an
independent study with a faculty advisor.
III. Focus on Children, Families and Culture (20 credits)
This focus explicitly foregrounds the relationships between children, families and
society/culture. Students must take a variety of introductory, intermediate and
advanced courses. One of these advanced courses should be in sociology (HDS prefix).
Introductory Courses (Take 4 credits)
HDS 103 Women, Culture and Society
HDS 104 Studying the Social Worlds of Children
HDS 105 Sociology of Media
HDS 106 Sociology of Minority Groups
Intermediate Courses (Take 4-8 credits)
AST 285 Children and Families in American Society
HDA 266 Anthropology and the Family
HDP 214 Violence in Lives of Children and Families
HDP 221 Family Theories
HDP 222 Language and Culture
HDP 282 Children and the Media
Advanced Courses (Take 8 -12credits, including 4 credits in Sociology—HDS
prefix)
HDP 316 Children’s Political Lives
HDP 358 Cross-Cultural Perspectives on Child Care
HDP 362 Meaning and Development of Play
HDS 332 Feminist Theories: Controversies and Current Issues
HDS 343 On Being Different: Sociological Perspectives
HDS 357 Sociological Studies of Children: Recent Works
Students choosing to major in human development with a focus on children, families
and culture may combine their major with the following professional majors and
certificates: Child Life, Juvenile Justice and Youth Advocacy, Human Service
Certificate, Early Childhood Education,Elementary Education and Special Education
WHEELOCK COLLEGE 2008-2009

(Moderate Disabilities). Instead of a professional major, some students may also want
to double major in Social Work, Humanities, Math/Science, American Studies or the
Arts.
Students majoring in human development with a focus on children, families and
culture may also pursue an extended major without a professional major by taking an
additional 4 advanced credits. Students interested in completing additional fieldwork
may do so as an independent study with a faculty advisor.
69
HUMANITIES MAJOR / B.A. DEGREE
The Humanities major is a multidisciplinary major based in history, literature, and
philosophy. The major introduces the origin of the idea of “humanities” as humancentered
inquiry, and explores its broadened meaning in our time. The major enables
students to consider a variety of responses to questions of value, identity, and meaning
as expressed in the histories, literatures, philosophies, religions, and arts of different
cultures. An aim of the Humanities major is to develop in students an appreciation
not only of their own intellectual heritages but also of the cultural legacies of other
peoples. In Humanities courses, students are encouraged to explore the changing lives
of women, people of color, and working people throughout the world.
The Humanities major complements professional preparation for the fields of
teaching, social work and child life. It provides a lens through which students can
view, reflect on, and understand human experience.
Requirements (20 credits)
HUM 201 Introduction to the Humanities (4 credits)
Global Perspectives Course (4 credits)
Humanities or Art History course at the intermediate or advanced level (4 credits)
Integrated Course (4 credits)
HUM 450 Research Seminar in the Humanities (4 credits)
U NDERGRADUATE S TUDIES
Focus (16 credits)
Students select a focus in one of the following disciplines: literature, history, or
philosophy. At least 4 credits in the focus must be at the advanced level.
Global Perspectives Courses:
These are courses based in Asian, African, or Latin American cultures.
HIS 210
HIS 215
LIT 226
LIT 225
MUS 240
PHL 215
THE 305
Encounters Between East and West in World History
Africa and its Global Encounters
Literature and History of the Caribbean
African Literature
World Music Traditions
Asian Thought
African and Caribbean Theatre
Integrated Courses:
These are courses that integrate at least two disciplines.
WHEELOCK COLLEGE 2008-2009

70
U NDERGRADUATE S TUDIES
AST 160 American Identities
AST 215 Political and Social Change in America
HIS 194 Europe in the Age of Discovery
HIS 208 Twentieth Century European History
HUM 270 Asian-American Experiences
LIT 226 Literature and History of the Caribbean
LIT 225 African Literature
LIT 240 The English Renaissance
LIT 270 The American Reniassance
LIT 262 Shakespeare
LIT 263 The Epic: Heroes and Monsters
LIT 301 Medieval Literature: Epic and Romance
PHL 240 Great Ages and Ideas of the Jewish People
Courses
History courses in the Humanities program seek to deepen students’ understanding of
the past. They introduce students to the analytical distinctions between what
happened in the past and what is written about it (historiography). Courses engage
students in the principal intellectual activities of historians: discerning and weighing
historical interpretations (secondary sources), and constructing historical
interpretations from documents and artifacts (primary sources). Courses pose
historical questions; establish the context of historical materials; and select, analyze,
synthesize, and arrange historical evidence. Students are encouraged to enter debates,
confronting and grappling with historical problems.
Literature courses help students discover and build on their own strengths as readers,
writers, and literary critics. Engagement with literary texts is both personal and
critical. On a personal level, reading literature allows imaginative access to people,
places, writing styles, and cultures. Literature classes also teach analytic skills. In class
discussions and written assignments, students learn how to recognize and interpret
literary elements including plot, character, structure, theme, genre, irony, and
metaphor. Literature classes are usually organized around genres (novels or poetry),
particular writers or groups of writers (Toni Morrison, Shakespeare, or the American
Renaissance), or broad surveys of national, regional, or ethnic literatures. Literature
courses provide tools for seeing and understanding the creativity and diversity of
human thought, experience, and culture.
Philosophy courses at Wheelock are intended to involve students in the continuing
historical dialogue of philosophers, the goal of which is the development of critically
informed world views. These courses seek to help students learn to respond both
sympathetically and critically to points of view, whether familiar or foreign; to follow
and assess arguments aimed at establishing or rejecting aspects of worldviews; and to
grow toward an intellectually responsible framing of their own worldviews. Philosophy
courses may focus on different historical or cultural threads of dialogue or schools of
thought (World Religions, American Philosophy, Asian Thought,), or they may focus
on specific problems or issues or aspects of world-views (ethical theory, philosophy of
religion, philosophy of education, aesthetics). Depth in the discipline is achieved
largely through developing familiarity with patterns of thought through a variety of
historical periods or through cultural or religious locations, problems, or issues.
WHEELOCK COLLEGE 2008-2009

For descriptions of all courses that may be used in constructing a focus in the
Humanities major, refer to the History, Humanities, Literature, and Philosophy
headings in the Courses of Instruction section of this catalog.
HUMANITIES MAJOR WITHOUT PROFESSIONAL MAJOR (40 CREDITS)
Students who choose to major in the Humanities without a Professional program
follow the requirements for the 36-credit major as listed above and must also complete
an additional course in the focus at the intermediate or advanced level.
71
MATHEMATICS AND SCIENCES MAJOR / B.S. DEGREE
The Mathematics and Science Department offers a 36-credit major for students
electing a professional major and a 48-credit major for those students without a
professional major. There are three pathways through the 36-credit major:
Mathematics, Science, and Interdisciplinary. The pathways share the following goals:
• To help students experience the esthetic beauty and joy of intellectual achievement
associated with math and science.
• To help students develop skills in critical thinking, communicating ideas, and
modes of inquiry.
• To aid students in developing the skills to be engaged in the world as a
quantitatively and scientifically literate citizen.
The Mathematics and Science Pathways are designed especially for future leaders in
mathematics or science education. The Interdisciplinary Track is appropriate for a
variety of students, including education students who prefer a broader preparation in
both mathematics and science, students interested in environmental science who wish
to do a program in conjunction with the Colleges of the Fenway, and others who wish
to design their own programs, drawing on the resources of the department, in
conjunction with an advisor.
U NDERGRADUATE S TUDIES
Courses within the major emphasize developing knowledge through investigation,
collaborative learning, reflection, and communication. Besides including relevant
subject matter, they also model hands-on, minds-on ways of teaching mathematics
and science.
PATHWAY I: MATHEMATICS PATHWAY
The Mathematics Pathway is intended to be taken in conjunction with an Elementary
Education, Special Education or Early Childhood Education major. The pathway
helps students to:
• Develop skills in problem solving and posing, reasoning and proof, written and
oral mathematical communication, representation, and forming mathematical
connections.
• Attain a strong background in the mathematical content most relevant to the K-6
curriculum, including number and operation, algebra, geometry and measurement,
and probability statistics and data analysis.
WHEELOCK COLLEGE 2008-2009

• Acquire a significant amount of specialized mathematical knowledge for teaching,
and find links between conceptual understanding and pedagogical approaches to
teaching those concepts.
72
36 Credit Major:
Entry Requirements: Math 140/141 or Math 130/131/132. Students may begin
taking mathematics courses in the major concurrently with Math 132.
Required Core: 12 credits
MAT 230 Algebra and Number Theory
MAT 245 Geometry
MAT 255 Probability and Statistics
U NDERGRADUATE S TUDIES
Mathematics Selectives: 8 credits
Two additional mathematics courses: one must be advanced; the other may be
intermediate or advanced.
Seminar: 4 credits
Math 390 Mathematics Seminar
Science Courses: 12 credits
MSC 184 Science Inquiry and the Natural World
1 Additional Physical Science Course
1 Additional Life Science Course
At least one science course must be at the Intermediate or Advanced level.
48 Credit Major without Professional Major:
The Mathematics Pathway is intended to be taken in conjunction with an education
major; however, students who choose not to complete the major late in their program
can elect a 48-credit major without major. Such students also have the option of
switching to the Interdisciplinary Pathway.
For the 48-credit major without a professional major, students must complete the
requirements of the above 36 credit major, including Calculus I as one of the
mathematics selectives. The program must also include Calculus II (taken at another
college), and two additional advanced mathematics courses, decided in consultation
with an advisor.
Minor: 16 credits
MAT 230 Algebra and Number Theory
MAT 245 Geometry
MAT 255 Probability and Statistics
MAT 390 Mathematics Seminar
The Mathematics Minor is intended for students concentrating in education who
desire a strong preparation in mathematics, but do not wish to major in the subject.
Students are strongly encouraged to take these four designated courses as a minor;
however, in some cases, in consultation with an advisor, substitute courses may be
approved.
Students not interested in teaching may also do a general mathematics minor under
the Interdisciplinary Track.
WHEELOCK COLLEGE 2008-2009

PATHWAY II: SCIENCE PATHWAY
The Science Pathway is part of the Clear Sky Program at Wheelock College. Clear
Sky is a program to produce and support scientifically skilled and knowledgeable preservice
elementary teachers. The Science Pathway is intended to be taken in
conjunction with an Elementary, Special Education or Early Childhood Education
major. The pathway helps students to
73
• Clarify the concepts underlying the nature of science, scientific thinking, and
scientific modes of inquiry.
• Develop a level of expertise in science that comes from studying a discipline in
depth.
• Broaden their knowledge of science disciplines and the range of scientific study.
• Find links between science concepts and pedagogical approaches to teaching those
concepts.
36-Credit Major
The requirements of the Science Pathway can be divided into an induction course (4
credits), core domain courses (12 credits), minor core domain courses (8 credits), a
mathematics course (4 credits), a selective (4 credits), and a capstone course (4 credits).
There is also an educational core requirement. For the 2008-2009 academic year, the
available core domains will be human biology and environmental science, and the
available minor core domain will be physical science. In subsequent years, additional
domains will be available. No more than three courses in the major can be at the
introductory level. Students must take either Math 130/131/132 or Math 140/141 as
support courses for the major; credits for these courses do not count toward the major.
Induction Course: 4 credits
Students are strongly encouraged to take another introductory science course
either concurrently with the induction course or in the subsequent semester.
MSC 184 Science Inquiry and the Natural World
U NDERGRADUATE S TUDIES
Core Domain Courses: 12 credits
Must choose one of the core domains, and take one introductory, one
intermediate, and one advanced course in that domain.
Human Biology Core Domain:
Introductory Courses (4 credits)
LSC 152 Nutrition
LSC 153 Human Biology
Intermediate Courses (4 credits)
LSC 250 Human Physiology
LSC 280 Metabolic Processes in the Human Female
Advanced Courses (4 credits)
LSC 302 Human Diseases
LSC 305 Human Genetics
LSC 317 Human Embryology
WHEELOCK COLLEGE 2008-2009

Environmental Science Core Domain:
74
Introductory (4 credits)
LSC 151 Introduction to Plants and Animals
LSC 185 Discovering Planet Earth
LSC 192 The Living World
Intermediate Courses (4 credits)
LSC 254 Marine Biology
LSC 255 Marine Mammals and the Gulf of Maine
Advanced Courses (4 credits)
LSC 335 Environmental Impacts
LSC 400 Independent Studies in Life Science
U NDERGRADUATE S TUDIES
Minor Core Domain Courses – Physical Sciences: 8 credits
The minor core domain consists of two courses, either one at the introductory
and one at the intermediate level or one at the intermediate and one at the
advanced level.
Introductory courses:
PSC 152 Earth Science
PSC 154 Investigations in Physical Science
PSC 161 The Solar System
PSC 185 Discovering Planet Earth
PSC 191 The Physical Universe
Intermediate Courses:
PSC 250 Physical Processes in the Human Body
PSC 251 Principles of Chemistry
PSC 253 Introduction to Oceanography
Advanced courses:
PSC 305 Physical Oceanography
PSC 399 Field Studies in Environmental Science
PSC 400 Independent Studies in Physical Science
Mathematics Course: 4 credits
One of the following courses:
MAT 230 Algebra and Number Theory
MAT 245 Geometry
MAT 255 Probability and Statistics
MAT 280 Calculus I
Selective: 4 credits
Any mathematics or science course. Only a total of three courses in the major may
be at the introductory level. Students may complete an optional additional minor
core domain in mathematics by completing two of the above mathematics courses.
Capstone: 4 credits
MSC 401 Seminar in Critical Thinking
Education Requirement: 4 credits applied to education major
EDU 351 Teach and Learn Science in Early Childhood
WHEELOCK COLLEGE 2008-2009

PATHWAY III: INTERDISCIPLINARY PATHWAY
36-Credit Major
Mathematics Support Requirement:
Completion of the College Requirement in Mathematics. Students who use the
regular Concepts and Processes sequence (Math 130/131) for this requirement,
must also complete Math 132.
75
Introductory Science Course:
4 credits. Students must take one of the following courses in their first or
second year at Wheelock:
MSC 185 Discovering Planet Earth
PSC 191 The Physical Universe
LSC 192 The Living World
MSC 184 Science Inquiry in the Natural World
Students electing to take PSC 191 or LSC 192 are strongly encouraged to take
both courses (with the other course counting as a selective).
Intermediate or Advanced Mathematics Course: 4 credits. Students must take
one mathematics course at the 200 level or above.
Selectives: 24 credits. In conjunction with their academic advisors, students
determine the scope of the major. At least one course must be chosen from life
science, and one from physical science. At most, two courses can be at the
introductory level and at least one course must be at the advanced level.
Capstone: 4 credits. Students must take either MSC 401 Seminar in Critical
Thinking or MAT 390 Mathematics Seminar. Students may take both courses
(with one counting as a selective).
Minor: Working in conjunction with an advisor, students may design a 16-
credit minor in mathematics, physical, or life sciences.
U NDERGRADUATE S TUDIES
48 Credit Major without a Professional Major:
The Department of Mathematics/Science allows students who do not elect a
professional major, in Education or Child Life, to follow a course of study beyond the
36-credit major. After consulting with a Mathematics/Science academic advisor,
students may choose to focus their major in such areas as: environmental studies,
human biology, or mathematics. Students enrolled in this major may elect to take a
selection of courses in their area of focus, or may wish to incorporate a 4-8 credit Field
Study into their program of study.
ARTS AND SCIENCES MINORS
All undergraduates who major in the Arts and Sciences or Social Work, are
encouraged to pursue additional, focused study of the arts and sciences by fulfilling the
requirements for a minor in a field outside their major. Students design their minors
(16 credits) in consultation with a faculty member in the discipline. Only one course
in the minor may be counted toward another degree requirement.
WHEELOCK COLLEGE 2008-2009

SCHOOL OF EDUCATION AND CHILD LIFE
Eleonora Villegas-Reimers, Ed.D., Dean
76
PROFESSIONAL MAJORS
Students can prepare for careers as Child Life Specialists and Teachers through
professional majors completed in conjunction with an arts and sciences major.
Professional majors in education and child life and their requirements are outlined
below.
CHILD LIFE SPECIALIST / 36 CREDITS
U NDERGRADUATE S TUDIES
Beginning with students entering the College in Fall 2009, the Child Life program
will be a five-year program combining a BS or BA degree with an MS in Child Life;
for the most updated information on program requirements, check the Wheelock
website.
The Child Life program prepares child life specialists to work in inpatient, outpatient
and community-based health care settings. Through the use of play and other forms of
communication, the child life specialist functions as a member of the professional
health care team to help reduce the stress of hospitalization, illness and health care
procedures. Sensitivity to the emotional and developmental needs of children and
families of diverse backgrounds is stressed as an important concern of this field. For
information on child life certification, please refer to the Professional Licensure and
Certification section of this catalog.
Requirements:
Interested students are required to apply to be admitted into this major during their
sophomore year, and must meet with the Coordinator of the Undergraduate Child
Life program. The program includes two required internship experiences: Internship
Core I – the student works under the direct supervision and mentorship of a Certified
Child Life Specialist in a pediatric hospital; Internship Core II – the student works in
a non-health care setting. There is an opportunity for students in Internship Core I to
complete their internship on-campus or off-campus. Students must meet with the
Coordinator of the Child Life program to discuss this option and get approval to
pursue it.
Support Courses (4 credits)
These courses may also apply to the General Education Requirements.
LSC 153 Human Biology (4 credits)
or
LSC 302 Human Diseases (4 credits)
Students must fulfill the biology requirement prior to entering Internship
Core I
MAT 120 and MAT 170
WHEELOCK COLLEGE 2008-2009

Professional Core Courses
CLF 204 Child Health Systems (2 credits)
CLF 205 Introduction to Child Life (2 credits)
Open to second semester first year students and all sophomores.
CLF 350 Role of the Child Life Specialist (4 credits)
Open to junior level students only. Please refer to course prerequisites. All
sections of the WLCE must be completed by the course selection deadline.
77
Internship Core I
CLF 421 Child Life Methods and Materials (4 credits)
CLF 423 Issues and Processes Seminar (2-4 credits)*
*Students completing an off-campus internship receive 4 credits
CLP 472 Child Life Internship (400 hour) (8 credits)
Open to second-semester juniors and first-semester seniors. Please refer to
Internship Core I course prerequisites.
Internship Core II
CLF 452 Integrative Seminar in Child Life (2 credits)
CLP 474 Alternative Applications of Child Life (4 credits)
Open to students who have successfully completed Internship Core II course
prerequisites.
HDP 362 Meaning and Development of Play (4 credits)
It is recommended that students complete this course prior to Internship Core I
Selectives (4 credits)
The selectives requirement may be fulfilled by completing any course in Human
Development (HD), Child and Family Studies (CFS) or Professional Studies
(PRO), or one from the following list, provided the course has not been used to
fulfill any other requirement.
EDU 331 Multicultural Picture Books (2 credits)
and
EDU 332 Multicultural Chapter Books (2 credits)
EDU 346 Science Teaching and Learning: The Preschool and Elementary Years
(4 credits)
CFS 240 Helping Children Cope With Grief and Loss (4 credits)
PRO 417 Welcoming LGBT Families in Education and Human Services
(4 credits)
CLP 674 The Hospitalized Child in England (4 credits)
U NDERGRADUATE S TUDIES
EARLY CHILDHOOD INCLUSIVE CLASSROOM TEACHER / 38 CREDITS
Leading to Massachusetts Department of Elementary and Secondary Education
(ESE) Early Childhood Teacher of Students with and without Disabilities, Pre-K-
2, Initial License
The Early Childhood programprogram is recognized by the National Association for
the Education of Young Children (NAEYC), and it focuses on comprehensive
education and care of children birth to 8-years old, and professional interactions with
WHEELOCK COLLEGE 2008-2009

78
U NDERGRADUATE S TUDIES
their families and communities. Students study the foundations and principles of early
childhood education and special education in order to formulate a developmental
framework that will guide them in their practice in early childhood settings. Emphasis
is placed on responding to the developmental, cultural and racial uniqueness of each
child as students learn to design, implement and evaluate learning environments and
curricular activities. Each student completes two practica in public or private early
childhood settings. To complete this program and qualify for state licensure, students
must meet the program requirements, including: one full time practicum in a first or
second grade classroom, and one half-timepracticum in a pre-school setting with
children birth-to-6 years old.; successfully complete the Required Massachusetts Tests
for Educator Licensure (MTEL). In at least one setting, students must work with
some children with identified special needs. Concurrently with, or following the
second practicum, students may elect to complete an optional internship in a
Kindergarten or other approved early childhood setting (full or half-time). For
information on teacher licensure, please refer to the Professional Licensure and
Certification section of this catalog.
Support Courses
MAT 130 and MAT 131
Requirements:
Must be completed prior to entering the first practicum:
EDU 201 Orientation to Education Programs (0 credits)
EDU 255 Racial and Cultural Identities (2 credits)
EDU 305 Principles of Inclusive Early Childhood Education in a Diverse
Society (4 credits)
EDU 320 Mathematics for Young Children (4 credits)
EDU 327 Teaching Reading to Young Children (4 credits)
Prepare for, take, and pass the MTEL Communication and Literacy Skills tests.
Prior to or concurrently with Primary Practicum Core:
EDU 341 Assessment of Young Children with and without Special Needs (B-8)
(2 credits) (may be taken concurrently with, or following EDU 305)
EDU 328 Early Literacy for Young Children (2 credits)
Integrated Core I - Primary Level of Early Education (Grade 1 – 2)
MTEL Literacy & Communication Tests must be completed prior to
registering for practicum at course selection
EDP 437
EDP 436
Early Childhood Practicum and Seminar, Grades 1 and 2 (6 credits)
Teaching & Learning in the Primary Grades (4 credits)
Integrated Core II - Early Childhood Settings in Diverse Communities
(B – 6)
EDP 457 Early Childhood Practicum and Seminar (ages B-6) (4 credits)
EDP 456 Teaching & Collaboration in Diverse Early Childhood Settings
(4 credits)
WHEELOCK COLLEGE 2008-2009

Completion of Major
Both the MTEL Early Childhood Subject Test and the MTEL Foundations of
Reading Test must be completed prior to entering the Capstone course.
EDU 464
EDU 465
Seminar in Policy, Advocacy and Leadership in ECE (1 credit)
Capstone – Early Education (1 credit)
Optional Elective (for candidates who want to focus on kindergarten
classroom)
May be taken concurrently with or following Practicum Core II
79
EDP 467
Kindergarten/Early Childhood Internship (150 - 300 hr) (2–4 credits)
CHILD DEVELOPMENT SPECIALIST / 38 CREDITS
Leading to Massachusetts Early Education and Care (EEC) Certification
The nationally recognized Child Development Specialist major provides a variety of
options for students interested in working with children in early child care and other
ECE settings, such as museum work, publishing, and resource and referral. Students
interested in teaching in pre-school and early care settings might use courses and
experiences in this program as they apply to the Massachusetts Department of Early
Education and Care (EEC) for the lead teacher credential. Normally, these students
complete two ppractica with children birth to 5-years-old. Students follow the same
pre-practicum preparation as is required for all Early Childhood Inclusive teacher
concentrators. Students do their Integrated Core I full-time practicumin a
Kindergarten, and Integrated Core II half-time practicumin a child care
setting.Concurrent with or following the second practicum core, students may elect to
complete an optional internship (half to full time) such as Child Care Director, Work-
Family Directions, a different Pre-K age group, or any other approved early childhood
setting. For information on licensure for teachers, please refer to the Professional
Certification and Licensure section of this catalog.
U NDERGRADUATE S TUDIES
Support Courses
MAT 130 and MAT 131
Requirements:
Must be completed prior to entering the first practicum:
EDU 201 Orientation to Education Programs (0 credits)
EDU 255 Racial and Cultural Identities (2 credits)
EDU 305 Principles of Inclusive Early Childhood
Education in a Diverse Society (4 credits)
EDU 320 Mathematics for Young Children (4 credits)
EDU 327 Teaching Reading to Young Children (4 credits)
Must be taken prior to or concurrently with Primary Practicum Core
EDU 341 Assessment of Young Children with or
without special needs (B-8) (2 credits)
(may be taken concurrently with, or
following EDU 305)
EDU 328 Early Literacy for Young Children (2 credits)
WHEELOCK COLLEGE 2008-2009

Integrated Core I - Primary Level of Early Education (Grade K)
EDP 427 Early Childhood Practicum and Seminar Grade K (6 credits)
EDP 436 Teaching & Learning in the Primary Grades (4 credits)
80
Integrated Core II - Early Childhood Setting in Diverse Communities (B – 6)
EDP 457 Early Childhood Practicum and Seminar (B-6) (4 credits)
EDP 456 Teaching & Collaboration in Diverse Early Childhood Settings (B-6)
(4 credits)
U NDERGRADUATE S TUDIES
Completion of Major
EDU 462 Capstone: Child Development Specialist (1 credit)
EDU 464 Seminar in Policy, Advocacy and Leadership in ECE (1 credit)
Optional Electives (for candidates who are preparing for a center director
position after several years of teaching in early care settings, or for
candidates who want to focus on teaching in the kindergarten classroom)
may be taken concurrently with or following Practicum Core II
EDU 427 Child Care Management and Administration (4 credits)
Necessary for EEC Director Certification
EDP 467
Kindergarten/Early Childhood Internships (150-300 hr) (2-4 credits)
ELEMENTARY EDUCATION / 38 CREDITS
Leading to Massachusetts Department of Elementary and Secondary Education
(ESE) Elementary Teacher, 1-6, Initial License
The Elementary Education major prepares students to become teachers of elementary
school children in public and private schools, with a focus on urban settings. To be
eligible for sstate licensure through this program, students must meet the program
requirements including thethe successful completion ofof the required Massachusetts
Tests for Educator Licensure (MTEL). Students study the foundations of elementary
education, theories and methods of teaching and assessing student learning in
inclusive classrooms, and standards-based curriculum development. Students study the
arts and sciences disciplines including human development, and they build content
knowledge in the subject matter they will be teaching. They develop a theoretical
framework for understanding and evaluating educational practice and work with
children and their families in diverse communities in a multicultural society. Students
learn to design, implement, and assess the effectiveness of curriculum and instruction
in relation to the development and academic achievement of all children. Each student
completes a 100-hour pre-practicum core, followed by a full-time practicum core that
goes beyond the state requirement of 300 contact hours and involves teaching in
grades 1-6 in a public or private school that utilizes the Massachusetts Curriculum
Frameworks and student learning standards. For information on teacher licensure,
please refer to the Professional Certification and Licensure section of this catalog.
Support Courses
MAT 130, MAT 131 and MAT 132
Or
MAT 140 and MAT 141
American Government
AST 150 Intro to American Government 4 credits
WHEELOCK COLLEGE 2008-2009

US History (select one):
HIS 165 America through the Civil War 4 credits
HIS 167 America Since the Civil War 4 credits
Requirements:
Must be completed prior to entering the Elementary Pre-practicum Core:
EDU 201
EDU 255
EDU 306
EDU 330
EDU 337
EDU 338
Orientation to Education Programs (0 credits)
Racial and Cultural Identities (2 credits)
Introduction to Elementary Teaching (4 credits)
Elementary Mathematics (4 credits)
Teaching Reading (4 credits)
Inquiry into Elementary Literacy (2 credits) (completed prior to or
concurrent with the pre-practicum)
Elementary Prepracticum Core
MTEL Literacy & Communication Test must be completed prior to registering
for Pre-practicum at Course Selection
EDU 316
EDP 317
EDU 321
EDU 323
ELE Curriculum Development (3 credits)
Elementary Pre-practicum (100 hours) (1 credit)
Elementary Science and Technology (2 credits)
Elementary History & Social Sciences (2 credits)
Elementary Practicum Core
EDU 446 Elementary Teaching & Learning (4 credits)
EDP 447 Elementary Practicum (6 credits)
EDU 445 Meeting Diverse Learning Needs (2 credits)
Completion of Major
MTEL General Curriculum (subject matter) test and MTEL Foundations of
Reading Test must be completed prior to registering for Capstone at Course
Selection
U NDERGRADUATE S TUDIES
81
EDU 485 Capstone: Elementary Education (2 credits)
Students are required to take arts and sciences courses that provide them with
content knowledge appropriate to the elementary teaching role. The courses
must also meet the state requirements for program approval. Please see your
academic advisor for specific guidance.
SPECIAL EDUCATION: TEACHER OF STUDENTS WITH MODERATE
DISABILITIES / 38 CREDITS
Leading to Massachusetts Department of Elementary and Secondary Education
Moderate Disabilities (Pre K – 8), Initial License
The program is designed to prepare professionals to work with children, prekindergarten
through eighth grade, with mild to moderate disabilities who participate
in inclusive, resource, or substantially separate public or private schools. Students
develop skills in inclusive curriculum design, creating a supportive classroom ecology,
differentiated teaching strategies, behavior management, collaborative problemsolving,
formal and informal assessment, and commitment to equity for all children in
WHEELOCK COLLEGE 2008-2009

a multiracial and multicultural society. To be eligible for State Licensure, students
must meet all program requirements and successfully complete the Massachusetts Test
for Educator Licensure (MTEL).
82
Support Courses
MAT 130, MAT 131 and MAT 132
Or
MAT 140 and MAT 141
American Government
AST 150 Intro to American Government 4 credits
U NDERGRADUATE S TUDIES
US History (select one):
HIS 165 America through the Civil War 4 credits
HIS 167 America Since the Civil War 4 credits
Requirements:
Must be completed prior to entering the first practicum:
EDU 201 Orientation to Education Programs (0 credits)
HDP 290 Children with Specials Needs (4 credits)
EDU 255 Racial and Cultural Identities (2 credits)
SPE 264 Behavior Management (2 credits)
SPE 346 Assistive Technology (2 credits)
EDU 330 Elementary Mathematics (4 credits)
EDU 337 Teaching Reading (4 credits)
SPE 392 Teaching Students with Diverse Learning Needs (2 credits)
MTEL Communication and Literacy Skills Test must be completed prior to
registering for Practicum I at Course Selection
Special Education Practicum Core I
EDU 338 Inquiry into Elementary Literacy (2 credits)
ACD 305 MTEL Preparation - Subject Review (0 credit)
SPE 394 Curriculum, Learning and Special Needs (4 credits)
SPP 460 Practicum I (4credits)
SPP 461 Seminar I (2 credits)
Special Needs Practicum Core II
SPE 481 Assessing Children with Special Needs (4 credits)
SPP 470 Practicum II (3 credits)
SPP471 Seminar II (1 credits)
Completion of Major
All sections of the MTEL (Communication and Literacy Skills Test, General
Curriculum, Foundation of Reading) must be completed; strongly advised to
complete Practicum Core II Prior to taking
SPE 465
Capstone and Portfolio: Special Education (2 credits)
WHEELOCK COLLEGE 2008-2009

EDUCATION MINOR / 16 CREDITS
The Education minor is designed for students interested in exploring professional
options in education that are outside of the classroom, such as working in educational
publishing, creating educational software, or working in after school settings. The
Education Minor is open to all interested students who do not have an Education
major. It can be combined with the Community-based Human Service Certificate, the
Juvenile Justice and Youth Advocacy major, or the Social Work major. It provides an
education option for students with a Human Development major who are interested
in school psychology rather than working with children in the classroom. The
Education Minor does not lead to state licensure. It does not require passage of any
sections of the Massachusetts Tests for Educator Licensure.
83
Required courses (10 credits)
EDU 255 Racial and Cultural Identities (2 credits)
Introductory Education Course (4 credits) (select one)
EDU 305 Principles of Inclusive Early Childhood Education in a Diverse
Society (4 credits)
EDU 306 Introduction to Elementary Education (4 credits)
HDP 290 Children with Special Needs (4 credits)
Reading Course (4 credits) (select one)
EDU 327 Teaching Reading to Young Children
EDU 337 Teaching Reading (Elementary)
Selective courses (Select 6 credits):
EDU 316 Elementary Curriculum Development (3 credits) with EDP 317
Elementary Prepracticum (1 credits)
EDU 320 Mathematics for Young Children (4 credits)
EDU 321 Elementary Science and Technology (2 credits)
EDU 323 History and Social Sciences (2 credits)
EDU 330 Elementary Mathematics (4 credits)
EDU 341 Assessing Young Children With and
Without Special Needs (2 credits)
EDU 331 Children’s Picture Books (2 credits)
EDU 332 Children’s Chapter Books (2 credits)
EDU 351 Teaching and Learning Science in the Early Childhood Classroom
(2 credits)
SPE 346 Assistive Technology (2 credits)
SPE 264 Behavior Management (2 credits)
SPE 392 Teaching Students with Diverse Learning Needs (2 credits)
U NDERGRADUATE S TUDIES
WHEELOCK COLLEGE 2008-2009

SCHOOL OF SOCIAL WORK AND FAMILY
STUDIES
Kathleen Kirk Bishop, Ph.D., Dean
84
SOCIAL WORK MAJOR / B.S.W. DEGREE / 66 CREDITS
U NDERGRADUATE S TUDIES
The Social Work major leads to the Bachelor of Social Work (B.S.W.) degree. The
mission of the B.S.W. program is to improve the quality of life for children, adults,
families, and communities by preparing entry-level generalist social work practitioners
who work collaboratively with clients to provide services, help to identify and secure
resources, and advance social and economic justice. Social workers serve people of all
ages, from infants to senior citizens. The program places students in practicum sites
that reflect diverse needs of people in society. In keeping with the goal of the Social
Work program, the primary focus of the senior practicum is generalist practice, in
which students are given a range of assignments to learn a core group of skills. The
program is accredited by the Council on Social Work Education.
Requirements:
The 66-credit curriculum involves study in five areas: Human Behavior and the Social
Environment, Social Welfare Policy and Services, Social Work Practice, Social
Research, and Practica. As part of required course work, students complete a social
policy and advocacy field component. There are also two semesters of practicum in the
senior year in which the student functions as a social worker and works directly with
clients. These experiences are completed in the fall and spring semesters with the
accompanying practice courses and seminars. Students participate in selection of the
practicum site and are supervised by an agency field instructor under the guidance of a
faculty field liaison. Unlike students pursuing one of the Arts and Sciences majors,
Social Work majors do not select a separate Professional Major. However, it is possible
for Social Work Majors to pursue a major or minor in Juvenile Justice and Youth
Advocacy. All Social Work majors must complete additional Arts and Sciences
coursework beyond General Education requirements. Students can complete this
requirement of additional Arts and Sciences coursework in one of three ways: by
completing a second major in American Studies, the Arts, Human Development, the
Humanities, or Math/Science; by completing a 16 credit minor in an Arts and
Sciences discipline or by completing 12 elective credits in the Arts and Sciences.
Students choosing a double major or additional major in Juvenile Justice and Youth
Advocacy earn a B.S.W. degree. For information on Social Work Licensure, please
refer to the Professional Licensure and Certification section of this catalog.
Advanced Standing Status in the MSW Program (30 Credits)
Upon graduation from the BSW program, student may apply for Advanced Standing
status in the MSW program. This program is offered to eligible BSW graduates and
allows them to complete the MSW degree as a full time student in a two semester
(fall and spring) schedule, or as a part time student in a two year (fall and spring)
schedule. All programs typically begin in the fall semester.
WHEELOCK COLLEGE 2008-2009

Support Courses
These courses may also apply to the General Education Requirements
LSC 153
MAT 120
MAT 170
HDS 101
AST 150
Human Biology (4 credits)
Quantitative Reasoning (4 credits)
Statistics for the Behavioral Sciences (4 credits)
Introduction to Sociology (4 credits)
Introduction to American Government (4 credits)
85
Professional Core Courses
SWK 205 Introduction to Social Work (4 credits)
SWK 225 Dynamics of Oppression and Discrimination (4 credits)
SWK 268 Social Research (4 credits)
SWK 345 Human Behavior and the Social Environment (4 credits)
SWK 355 Social Welfare Policy and Services (4 credits)
SWK 440 Social Work Practice and Skills Lab I (4 credits)
SWK 450 Social Work Practice and Skills Lab II (4 credits)
SWK 451 Social Work Practice & Field Seminar I (2 credits)
SWK 452 Social Work Practice: Practicum I (4 credits)
SWK 455 Social Work Practice and Skills Lab III (4 credits)
SWK 456 Social Work Practice & Field Seminar II (2 credits)
SWK 457 Social Work Practice: Practicum II (4 credits)
Selectives (2 credits)
The Selective requirement may be fulfilled by completing any course in Human
Development (HD) or Professional Studies (PRO), or Child and Family
Studies (CFS), or one from the following list, provided the course has not been
used to fulfill any other requirement.
CLF 204
HDF 714
Child Health Systems (2 credits)
Child Law (graduate course) (3 credits)
SOCIAL WORK MAJOR WITH A MAJOR IN JUVENILE JUSTICE AND
YOUTH ADVOCACY / 84 CREDITS / BACHELOR OF SOCIAL WORK DEGREE
U NDERGRADUATE S TUDIES
The mission of the Bachelor of Social Work program is to improve the quality of life
for children, adults, families and communities by preparing entry-level generalist social
work practitioners who work collaboratively with clients to provide services, help to
identify and secure resources, and advance social and economic justice. Social workers
serve people of all ages, from infants to senior citizens. The Program places students in
practicum sites that reflect diverse needs of people in society. In keeping with the goal
of the B.S.W. Program, the primary focus of the senior practicum is generalist practice,
in which students are given a range of assignments to learn a core group of skills. The
Juvenile Justice and Youth Advocacy program is an undergraduate major that prepares
students to work with youth and their families in a range of settings including
preventative programs, advocacy programs, and programs for juvenile offenders.
Students in this major gain a thorough understanding of adolescent development, legal
systems, of the conditions and circumstances that place youth at risk for involvement in
the juvenile justice system and of effective methods of prevention, advocacy, and
intervention with youth. Social Work students concentrating in Juvenile Justice and
Youth Advocacy will complete SWK 452 in a juvenile justice related setting.
WHEELOCK COLLEGE 2008-2009

86
Support Courses / 20 credits (required) (some courses may be applied to
general education requirements)
AST 150 American Government
LSC 153 Human Biology
HDS 101 Introduction to Sociology
MAT 170 Statistics for the Behavioral Sciences
HDP 366 Adolescent Development
U NDERGRADUATE S TUDIES
Social Work and Juvenile Justice Courses/32 credits (required)
SWK 205 Introduction to Social Work
SWK 225 Dynamics of Oppression/Discrimination
SWK 345 Human Behavior and the Social Environment
SWK 355 Social Welfare Policy and Services (spring only)
SWK 440 Social Work Methods I
JJA 302 Causes and Prevention of Juvenile Delinquency
JJA 301 Juvenile Courts and Juvenile Law
JJA380 Juvenile Intervention and Advocacy
Research/ 4 credits (choose one)
SWK 268 Social Research (fall only)
HDP 264 Research Methods
HDS 264 Sociological Research Methods
Practicum Core I/ 12 credits (fall semester only)
SWK450 Social Work Practice: Methods and Skills Lab II
SWK451 Social Work Practice: Field Seminar I
SWK452 Social Work Practice: Practicum I
JJA 402 Seminar in Juvenile Justice
Practicum Core II/12 credits (Spring Semester Only)
SWK455 Social Work Practice: Methods and Skills Lab III
SWK456 Social Work Practice: Field Sem II
SWK457 Social Work Practice: Practicum II
JJA 403 Integrative Seminar in Juvenile Justice
Selective/ 4 credits
JJA201 Intro to Juvenile Justice and Delinquency
PROFESSIONAL MAJOR
Students can complete a professional major in Juvenile Justice and Youth Advocacy in
conjunction with their major in Social Work or in conjunction with an arts and
sciences major. The requirements for the major are outlined below.
JUVENILE JUSTICE AND YOUTH ADVOCACY / 38 CREDITS
The Juvenile Justice and Youth Advocacy Program is a 38-credit undergraduate
professional major that prepares students to work with youth and their families in a
range of settings including preventative programs, advocacy programs, and programs
for juvenile offenders. Students in this major gain a thorough understanding of the
WHEELOCK COLLEGE 2008-2009

conditions and circumstances that place youth at risk for involvement in the juvenile
justice system, the juvenile justice system itself, and of effective methods of prevention,
advocacy, and intervention with youth. Students in the major complete communitybased
field study, as well as a semester-long 200 hour internship.
Support Courses (12 credits)
HDP 366 Adolescent Development (4 credits)
MAT 120 Quantitative Reasoning (4 credits)
MAT 170 Statistics (4 credits)
87
Choose one (4 credits):
HDS 106 Sociology of Minority Groups (4 credits)
SWK 225 Dynamics of Oppression and Discrimination (4 credits)
Research (select one) (4 credits):
To be completed by the end of the students junior year
HDP 264 Research Methods
HDS 264 Sociological Research Methods
SWK 268 Social Research
Professional Core Courses (22 credits)
JJA 201 Intro. to Juvenile Justice and Delinquency (4 credits)
JJA 301 Juvenile Courts and Juvenile Law (4 credits)
JJA 302 Causes and Prevention of Delinquency (4 credits)
JJA 380 Juvenile Intervention and Advocacy (4 credits)
JJP 401 Practicum in Juvenile Justice (2 credits)
JJA 402 Seminar in Juvenile Justice (2 credits)
JJA 403 Integrative Seminar in Juvenile Justice (2 credits)
Selective Courses (4 credits)
Choose 4 credits from the following
HDP 301 Counseling Psychology (4 credits)
HDS 343 On Being Different: Sociological Perspectives (4 credits)
HDP 355 Violence in the Lives of Children and Families (4 credits)
PRO 314 Child Neglect and Abuse (2 credits)
PRO 342 Child Welfare (2 credits)
PRO 344 Crisis Intervention (4 credits)
SWK 345 Human Behavior and Social Environment (4 credits)
U NDERGRADUATE S TUDIES
JUVENILE JUSTICE AND YOUTH ADVOCACY (FOR SOCIAL WORK MAJORS)
Social Work majors can pursue a professional major in Juvenile Justice and Youth
Advocacy and will complete the SWK 452 Practicum at a juvenile justice related site.
For the completed program outline for Social Work students concentrating in Juvenile
Justice and Youth Advocacy see the Bacehlor of Social Work Section of the catalog.
WHEELOCK COLLEGE 2008-2009

MINORS AND CERTIFICATES
JUVENILE JUSTICE AND YOUTH ADVOCACY MINOR /16 CREDITS
88
The Juvenile Justice and Youth Advocacy Minor provides students with an
understanding of the conditions and circumstances that place youth at risk for
involvement in the juvenile justice system and of effective methods of prevention,
advocacy, and intervention with young adults. The minor also includes coursework on
juvenile law, court procedures, and systems that serve youth and their families.
Students in the minor will complete a community based field experience. The minor
consists of the following courses:
U NDERGRADUATE S TUDIES
JJA 201
JJA 302
JJA 301
JJA 380
Introduction to Juvenile Justice and Delinquency (4 credits)
Causes and Prevention of Delinquency (4 credits)
Juvenile Courts and Juvenile Law (4 credits)
Juvenile Intervention and Advocacy (4 credits)
CERTIFICATE PROGRAM IN COMMUNITY-BASED HUMAN SERVICES / 16 CREDITS
The Certificate Program in Community-Based Human Services is a 16-credit
program designed for juniors or seniors who plan to complete an Arts and Science
major without a professional major or for students with a professional major, in
consultation with their advisor. The program allows students to explore new
professional directions that might lead to employment after graduation or to
continued studies in graduate school. It consists of an Introductory course (CFS 340
Introduction to Community-Based Human Services), a practicum and seminar in
human services (CFP 420 Practicum and Seminar in Human Services), and an
additional 8 credits of selective courses. Courses used as selectives for this program
may not count toward other degree requirements.
Required Courses
CFS 340 Introduction to Human Services (4 credits) (fall only) Prerequisite:
HDP 120/122 - HDP 121/123 or HDP 124/127
CFP 420 Practicum and Seminar in Human Services (4 credits) (spring only)
Prerequisites: Completion of WLCE and CFS 340
Selective courses (8 credits):
JJA 201 Intro to Juvenile Justice and Delinquency
HDP 290 Children with Special Needs
HDP 301 Counseling Psychology
HDP 214 Violence in the Lives of Children and Families
HDP 221 Family Theories
HDP 223 Abnormal Psychology
HDP 366 Adolescent Development
HDP 379 Emotional Problems of Children
HDP 380 Seminar in Emotional Problems of Children
HDS 101 Introduction to Sociology
HDS 106 Sociology of Minority Groups
HDS 343 On Being Different: Sociological Perspectives
PRO 245 Caring for Child with Chronic Illness and their Families
PRO 275 AIDS and Addiction
WHEELOCK COLLEGE 2008-2009

PRO 314
PRO 342
PRO 344
PRO 415
SWK 345
Child Neglect and Abuse
Child Welfare
Crisis Intervention
Helping Children Cope with Stress
Human Behavior and Social Environment
89
NATIONAL AND REGIONAL DEGREE PROGRAMS
Field Scholars
The Enhancing the Field Scholars Program is designed for early childhood educators
with an associate degree who are interested in earning a Bachelor of Science degree from
Wheelock College. Selected courses are at an advanced level, to add to the knowledge
base students have acquired through their associate degree program and experience as
preschool teachers. The number of classes students take in the program will depend on
the number of credits that students transfer into Wheelock. This program is offered at
the Boston campus, in Cape Cod, MA, and in Maine. For specific information about
the cohort program in each location check the Wheelock webpage.
INTERNATIONAL DEGREE PROGRAMS
Background Information:
Wheelock College’s Center for International Education, Leadership, and Innovation
has the capacity to offer programs leading to associate of science, bachelor of science,
and master of science degrees. Each degree program leads seamlessly from one level to
the next. The Center collaborates with ministries of education and health, universities,
junior colleges, trade unions, and others to implement state-of-the-art educational
programs that are culturally responsive to the needs of the participants. This sequence
is customized for each country and allows an individual to study while continuing to
work and live in their own country.
The Center facilitates articulation agreements that define transfer policies with
international educational institutions including colleges, technical schools, and
universities. Each local program is thoroughly reviewed and approved in order for
learners to transfer their existing academic credits into Wheelock College programs.
None of the international programs are full educator preparation programs, and do not
lead to a credential locally or in the United States. Distinctive features include:
U NDERGRADUATE S TUDIES
• Collaborative endeavors with local universities, junior colleges, and training
agencies
• Offerings tailored to be culturally sensitive and responsive to the needs of each
group
• Cohorts of learners who work, study, and support one another
• Principles of human and life span development as a foundation
• Fieldwork and/or research components that examinefocus on the relationship
between theory and practice, the social and environmental forces influencing
human development, and the pedagogy of teaching and learning
WHEELOCK COLLEGE 2008-2009

• An emphasis on the development of a Professional Portfolio and lifelong learning
• Sequenced courses designed to provide a solid educational foundation with a
strong emphasis on program quality.
90
U NDERGRADUATE S TUDIES
THE ASSOCIATE OF SCIENCE DEGREE PROGRAM
The Wheelock College associate of science degree offers two options. The first option
allows a learner to pursue an associate degree in arts or science with a limited number
of electives in education and human development. The second option allows a learner
to pursue an associate of science degree with more specialized courses in human
development and child development. Graduates are prepared to assume roles as child
care providers, educators in early childhood or elementary programs, or parent
educators. This program of 60 credit hours combines liberal arts and sciences courses
with classes in early childhood education. The program is designed to articulate with
the Wheelock College bachelor of science degree program in early childhood
education. Distinctive features include:
• Requirements in liberal arts that address two key areas: essential skills and content
knowledge.
• Distribution requirements in language arts, mathematics, and computer literacy
provide instruction in the acquisition of basic knowledge. Courses are designed to
support learners to become more competent writers, to further their experience in
critical thinking, and to strengthen their foundations for acquiring and organizing
further knowledge.
• Liberal arts distribution requirements include arts and humanities, natural and
physical sciences, and history and the social sciences. Courses are designed to
provide learners with content knowledge and a broader understanding of
disciplines.
• Learners work, study, and support one another in a cohort setting. Research
indicates that such an environment fosters a sense of professionalism, encourages
lifelong learning, and develops cooperative study.
• Classes are offered on a schedule that allows learners to remain fully employed
while studying in their own country.
• Courses are taught on-site by both full-time Wheelock College faculty and
experienced local faculty who receive Wheelock College adjunct faculty appointments.
• Locally offered field studies and research opportunities may be required in
addition to scheduled class sessions. These experiences are designed to address the
individual learner’s career goals.
• An advisory group with representatives from Wheelock College and the local
collaborating institution is chosen to support the program.
• Ongoing external support for all learners: a local, on-site coordinator with a
Wheelock College adjunct faculty appointment is regularly available to assist the
learner. In addition, the Center for International Education, Leadership, and
Innovation has staff available from 6:30 A.M. to 6:00 P.M. (EST) to answer
queries by both telephone and E-mail.
WHEELOCK COLLEGE 2008-2009

For a description of Wheelock College’s International Bachelor of Science Program,
contact the Center for International Education, Leadership and Innovation at 617-
879-2227.
THE BACHELOR OF SCIENCE DEGREE PROGRAM
The Wheelock College bachelor of science degree program is designed to prepare
learners who already possess a liberal arts background and want to continue their
studies in education. This program has been designed to satisfy all Wheelock College
distribution requirements. This program is designed for those learners who have
completed the Wheelock College associate of science degree program as previously
described or have earned a total of 60 transferable credits from previous coursework or
life experience credits. Distinctive features include:
91
• Candidates who possess an associate or similar degree with 60 credit-hours
accepted for transfer can pursue this program and earn 60 additional credits to
earn a Wheelock College Bachelor of Science degree. A total of 120 credits of
undergraduate study with a cumulative grade point average of 2.0 are required for
matriculation.
• Courses are taught by senior, experienced Wheelock College faculty and local
faculty with Wheelock College adjunct faculty appointments.
• The 60 credit-hours of undergraduate study offered “in country” are custom
designed to address the needs of the learners. The program may be completed
over two years, including summers.
• Learners work, study, and support one another in a cohort setting. Research
indicates that such an environment fosters a sense of professionalism, encourages
lifelong learning, and develops cooperative learning.
• Classes are offered on a schedule that allows learners to remain fully employed
while studying in their own country.
• Classes can be offered intensively during late afternoons, evenings, and weekends.
Reading and writing assignments are typically completed prior to the first class
session, and a follow-up project is required within a specified timeframe after the
last class.
U NDERGRADUATE S TUDIES
• Field and research experiences, offered locally, can be required in addition to
scheduled class sessions.
• The development of a Professional Portfolio to document each learner’s growth is
required.
• An advisory group with representatives from Wheelock College and the local
collaborating institution is chosen to support the program.
• Ongoing external support for all learners. A local, on-site coordinator who has a
Wheelock College adjunct faculty appointment is regularly available to assist the
learner. In addition, the Center for International Education, Leadership, and
Innovation has staff available from 6:30 A.M. to 6:00 P.M. (EST) to answer
queries by both telephone and e-mail.
WHEELOCK COLLEGE 2008-2009

For a description of Wheelock College’s International Bachelor of Science Program,
contact the Center for International Education, Leadership and Innovation at 617-
879-2227.
92
BACHELOR OF SCIENCE IN EARLY CHILDHOOD
EDUCATIONAL STUDIES AND LEADERSHIP
Offered Collaboratively by Ngee Ann Polytechnic, Wheelock College’s Center for
International Education, Leadership, and Innovation, U.S.A., and Regional Training
and Resource Centre in Early Childhood Care and Education (RTRC Asia)
U NDERGRADUATE S TUDIES
Distinctive Program Features
The Wheelock College Bachelor of Science in Early Childhood Educational Studies
and Leadership applies current knowledge and integrates theory in the fields of
human development and early childhood education to teaching children from infancy
to age 8. This program provides an excellent model to educate future teachers, parent
educators, administrators and leaders, researchers, entrepreneurs, therapeutic
specialists, resource staff for inclusive and special education, and other professionals in
the fields of Current Special Education and Inclusionary Practices and Early
Childhood Leadership, Policy, Management, and Administration in Asia and globally.
After completing this program, learners will not only have earned a degree from
Wheelock College, but will have received first-class preparation to pursue the career of
their choice. Distinctive features include:
• The first full-time degree program in Singapore leading to a Bachelor of Science
in Early Childhood Educational Studies and Leadership.
• Two strands of focus are offered, including:
• Current Special Education and Inclusionary Practices
• Early Childhood Leadership, Policy, Management, and Administration.
• Throughout the program, Course Integration Modules support the learner to
translate theory into practice. They include:
• The application of methodology in Action Research projects. Sample topics
include: educating children in an inclusionary environment, successful
strategies for parent-professional communications, creating meaningful
community outreach programs, and the attributes of a successful leader.
• The development of Professional Teacher Portfolios, a tool that encourages
and reinforces the importance of creativity, lifelong learning, and the
learner’s growth throughout the program.
• Courses taught by senior, experienced Wheelock College faculty and local faculty
from Ngee Ann Polytechnic and RTRC Asia with Wheelock College adjunct
faculty appointments.
• A culturally relevant program that addresses the needs of the learners in Singapore
and globally.
• Opportunities for learners to work, study, and support one another in a cohort
setting which develops a sense of community, fosters professionalism, facilitates
collaboration, and encourages lifelong learning.
WHEELOCK COLLEGE 2008-2009

· The opportunity to participate in an immersive overseas experience during the
summer. Each learner in this program will go to Wheelock College in Boston,
MA, USA for an Immersion Program.
• Learners earn a Bachelor of Science degree from Wheelock College and eight
credits towards a Wheelock College Master of Science degree.
· Participants of this program are Wheelock College learners, and have the right to
use all Wheelock resources including library facilities, etc.
93
· Learners also have access to Caterpillar’s Cove Child Development and Study
Centre, a model research and teaching environment.
• Wheelock College’s Singapore Center for International Education, Leadership,
and Innovation provides ongoing support for all learners with an on-site Executive
Director and Visiting Scholar. In addition, the Center for International
Education, Leadership, and Innovation at Wheelock College in Boston has staff
available from 6:30 A.M. to 6:00 P.M. (EST) to answer queries by both telephone
and E-mail.
• The program does not lead to a teacher credential locally or in the United States.
For more information about the Wheelock College Bachelor of Science in Early
Childhood Educational Studies and Leadership, contact the Center for International
Education, Leadership and Innovation at 617-879-2227.
U NDERGRADUATE S TUDIES
WHEELOCK COLLEGE 2008-2009

G RADUATE P ROGRAMS AT
W HEELOCK C OLLEGE 2008-2009
POST-BACCALAUREATE NON-DEGREE
PROGRAMS ....................................................95
NON-DEGREE INITIAL LICENSURE PROGRAMS ..........95
NON-DEGREE CERTIFICATE PROGRAMS ..................96
SCHOOL OF EDUCATION AND CHILD LIFE..............97
EARLY CHILDHOOD EDUCATION ..............................99
ELEMENTARY EDUCATION ..................................105
LANGUAGE AND LITERACY ..................................109
LEADERSHIP, POLICY AND ADMINISTRATION............113
SPECIAL EDUCATION ..........................................115
CHILD LIFE ......................................................119
SCHOOL OF SOCIAL WORK AND FAMILY
STUDIES ......................................................124
MASTERS OF SOCIAL WORK................................124
INTERNATIONAL DEGREE PROGRAMS ................129
MASTER OF SCINECE DEGREE PROGRAM..............130
MASTER OF SCIENCE IN EARLY
CHILDHOOD EDUCATION......................................131
NATIONAL AND REGIONAL MASTER’S
DEGREE PROGRAMS ......................................129
“If peace is to come, it must
come through an education which
removes misunderstanding and
prejudice and gives knowledge and
sympathetic understanding of all
races...”
LUCY WHEELOCK

GRADUATE PROGRAMS
In each graduate program offered at Wheelock College, students explore the
fundamental theories, research, and practice of the professions serving children and
their families. Each program involves the study of development and learning within a
cultural context, as well as a critical consideration of existing knowledge. This includes
re-evaluation of the historical and contemporary significance of race, culture, social
class and gender.
95
The developmental perspective advanced at Wheelock responds to the contributions
of scholars, students, educators, human service professionals, and to the children,
families, and communities whose challenges and achievements guide their efforts. In
practice, this perspective considers human development to be an integration of
thinking, feeling, communicating, and acting in a dynamic environment.
In their graduate programs, Wheelock students concentrate on chosen areas of
specialization. Critical understanding of the practices and research methods in the
professions enables students to identify problems for study and to use diverse methods
of inquiry to seek and implement solutions. Encouraging original and creative
scholarship, the graduate programs advance and strengthen the Wheelock mission.
Recent years have brought about dramatic changes in the structure of American
families and in the lives of children. These changes have served to highlight both the
complexity and importance of Wheelock’s mission. The increasing complexity of
carrying out that mission in a multiracial, multicultural society, the national movement
to rethink teacher education, and Wheelock’s commitment to educating professionals
for the 21st century have led the faculty and administration of Wheelock College to
develop the following curriculum.
G RADUATE S TUDIES
POST-BACCALAUREATE NON-DEGREE
PROGRAMS
NON-DEGREE, LICENSURE PROGRAMS
Wheelock College’s School of Education and Child Life offers one post-baccalaureate
licensure-only program through the Elementary Education Department. The program
is under revision and will not be offered before spring and summer of 2009 (see page
21-22).
Non-Degree, Advanced Course Clusters for Professional Licensure
The School of Education and Child Life offers three state approved 12-credit course
clusters that will advance an Initial license to the Professional level for a teacher with a
master’s degree and an Initial teacher license. Twelve-credit course clusters offer an
advanced and cohesive study of content in the areas of ESL, reading, and special
education, which are needed for continuing professional development of many
teachers. For a description of the 12-credit clusters, see p. 112 (ESL), p. 112 (reading),
or p. 119 for special education.
WHEELOCK COLLEGE 2008-2009

NON-DEGREE CERTIFICATE PROGRAMS
CERTIFICATE IN PARENTING EDUCATION (15 credits)
96
G RADUATE S TUDIES
Increasingly, parenting education is being recognized as an appropriate strategy
for supporting parents and parents-to-be, and as a foundation for raising healthy
children and families. There is a high demand for knowledgeable, skilled
professionals in this developing field. In this program, professionals who work
with families in supportive, educational and therapeutic capacities will gain
knowledge of the issues and concerns of parents, and of how to respond to these
concerns; gain an understanding of how adults grow and develop and of the
developmental stages of parenting; and gain the skills needed to work more
effectively with parents individually and in groups.
EARLY CHILDHOOD EDUCATION.COURSES (12 Credits)
HDF 515 Lifespan Development II: Adult Development 3 credits
CFS 614 Perspectives on Parenting 3 credits
CFS 737 Leading Parent Groups 3 credits
CFP 603 Practicum and Seminar I:
Family Studies
3 credits
ELECTIVE COURSES
Students select an additional 3 credits from among HDF or CFS course
offerings with support from their academic advisor.
WHEELOCK COLLEGE 2008-2009

MASTER’S DEGREE PROGRAMS
SCHOOL OF EDUCATION AND CHILD LIFE
The School of Education and Child Life consists of five departments: Early
Childhood Education; Elementary Education; Language and Literacy; Special
Education; and Child Life. Graduate programs within these departments are designed
for individuals who wish to pursue careers in the fields of child life, education, and
language and literacy development for children and youth. Entry level career
opportunities in education include early childhood, elementary, or special needs
teachers for a variety of public and private settings (including school-age and group
child care programs, Head Start, kindergarten, primary, elementary, and middle
schools). Teachers with at least one year of experience can pursue the advanced
specialist Teacher of Reading program, which is nationally recognized by the
International Reading Association, and it is state-approved to move a license to the
Professional stage when all state requirements for experience and mentoring have been
met. The Master’s Degree Program in Special Education advances an Initial Early
Childhood, Elementary, or English as a Second Language (Pre-K-6) license to the
Professional stage, and the program is recognized by the national Council for
Exceptional Children (CEC). The Child Life programs also offer entry–level career
opportunities at the graduate level, as well as more advanced study for those who are
already certified as Child Life specialists.
More advanced professional development is available for experienced teachers through
master’s programs that can be individualized to include a specialization in ESL or
reading for early childhood, elementary or teachers of students with special needs; or
special education for early childhood, elementary, or ESL teachers. The Early
Childhood Master’s in Care and Education can also be combined with any of the
three advanced 12-credit clusters to advance the Initial Early Childhood Teacher
license to the Professional level.
G RADUATE S TUDIES
97
A teacher with Early Childhood, Elementary, English as a Second Language preK-6
Initial licensure can advance that license to Professional status through the Teacher of
Reading Master’s Program or the Master’s in Special Education. Teachers with initial
licensure in Students with Moderate Disabilities (preK-8) may also advance that
license to Professional status through the Teacher of Reading Master’s Program.
The School of Education and Child Life believes fundamental requirements underlie
the work of professionals involved with children, families and communities. These
professional characteristics include commitment to a principled, democratic, multiracial
and multicultural society; knowledge of the historical and philosophical roots of
care and education and family support; and dedication to working with parents as the
child’s first teachers and support. Students will increase their knowledge of human
development, and research methods, as well as develop skills to work effectively with
children and families from diverse backgrounds. Students in Education will also learn
curricular design, instructional and assessment strategies, subject matter, and how to
critically evaluate their own teaching philosophies. Students in Child Life will learn
how to support the psychological and developmental needs of children and families,
and will develop skills as child development specialists, interdisciplinary team
members and health educators.
WHEELOCK COLLEGE 2008-2009

98
Each program in this school consists of core courses in human development,
multiculturalism, and research, a practicum, field experience or internship, programspecific
courses and, in some cases, electives. Students work closely with an academic
advisor during their experience at Wheelock. Students may pursue study on a fulltime
or part-time basis, except during the semesters of supervised practica when fulltime
enrollment is necessary in most programs.
EDUCATOR LICENSURE
Depending on each student’s selection of courses and practica, Master’s program
graduates may fulfill requirements for the Massachusetts Department of Elementary
and Secondary Education (ESE) Initial Licensure for:
G RADUATE S TUDIES
Early Childhood: Teacher of Children with and without Disabilities (preK-2)
Elementary Teacher (1-6)
Teacher of Students with Moderate Disabilities (preK-8)
Teacher of Reading (preK-12), an advanced specialist teacher license
Students may also use program courses and experiences to apply for and obtain the
Massachusetts Department of Early Education and Care (EEC) credentials as
Preschool Lead Teacher, School-Age Child Care Teacher and Child Care Director.
A non-degree program leading only to Initial Licensure is available for the
Elementary Teacher (1-6) license. See the Urban Elementary Licensure-only
Program.
Requirements for the first teacher license in Massachusetts include a baccalaureate
degree, completion of a state approved preparation program, and passing scores on the
license-specific Massachusetts Tests for Educator Licensure (MTEL). Educator
licensure is a three-step process in Massachusetts. Step one is to obtain an Initial
license which is good for five years of employment, beginning when the teacher
accepts a position that requires the license. Step two is to obtain the Professional
license; and step three is to renew the Professional license every five years. The state
provides several routes to Professional licensure, all of which require three years of
teaching under the Initial license and other state requirements for induction and
mentoring. Wheelock offers master’s and non-degree options for teachers with and
without a master’s degree who seek to advance an Initial Early Childhood,
Elementary, ESL, or Special Education license to the Professional level.
For teachers who hold a master’s degree and initial licensure in designated teaching
areas, Wheelock offers twelve credit course clusters that can be used to advance an
Initial license to Professional status. Twelve-credit course clusters in Reading or
English Language Learners/English as a Second Language are designed to advance
initial licenses in Early Childhood, Elementary Education, Students with Moderate
Disabilities (preK-8). The twelve-credit course cluster in Reading can also be used to
advance an initial license in English as a Second Language (prek-6). In addition, the
twelve-credit course cluster in Special Education can be used to advance initial
licenses in Early Childhood, English as a Second Language (prek-6),or Elementary
Education to Professional status.
WHEELOCK COLLEGE 2008-2009

A teacher with Special Education Initial licensure can advance to Professional
licensure through the Teacher of Reading Master’s Program, or with a master’s in
special education combined with a state approved 12-credit cluster in Reading or
ESL. The twelve-credit course clusters in ESL, Reading, and Special Education are
authorized for Professional licensure by the Massachusetts Department of Elementary
and Secondary Education (ESE) (pending final approval of the commissioner in
2008) for teachers who have an Initial license and a master’s degree.
99
The College offers courses, workshops, and summer institutes that can be used to
renew the Professional educator licenses in five year cycles. For more information on
educator licensure, please refer to the Professional Licensure section of this catalog or
contact the College’s Educator Licensure Office at (617) 879-2242.
GRADUATE TEACHING INTERNSHIPS
The Wheelock/Brookline Schools Learning and Teaching Collaborative in Early
Childhood and Elementary Education offers a limited number of yearlong paid
internship. for early childhood and elementary candidates. In addition, some other
communities offer paid internships for graduate students in Elementary Education
and the Teacher of Students With Moderate Disabilities. These stipends vary
according to site and a student’s credentials.
Since students must complete three prerequisite courses before beginning the
internship in the fall, they should contact the Office of Field Experience (617-879-
2165) as soon as they have made a deposit to attend Wheelock, and have discussed
their program of study with their academic advisors.. The placement process, which
can take up to two months, should begin by March as public schools close in June and
it is difficult to interview in the schools after May.
G RADUATE S TUDIES
EARLY CHILDHOOD EDUCATION
The Early Childhood Education Department offers two graduate programs on the Boston
campus and in various regional sites in Massachusetts: the Master’s in Early Childhood
Education (PreK-2), and the Master’s in Care and Education in Early Childhood
Settings. For a complete description of the regional deliveries of the early childhood
programs, see the section on National and Regional programs on pages 133-138.
PROGRAM: Master’s in Early Childhood Education (Leading to
Massachusetts Department of Elementary and Secondary
Education (ESE) Early Childhood Teacher With and
Without Disabilities, PreK-2, Initial Licensure)
The nationally recognized Early Childhood Education (PreK-2) Master’s
Program is designed to prepare professionals who wish to pursue careers in
public schools, child care programs, Head Start programs, and community- or
corporate-based early care and education settings. Students develop skills in
curriculum design, observation and assessment, communication, collaboration,
responding to diverse learning styles, and classroom management. Emphasis is
continues next page
WHEELOCK COLLEGE 2008-2009

100
placed on a commitment to equity in a multi-racial and multicultural society,
working in partnership with families, fully integrating children with special
needs into the learning environment, and collaboration with community
agencies. To be eligible for state licensure through this program, students must
meet all program requirements, including successfully passing the Massachusetts
Tests for Educator Licensure (MTEL). The license enables educators to work in
diverse settings, including inclusive pre-K-2 public school settings and early
childhood programs serving children ages 3-8 in public and private settings.
Students follow a sequence of two semesters of student teaching experience in
early childhood settings: one practicum in a kindergarten or a pre-kindergarten
level site and one in a 1 st or 2 nd grade site, one of which must include children
with special needs.
G RADUATE S TUDIES
Students may begin their course work on a part-time basis, but must enroll fulltime
during semesters in which the two practica are completed. Full-time
students may complete the program in four semesters, and are strongly
encouraged to begin in the spring or summer. All students should meet with
their advisors to develop a study plan, as there is a sequence of courses that must
be maintained. Preference is given to applicants who have previous experience
working with children and families, preferably in a group setting. A prerequisite
for admission is completion of a Bachelor’s degree with a major in the Arts and
Sciences or an equivalent.
Licensure: Massachusetts’ Department of Elementary and Secondary Education
Early Childhood: Teacher of Students With and Without Disabilities (PreK-2)
Initial Licensure.
Total Credits: 34
ENTRANCE TO PROGRAM: ORIENTATION TO SCHOOL OF EDUCATION AND
CHILD LIFE PROGRAMS
Core Courses: 9 credits
Human development course: 3 credits
HDF 504 Child Development: The Early Years*‡
Multicultural course:
EDU 505 Racial and Cultural Identities* 3 credits
Research course:
RES 651 Action Research I 1 credits
and
RES 652 Action Research II 2 credits
PROGRAM COURSES: 25 Credits
ACD 501
ACD 506
WHEELOCK COLLEGE 2008-2009
Building a Foundation of
Graduate Writing *
Early Childhood MTEL
Subject Review
0 credits
0 credits
continues next page

ACD 510 Foundations of Reading
MTEL Review
0 credits
EDU 520 Introduction to Inclusive
Early Childhood Education
3 credits
RDG 537 Developing Literacy ** 3 credits
EDU 535 Developing Numeracy for
Diverse Learners**
3 credits
101
PRACTICUM CORE I:
EDU 522 Curriculum for EC
Social Studies and Arts***
2 credits
FALL ONLY
EDU 528 Impact of Special Needs: ECE 2 credits
FALL ONLY
EDP 521 Practicum & Seminar:
ECE PreK/K++
3 credits
or
EDP 526 Practicum & Seminar ECE 1st/2nd++
PRACTICUM CORE II:
EDU 525
EDP 521
or
EDP 526
Curriculum for ECE Science,
Tech and Health***
SPRING ONLY
Practicum & Seminar:
ECE PreK, K++
Practicum & Seminar: ECE, 1st/2nd++
2 credits
3 credits
G RADUATE S TUDIES
COMPLETION OF PROGRAM:
RDG 625 Early Childhood Literacy **** 3 credits
EDU 685 Capstone Course 1 credit
Must have passed MTEL Literacy, Communication, Early Childhood Subject,
and Foundations of Reading Tests to enter this course.
+Students who have completed an undergraduate major in childhood
development, human development, child psychology, or related fields within five
years of entering the program may petition for course exemption and then
choose from the full list of human development core courses.
++ Both levels must be completed, but in no recommended order.
*Must be taken prior to practicum I.
**Must be taken prior to, or concurrently with, practicum I or II.
***Must be taken concurrently with practicum.
****Must be taken after RDG 537.
continues next page
WHEELOCK COLLEGE 2008-2009

PROGRAM: Master’s in Care and Education in Early Childhood
Settings
102
G RADUATE S TUDIES
The nationally recognized Care and Education in Early Childhood Setting
Master’s Program is designed for students who will work with young children
from 2.8 to 8 years of age in public, private and parochial care and education
settings as care givers, classroom teachers, lead teachers, directors, and/or family
liaison workers. This program prepares students to work with an increasingly
diverse population of children, families and communities.
This program includes field-based experiences in early care and education
settings. Students may take up to two 300 hour field experiences. A student
may utilize their own classroom/setting for the field based experience, if
employed in an appropriate setting, as determined by the faculty in the program
and the Field Experience Office. The program includes foundation courses in
early childhood education including children with special needs, child
development, early childhood curricula and multicultural issues. Students may
select additional preparation foci through a range of selected courses from the
broader graduate course and institute menu in consultation with their advisor.
Certification: Students completing the program can use the course experience
to qualify for the Department of Early Education and Care (EEC) lead teacher
credential.
Depending on students’ prior experience and course of study at Wheelock, the
program may also lead to DEEC Director I certification.
This program does not lead to institutional endorsement for a PreK-2 teacher
license issued by the Massachusetts Department of Elementary and Secondary
Education (SES)
Total Credits: 30
ENTRANCE TO PROGRAM: ORIENTATION TO SCHOOL OF EDUCATION AND
CHILD LIFE PROGRAMS
Core Courses: 9 credits required
Human Development Course:
HDF 504 Child Development:
The Early Years*
3 credits
Multicultural Course:
EDU 505 Racial and Cultural Identities* 3 credits
Research Selective
3 credits
FOUNDATIONAL COURSES: 14 Credits Required
Courses must be taken prior to the field experience
ACD 501 Building a Foundation of
Graduate Writing
0 credits
continues next page
WHEELOCK COLLEGE 2008-2009

EDU 520 Introduction to Inclusive
Early Childhood Education
3 credits
Courses that must be taken after EDU 520 and HDF 504 and may be
taken prior to or during the Field Experience
RDG 537 Developing Literacy 3 credits
EDU 528 Impact of Special Needs: ECE 2 credits
EDU 522 Curriculum for EC
Social Studies and Arts
3 credits
or
EDU 525 Curriculum for ECE Science,
Technology, and Health
EDP 530 Field Experience and Seminar in Early
Childhood Education
3 credits
COMPLETION OF PROGRAM: 1 Credit Required
EDU 655 Capstone: Care and Education** 1 credit
*Must be taken prior to or concurrently with EDU 520.
FOCUS OF STUDY (6 CREDITS)
All students must do a focus of study consisting of six credits in a related area
and drawing from an approved list of selectives. A focus of study can be selected
from the following options or can be constructed by the student in consultation
with their academic advisor. All areas of focus (see below) must be approved by
and planned with the academic advisor.
103
G RADUATE S TUDIES
SUGGESTED AREAS OF FOCUS
Early Childhood Language and Literacy Development
EDP 531 Extended Field Experience in Early Childhood Education
RDG 558 Multicultural Children’s Literature
RDG 616 Assessment of Reading and Writing
RDG 622 Individualized Instruction in Literacy
RDG 625 Early Childhood Literacy
HDF 530 Language Acquisition
HDF 532 Nature of Linguistic Knowledge
HDF 702 Language and Culture
Early Child Care Environments
EDP 531 Extended Field Experience in B-3 Education
CFS 504 Assessment of Development: B-3
HDF 658 Cross Cultural Perspectives on Child Care
LPA 836 Caring for Infants and Toddlers
LPA 732 Policy Issues in Child Care
HDF 526 The Meaning and Development of Play
continues next page
WHEELOCK COLLEGE 2008-2009

104
G RADUATE S TUDIES
Family Communication and Support
EDP 531 Extended Field Experience in Early Childhood Education
CFS 602 Family Interaction
CFS 604 Family Systems: Theory and Application
CFS 606 Family Support: Children with Special Needs
CFS 608 Multicultural Perspectives on the Family
CFS 612 Family and Culture
CFS 614 Perspectives on Parenting
CFS 630 Helping Children Cope with Stress
CFS 753 Responding to Questions Parents Ask
HDF 784 Working with Children in Violent Times
Expressive Arts
EDP 531 Extended Field Experience in Early Childhood Education
EDU 522 Curriculum for EC Social Studies and Arts
(if not taken for other program requirement)
PRO 578 Art for Children
PRO 579 Music for Children
THE 515 Movement, Mask and Music
Math, Science and Technology
EDP 531 Extended Field Experience in Early Childhood Education
EDU 525 Curriculum for ECE Science, Technology and Health (if not taken
for other program requirement)
EDU 535 Developing Numeracy for Diverse Learners
EDU 590 Science for Teachers of Children
SPE 546 Assistive Technology
LPA 730 Planning a Technology Environment
Child Development
EDP 531 Extended Field Experience in Early Childhood Education
HDF 502 Infant and Toddler Behavior and Development
HDF 521 Children’s Cognitive Development
HDF 526 The Meaning and Development of Play
HDF 528 Emotional Development
HDF 530 Language Acquisition
HDF 532 Nature and Linguistic Knowledge
HDF 784 Working with Children in Violent Times
Early Childhood Curriculum Development
EDP 531 Extended Field Experience in Early Childhood
Education
CFS 504 Assessment of Development: B-3
CFS 514 Curriculum Development: B-3
EDU 522 Curriculum for EC Social Studies and Arts
(if not taken for other program requirement)
EDU 525 Curriculum for ECE Science, Technology and Health(if not taken for
other program requirement)
EDU 535 Elementary Mathematics
continues next page
WHEELOCK COLLEGE 2008-2009

EDU 590
HDF 526
HDF 784
PRO 578
PRO 579
THE 515
Science for Teachers of Children
The Meaning and Development of Play
Working with Children in Violent Times
Art for Children
Music for Children
Movement, Mask and Music
105
Early Childhood Special Needs
EDP 531 Extended Field Experience in Early Childhood
Education (in an inclusive setting)
HDF 526 The Meaning and Development of Play
HDF 530 Language Acquisition
SPE 560 Managing Behavior
SPE 546 Assistive Technology
CFS 606 Family Support: Children with Special Needs
Early Childhood Leadership, Policy and Administration
EDP 531 Extended Field Experience in Early Childhood Education
HDF 536 The Education of Young Children: Theories, Practices and Policies
LPA 730 Planning a Technology Environment
LPA 732 Policy Issues in Child Care
LPA 804 Policy Issues in Early Care and Education
LPA 805 Starting a Child Care Program
LPA 806 Financial and Legal Aspects of Center Management
LPA 807 The Early Childhood Organization: The Human Side of
Management
LPA 824 Leading the Change: Family Friendly Programs
LPA 830 Director to Director: Mentoring
LPA 841 Early Childhood Mentor Teacher
G RADUATE S TUDIES
ELEMENTARY EDUCATION
The Elementary Education Department offers three graduate programs on the Boston
Campus: Master’s in Elementary Education leading to Initial licensure (1-6), Nonlicensure
Educational Studies Master’s Program, and the Urban Elementary
Licensure-only non-degree Program. The elementary master’s programs are also
offered in a 2-year cohort model on Martha’s Vineyard in Massachusetts (beginning in
2008-2009) and in Beaufort, South Carolina. For more information on National and
Regional Programs, please visit www.wheelock.edu.
PROGRAM OF STUDY:
Master’s in Elementary Education (leading
to Initial Licensure to Teach in Grades 1-6)
The nationally recognized Master of Science in Elementary Education leads to
institutional endorsement for the Massachusetts Department of Elementary and
Secondary Education Elementary Teacher (1-6) license at the Initial stage, and
prepares educators who wish to work with children in those grades in a public
continues next page
WHEELOCK COLLEGE 2008-2009

106
G RADUATE S TUDIES
or private school setting. Students increase and develop competencies in the use
of their knowledge of subject matter and children’s development as they design
curriculum; employ strategies for teaching diverse learners; assess student
learning and use supervision and reflection to improve their practice. Emphasis
is placed on a commitment to promoting equity and achievement in a
multiracial, multicultural society, working in partnership with families; and
enabling all children to participate fully in the learning environment.
Full-time students may complete the program in four semesters and are urged to
begin in the summer semester. Students follow a sequence of courses and have
the option of doing either a full-year internship in a single elementary
classroom, or a 100-hour Fall prepracticum and full-time Spring student
teaching practicum in different elementary classrooms. Students may begin their
course work on a part-time basis but must enroll full-time during the semester
in which the practicum is completed. Upon entering the program, all students
must meet with an advisor to develop a study plan. Preference for admission is
given to applicants with prior experience working with children and families,
preferably in a group setting. A prerequisite for admission is completion of a
major in the Arts and Sciences or its equivalent.
Beginning in the fall 2008, all elementary candidates will have an opportunity to
complete additional special education courses and experiences that enable them
to apply for the moderate disabilities Initial license upon program completion
and after they receive their elementary license. This integrated
elementary/special education program of study will be available to all candidates
accepted to either the elementary or the special education program Master’s
candidates can also include an advanced 12-credit cluster of courses approved by
the state to advance their Initial license to the Professional level after three years
of teaching under the Initial license. For more information on the 12-credit
cluster route to Professional licensure for teachers with a master’s degree and an
Initial license, contact the Education Licensure office at 617-879-2242.
Licensure: Elementary Teacher (1-6) Initial Licensure.
Total Credits: 34
ENTRANCE TO PROGRAM: Orientation to School of Education and Child
Life Programs
CORE COURSES: 9 Credits
ACD 501 Graduate Writing 0 credits
Human Development Selective* (choose one)
HDF 501 Lifespan Development 3 credits
HDF 508 Learning and Development in
Children
3 credits
continues next page
WHEELOCK COLLEGE 2008-2009

Research selective: (choose one)
RES 651 & 652 Action Research, I & II
3 credits
RES 720 Oral History Research Methods 3 credits
RES 723 Teacher as Researcher 3 credits
RES 740 Advanced Research Seminar 3 credits
Multicultural course:
EDU 505 Racial and Cultural Identities 3 credits
107
PROGRAM COURSES: 10 Credits
EDU 540 Intro to Inclusive Elem
Communities
2 credits
RDG 537 Developing Literacy 3 credits
EDU 534 Mathematics for Teachers 2 credits
EDU 545 Elementary Science (Fall only) 3 credits
EDP 535 ELE Prepracticum and Seminar
(100 hours-Fall only) 1 credit
SPE 548 Children with Special Needs I 1 credit
Or
SPE 542 Impact of Special Needs 3 credits
PREPRACTICUM: 12 Credits
RDG 623 Focused Instruction in Literacy 3 credits
EDU 535 Developing Numeracy for
Diverse Learners
3 credits
EDU 546 ELE History and Social Sciences
(Spring only)
3 credits
EDP 536 Elementary Practicum and Seminar
(300 hours-Spring only) 3 credits
G RADUATE S TUDIES
COMPLETION OF PROGRAM: 1 Credit
EDU 685 Capstone: Elementary Education*** 1 credit
*Must be taken prior to prepracticum. Students who have an extensive
background in child development, human development, child psychology, or
related fields may petition for course exemption and select from among all of
the human development course offerings.
***Prerequisites for EDU 685: Passing score on the Massachusetts Tests for
Educator Licensure (MTEL) including the Communication and Literacy Skills
Test, the General Curriculum Test, and the Foundations of Reading Test.
Note to all students regarding practica and internship: Students are advised to
limit the number of courses they take while engaged in the practicum or the
year-long internship as the demands of full-time student teaching are
substantial when combined with the accompanying coursework. Students should
consult with an academic advisor to construct their course sequence.
WHEELOCK COLLEGE 2008-2009

PROGRAM OF STUDY: Master of Science in Educational Studies-
Elementary Education
Non-Licensure Program
108
Total Credits: 30
CORE COURSES: 9 Credits Required
G RADUATE S TUDIES
Human Development Selective (choose one)
HDF 521 Children’s Cognitive Development
HDF 530 Language Acquisition
HDF 532 Linguistics & Second Language Acquisition
HDF 702 Language and Culture
Multicultural Selective
Research Selective (choose one)
RES 651 & 652 Action Research, Parts I & II
RES 720 Oral History Research Methods
RES 723 Teacher as Researcher
RES 740 Directed Research Seminar
SCHOOL OF EDUCATION AND CHILD LIFE COURSES: 4 Credits
3 credits
3 credits
3 credits
EDU 505 Racial and Cultural Identities 3 credits
EDU 655 Capstone: Elementary Education 1 credits
PROGRAM COURSES: 17 Credits Required
Students work with an advisor to select courses in Education, Language and Literacy,
and Human Development to develop a program specialty in elementary education.
URBAN TEACHER PROGRAM (LICENSURE-ONLY)
with articulation into the Elementary Master’s of Science in Education
Program
This program has been re-structured; a new cohort of students will begin in 2008.
Wheelock’s Urban Elementary Licensure-only Teacher Program is cohort based,
community and child centered, and designed to meet the needs of the changing diverse
population. Teachers today must be in a position to work with all children and families.
This program is designed to prepare a diverse cohort of elementary educators who
wish to work with children in grades 1-6 in public or private settings. The program
includes course work in the history, philosophy, and current political reality of
today’s schools; a course in child development with emphasis on the diverse learning
needs and styles of children; an on-going curriculum and reflective seminar; courses
that include methods of teaching reading, writing, math, and science to diverse
learners; and seventy-five (75) hours of pre-practicum observation followed by three
hundred (300) hours of classroom work (student teaching).
ontinues next page
WHEELOCK COLLEGE 2008-2009

Students engage in reflective thinking and critical inquiry in relation to
instructional decision making. Throughout the program, Wheelock faculty
engage the cohort in on-going critical review of teaching practices. After the
initial coursework, students spend July and part of August in student teaching
placements and integrated history and social science curricula seminars.
Students teach five days per week, in selected schools in Boston and are
supervised by certified teachers and Wheelock supervisors.
109
Accepted applicants to the intensive summer program are provided orientation
to the program that includes preparation support for the state licensure
examinations. The support is offered in February and March to enable eligible
candidates to take and pass the required exams in March, May, and July to
qualify for licensure at the close of the program in August. To be eligible for
licensure through the intensive program, a candidate must have some
elementary teaching experience and qualify for a waiver from half of the
elementary practicum under Massachusetts state regulations. Other participants
in the intensive summer program are entering the profession and will complete
a prepracticum in the summer term and finish requirements for licensure as they
complete the Master’s in Elementary Education program during the full
academic year. A third group of participants is composed of experienced
teachers who seek preparation for work in urban settings and want to add the
area of elementary teacher (1-6) to their educator licensure
LANGUAGE AND LITERACY
The Language and Literacy Department offers several graduate programs: a Teacher
of Reading master’s degree program which leads to Massachusetts Educator Licensure
for grades preK-12, a non-licensure master’s degree program in Language and
Literacy Studies, and 12-credit advanced professional course clusters in Reading, and
in English Language Learners / English as a Second Language.
G RADUATE S TUDIES
PROGRAM OF STUDY: Master’s Degree Teacher of Reading
The Teacher of Reading master’s degree is designed for students who want to
become reading specialists or classroom teachers who are experts in teaching
reading and writing in multilingual and multicultural settings. Through a set of
courses and field experiences, students develop a base of knowledge about
children’s literacy development, learn to observe and assess children’s reading
abilities, and develop a repertoire of teaching strategies that reflect a balanced
approach to literacy instruction. In addition, students learn how to partner with,
advocate for, and support schools, families and communities in improving
literacy outcomes. Upon successful completion of the program requirements and
the required Massachusetts Tests for Educator Licensure (MTEL), students are
eligible to apply for Massachusetts Teacher of Reading Initial license (preK-12).
Before program entry, students must have an initial teacher license, typically in
early childhood, elementary, middle school, or special education, and must have
at least one year of teaching experience in the area of this first license. The
Master’s in Reading fulfills state requirements that lead to Professional
continues next page
WHEELOCK COLLEGE 2008-2009

Licensure for teachers with initial license in Early Childhood, Elementary,
English as a Second Language (pre-K-6) and Moderate Disabilities (preK-8).
Entrance Requirements: An initial teaching license and at least one year of
teaching experience under this initial license.
110
Total Credits: 31
ENTRANCE TO PROGRAM: ORIENTATION TO SCHOOL OF EDUCATION AND
CHILD LIFE PROGRAMS
CORE COURSES: 9 Credits
G RADUATE S TUDIES
Human Development core course 3 credits
HDF 530 Language Acquisition
Multicultural core course 3 credits
HDF 702 Language and Culture*
Research core course 3 credits
RES 722 Research in Language and Literacy
PROGRAM COURSES: 21 Credits
RDG 558 Multicultural Children’s Literature 3 credits
RDG 568 Developing Young Writers 3 credits
RDG 618 Literacy Across the Curriculum* 3 credits
RDG 622 Individualized Instruction in
Literacy*
3 credits
RDG 626 Diagnosis and Correction of Reading Problems 3 credits
RDP 609 Practicum and Seminar:
Teacher of Reading (150 hrs)
3 credits
Reading selective: (choose one) 3 credits
RDG 530 Teaching Literacy to English Language Learners 3 credits
RDG 560 African-American Children’s
Literature
3 credits
RDG 616 Assessment of Reading and Writing 3 credits
COMPLETION OF PROGRAM
EDU 706 Capstone: Teacher of Reading** 1 credit
*Must be taken prior to RDP 609
**Entrance to capstone requirement: passing scores on the Reading Specialist
and Communication and Literacy Massachusetts Skills Tests for Educator
Licensure (MTEL).
WHEELOCK COLLEGE 2008-2009

PROGRAM OF STUDY: Master’s in Language and Literacy Studies
The Language and Literacy Studies master’s degree is non-licensure program
designed for students interested in developing expertise in particular aspects of
language and literacy, such as multilingual literacy or reading, writing and
assessment. The program incorporates a common core that includes human
development, multiculturalism, and research, and culminates with a 1-credit
capstone. Working with a faculty advisor, students design a 21-credit program
focus within language and literacy. Students may use this program as preparation
for work in curriculum development, school leadership, or doctoral study in literacy.
111
Non-Licensure Master’s Program
Total credits: 31
CORE COURSES: 9 Credits
Human Development core course (choose one)
HDF 521 Children’s Cognitive Development 3 credits
HDF 530 Language Acquisition
Multicultural core course
HDF 702 Language and Culture 3 credits
Research core course
RES 722 Research in Language and Literacy 3 credits
SPECIALTY COURSES: 21 Credits
(Specific program developed with advisor. Suggestions given below.)
Working in Multilingual Communities
MLE 535 Second Language Acquisition and Assessment
RDG 530 Teaching Literacy to English Language Learners
RDG 558 Multicultural Children’s Literature
RDG 568 Developing Young Writers
RDG 650 African-American Children’s Literature
MLE 525 Content Area Instruction for English Language Learners
MLE 530 Supporting Second Language Acquisition
G RADUATE S TUDIES
Reading, Writing and Assessment
RDG 616 Assessment of Reading and Writing
RDG 618 Literacy Across the Curriculum
RDG 558 Multicultural Children’s Literature
RDG 568 Developing Young Writers
RDG 622 Individualized Instruction in Literacy
RDG 623 Focused Instruction in Literacy
RDG 626 Diagnosis and Correction of Reading Problems
COMPLETION OF PROGRAM
EDU 708
Capstone:
Language and Literacy Studies
1 credit
WHEELOCK COLLEGE 2008-2009

PROGRAM: Advanced Professional Course Cluster in Reading
112
G RADUATE S TUDIES
The Advanced Professional Course Clusters at Wheelock College are designed
to help teachers who hold a master’s degree and Initial licensure move to
Professional status. The APCC in Reading is designed for those teachers who
hold Initial licensure in early childhood education, elementary education,
English as a Second Language (ppre-K-6) and special education (Teacher of
Students with Moderate Disabilities). This 12-credit course cluster helps
teachers develop expertise in teaching reading in culturally and linguistically
diverse classrooms. The 12-credit course clusters are offered with permission
from the Department of Elementary and Secondary Education, to advance
Initial licenses to the Professional level.
Teachers who hold Initial licensure in early childhood education, elementary
education or special education may also be interested in Wheelock’s APCC in
English Language Learners/English as a Second Language.
PROGRAM: 12 Credits
RDG 618 Literacy Across the Curriculum 3 credits
HDF 702 Language and Culture 3 credits
RDG 616 Assessment of Reading and Writing 3 credits
Students select one of the two options below:
RDG 530 Teaching Literacy to English
Language Learners
RDG 622 Individualized Instruction in
Literacy
3 credits
3 credits
PROGRAM: Advanced Professional Course Cluster in Teaching English
Language Learners/English as a Second Language
The Advanced Professional Course Clusters (APCCs) at Wheelock College are
designed to help teachers who hold a master’s degree to advance an Initial
licensure to the Professional level. The APCC in English Language
Learners/English as a Second Language is designed for those teachers who hold
Initial licensure in early childhood education, elementary education, and special
education (Teacher of Students with Moderate Disabilities). This 12-credit
course cluster develops expertise in working with young English language
learners in mainstream or sheltered English immersion classrooms for grades
preK-6. (The APCCs are pending final approval from the Massachusetts
Department of Education, 2006-2007.)
Teachers who hold Initial licensure in English as a Second Language should
consider the APCCs in Reading or Special Education.
continues next page
WHEELOCK COLLEGE 2008-2009

PROGRAM: 12 Credits
RDG 530
Teaching Literacy to
English Language Learners
Second Language
Acquisition and Assessment
Supporting Second Language
Acquisition
Content Instruction for
English Language Learners
3 credits
MLE 535
MLE 530
3 credits
3 credits
113
MLE 525
3 credits
LEADERSHIP AND POLICY IN EARLY CARE AND
ADMINISTRATION
The Leadership, Policy, and Administration Program (only offered through the National
and Regional Programs) is designed for professionals in the field of care and education
who wish to develop specialized skills in leadership, policy and administration. Students
prepare for leadership roles in child care programs, public and private schools, policy
arenas, and professional organizations.
Wheelock College believes that new leaders are required to help children, families and
communities meet today’s challenges. The purpose of the Leadership program is to
prepare its graduates to work collaboratively among various human services and utilize
community resources to create a comprehensive and integrated response to the needs
of children and their families.
The course of study in this program is designed so that students learn a common set
of leadership competencies. Participants in each professional program also pursue the
courses that address the special requirements of their fields.
G RADUATE S TUDIES
Each student’s program is comprised of core courses in human development,
multiculturalism and research, as well as department requirements, specialty courses
and electives. A practicum in the student’s area of specialization is carefully selected by
the student and academic advisor. The program is not designed to lead to institutional
endorsement for a teaching credential.
Applicants to these programs must demonstrate at least two years of prior professional
experience with children and families, as well as leadership potential. Students may
pursue study on a full-time or part-time basis.
PROGRAM OF STUDY: Master’s in Leadership and Policy in Early
Care and Education
The Leadership and Policy in Early Care and Education Program prepares
candidates for leadership roles in a variety of diverse community settings,
including particularly those with a public policy and advocacy context. Students
enhance and strengthen their skills in interpersonal communication, supervision,
consultation, finance, policy analysis, and program development and evaluation.
The program includes core courses in the areas of human development,
multiculturalism and research, and department courses in leadership, policy and
continues next page
WHEELOCK COLLEGE 2008-2009

114
interprofessional work. Working closely with an academic advisor, students plan
and sequence a range of program and specialization courses. In addition to these
requirements and practicum, students may focus on areas such as policy, child
development, curriculum, professional development, research, or family studies.
Students may pursue study on a full-time or part-time basis. Full-time students
can complete the program in four semesters, generally two summer semesters
and one academic year. The program often appeals to educators although it is
not a school-based leadership program.
Certification: Candidates use courses and experiences to apply independently to
the Department of Early Education and Care (EEC) for the credential Child
Care Director
G RADUATE S TUDIES
Total Credits: 36
ENTRANCE TO PROGRAM: ORIENTATION TO SCHOOL OF EDUCATION AND
CHILD LIFE PROGRAMS
CORE COURSES: 9 Credits
HDF 515 Lifespan Development II: Adult Development 3 credits
Multicultural selective
3 credits
Research selective
3 credits
DEPARTMENT COURSES: 10 Credits
LPA 701 Becoming Leaders in a Democracy 3 credits
EDU 710 Capstone: Advanced 1 credit
LPA 702 Interpersonal Skills of Leadership 3 credits
LPA 734 Social Policy and
Community Collaboration
3 credits
PROGRAM COURSES: 11 Credits
LPA 720
LPA 806
LPP 651
Leadership for
Organizational Change
Financial and Legal Aspects of
Center Management*
Practicum and Seminar: Leadership
in ECE and Human Service Settings
3 credits
2 credits
6 credits
ELECTIVE COURSES: 6 Credits
WHEELOCK COLLEGE 2008-2009

SPECIAL EDUCATION
The Special Education Department offers three graduate programs: a Masters in
Teacher of Students with Moderate Disabilities, a Masters in Educational Studies,
and a 12-credit advanced professional course cluster in Special Education.
PROGRAM OF STUDY: Master’s in Teacher of Students with
Moderate Disabilities (Pres-K-8)
115
The nationally recognized (CEC) Teaching Students with Moderate
Disabilities (TSMD) Master’s is designed to prepare professionals to work with
children, pre-kindergarten through eighth grade, with mild to moderate
disabilities who participate in inclusive, resource, or substantially separate public
or private school classrooms. Students develop skills in an inclusive curriculum
design, creating a supportive classroom ecology, differentiated teaching
strategies, behavior management, collaborative problem-solving, formal and
informal assessment, and a commitment to equity for all children in a
multiracial and multicultural society. Additional emphasis is placed on racial and
cultural identities, assistive technology, research, and advanced professional
topics in the field. To successfully complete the Master’s program, a student
must have received a passing score on the sections of the Massachusetts Test for
Educator Licensure (MTEL) required by the Massachusetts Department of
Education. Upon successful completion of the state approved and nationally
recognized program students will have earned a Master of Science degree in
Education and are eligible for institutional endorsement for the Massachusetts
Teacher of Students with Moderate Disabilities (PreK-8) Initial license.
The program is intended for graduate level students who desire an in-depth,
guided experience. Typically, Master’s students are employed in paid full-time
internships as co-teachers in partner schools, teaching and teaming with their
Mentor teachers and Wheelock College faculty. With faculty approval, students
who are currently employed in a special education setting may use that site for
their internship.
G RADUATE S TUDIES
The Master’s program is designed for people with a variety of work and
educational backgrounds, including recent liberal arts or education graduates,
mid-career teaching professionals, and people seeking a career change. We
welcome students who have worked previously in paraprofessional or teaching
assistant positions or in community-based education and service programs and
who are seeking to move into full teaching positions. The TSMD program is
designed to minimize the financial and time constraints often associated with
earning a Master’s degree by providing paid internships, and by compressing
students’ time in the college to 14 months.
Licensure: Massachusetts Department of Elementary and Secondary Education
(ESE) Teacher of Students with Moderate Disabilities (PreK-8) Initial License.
Total Credits: 30-36
Note: The sequence of courses below is typical but variations are permitted.
continues next page
WHEELOCK COLLEGE 2008-2009

Students usually begin the program in the summer, however, other starting
dates are allowed with permission of the Department. Some courses are offered
during intersession or on weekends so that students have every opportunity to
customize their schedules.
116
ENTRANCE TO PROGRAM: ORIENTATION TO SCHOOL OF EDUCATION AND
CHILD LIFE PROGRAMS
SUPPORT COURSES AVAILABLE:
G RADUATE S TUDIES
ACD 501
ACD 505
ACD 510
PREPRACTICUM CORE:
Building a Foundation of
Graduate Writing (MTEL)
Elementary Education
MTEL Subject Review
Foundations of Reading
MTEL Prep
0 credits
0 credits
0 credits
SPE 542 Impact of Special Needs 3 credits
EDU 505 Racial and Cultural Identities 3 credits
*RDG 537 Developing Literacy
3 credits
**Human Development Course
3 credits
PRACTICUM CORE:
Fall
SPP 640
SPP 641
Internship: Student with Special Needs
(300 hours minimum) 3 credits
Seminar: Student with Special Needs
(taken with SPP 640)
1 credit
SPE 652 Inclusive Special Education 3 credits
or
SPE 654 Advanced Inclusive Curriculum 3 credits
EDU 535 Developing Numeracy for
Diverse Learners
3 credits
Spring/Summer as scheduled
SPE 656 Special Education Assessment 3 credits
RES 725 Research Methods 3 credits
SPE 710 Assistive Technology 1 credits
SPE 560 Management of Behavior 2 credits
SPE 650 Teaching Reading to
Struggling Readers
2 credits
continues next page
WHEELOCK COLLEGE 2008-2009

Completion of Program
SPE 685 Democracy and Special Education 2 credits
SPE 680 Portfolio Development:
Special Education
1 credits
Total Credits: 30-36
+ A portfolio is required for the completion of the Program. The successful
completion of MTEL is required as evidence of meeting certain Wheelock and
Massachusetts Department of Education Professional Standards. When the
portfolio is complete and ready for presentation, students may register for the 1
credit Portfolio requirement and exit the program.
117
Notes of Explanation for the TSMD Master’s Degree Program of Study
The total number of credits required for a Master’s degree may be as few as 30
credits, depending on the student’s Program of Study (POS). Students who
have not taken a previous human development course and require the full 3
credits of modules will complete the program with 36 credits (see notes below
under *, and **).
*Wheelock College undergraduates who complete requirements for an
elementary or early childhood license do not have to take the course RDG 537
Developing Literacy if they took a similar course and received a grade of B or
better.
**This program requires a Human Development graduate or undergraduate
course taken within the past 5 years with a grade of B or better. If a human
development course has not been taken within the past 5 years, the following
are suggested courses from which to choose one course and your Program of
Study will include an additional 3 credits:
G RADUATE S TUDIES
HDF 501
HDF 521
HDF 528
HDF 530
Lifespan Development I: Conception through Adolescence
Cognitive Development
Emotional Development
Language Acquisition
PROGRAM: Master’s of Science in Educational Studies: Special
Education
This program is open to students who would like to pursue a Master’s Degree
but are not interested in obtaining state licensure as a teacher of students with
moderate disabilities. Students work with an advisor to develop a program of
study in a specialized area of special education.
Non-Licensure Program
Total Credits: 30
ENTRANCE TO PROGRAM: ORIENTATION TO THE SCHOOL OF EDUCATION
AND CHILD LIFE PROGRAMS
continues next page
WHEELOCK COLLEGE 2008-2009

CORE COURSES: 9 Credits Required
118
G RADUATE S TUDIES
Human Development Selective (choose one)
HDF 521 Children’s Cognitive Development 3 credits
HDF 530 Language Acquisition
HDF 532 Linguistics & Second Language Acquisition
HDF 702 Language and Culture
Multicultural Selective
3 credits
Research Selective (choose one)
3 credits
RES 720 Oral History Research Methods
RES 722 Research in Language & Literacy
RES 724 Research Methods
RES 740 Directed Research Seminar
OTHER EDUCATION COURSES: 5 Credits
EDU 505 Racial and Cultural Identities 3 credits
SPE 685 Democracy and Special Education 2 credits
PROGRAM SPECIALTY COURSES: 16 Credits
PROGRAM REQUIREMENTS: 4 Credits
SPE 542 Impact of Special Needs 3 credits
SPE 680 Portfolio Development:
Special Education
1 credit
PROGRAM SELECTIVES: 12 Credits
Students select from the following courses to develop a program specialty in
special education:
SPP 900 Field Experience with
Special Populations
3 credits
SPE 560 Management of Behavior 2 credits
SPE 652 Inclusive Special Education 3 credits
SPE 654 Advanced Inclusive Curriculum 3 credits
SPE 656 Special Education Assessment 3 credits
SPE 650 Teaching Reading for
Struggling Readers
2 credits
RDG 537 Developing Literacy 3 credits
RDG 616 Assessment of Reading and
Writing
3 credits
RDG 622 Individualized Instruction in
Literacy
3 credits
SPE 710 Assistive Technology 1 credit
WHEELOCK COLLEGE 2008-2009
continues next page

PROGRAM: Advanced Professional Course Cluster in Special
Education
The Advanced Professional 12-credit Course Clusters at Wheelock College are
designed to help teachers who have a master’s degree and Initial licensure move
to Professional status. The APCC in Special Education is designed for those
teachers with Initial licensure in early childhood education, elementary
education, and English as a second language. This 12-credit course cluster helps
teachers to develop expertise in teaching children with exceptional learning
needs in diverse settings. (The 12-credit course clusters are offered with
permission of the Massachusetts Department of Elementary and Secondary
Education to advance Initial license to the Professional level.
119
Teachers who hold Initial licensure in special education (Teacher of Students
with Moderate Disability) should consider the APCC in Reading or Teaching
English Language Learners/English as a Second Language.
Program: 12 credits
SPE 542 Impact of Special Needs 3 credits
SPE 654 Advanced Inclusive Curriculum 3 credits
SPE 656 Special Education Assessment 3 credits
SPE 560 Management of Behavior 2 credits
SPE 710 Assistive Technology 1 credit
CHILD LIFE
G RADUATE S TUDIES
MASTER’S PROGRAM IN CHILD LIFE AND FAMILY-CENTERED CARE
The Child Life and Family-Centered Care program prepares students to work as child
life specialists in inpatient, outpatient, and community-based health care settings.
Students develop skills as child development specialists, interdisciplinary team
members and health educators. They select courses in child life, human development,
multiculturalism, research, and child and family studies. The Child Life and Family-
Centered Care Program includes clinical experiences and course work that prepare
students, as members of an interdisciplinary health team, to support the psychosocial
and developmental needs of children and families across the health care continuum.
Students applying for the Master of Science in Child Life and Family-Centered Care
program must complete a minimum of 100 hours of volunteer work in a pediatric
health care setting under the supervision of a Child Life Specialist prior to acceptance
to the program. Upon acceptance, the student and faculty advisor will develop a plan
of academic study and clinical experience based on the student’s needs and
professional goals. Students may pursue study on a full-time or part-time basis.
Following new requirements of the Child Life Council, the Child Life and Family-
Centered Care program is being revised. Some changes in program requirements are
expected in 2008-2009. For information on these changes, see the Wheelock College
webpage at www.wheelock.edu.
WHEELOCK COLLEGE 2008-2009

PROGRAM: Masters in Child Life and Family Centered Care
This program is designed to train students for entry level positions as child life
specialists in a variety of health care settings.
120
G RADUATE S TUDIES
During two internships (one 400-hour, and one 200-hour hour) supervised by a
certified Child Life Specialist , students develop knowledge and skills based on
the Child Life Council Competencies. In collaboration with the health care
team students assess, plan, implement and evaluate developmental and
psychosocial services to support children and families during health care
experiences.
Certification: Upon successful completion of the program, students will obtain a
Master of Science in Child Life and Family Centered Care, and will be eligible
to sit for the Child Life Council Certification examination.
Total Credits: 39
CORE COURSES: 9 Credits Required
HDF 526 The Meaning and
Development of Play
Multicultural selective
Research selective
DEPARTMENT COURSES: 6 Credits Required
Selectives in Human Development or
other related courses*
3 credits
3 credits
3 credits
6 credits
PROGRAM COURSES: 18 Credits Required
CLF 632 The Child and Family in
Health Care
3 credits
CLF 670 Clinical Issues in
Child Life Programs
3 credits
(taken concurrently with CLP 671 or CLP 673)
CLP 671 Clinical Experience & Seminar I: 6 credits
Children in Health Care Settings
CLF 770 Child Life Program Development and Administration 3 credits
(taken concurrently with CLP 671 or 673)
CLP 673 Clinical Experience and Seminar II: 3 credits
Child Health & Development
ELECTIVE COURSES: 6 Credits Required
* to be discussed with academic advisor
WHEELOCK COLLEGE 2008-2009

PROGRAM: Child Life and Family Centered Care: Advanced Standing
Designed for students who are currently eligible to become certified as Child
Life Specialists or have completed a 480-hour internship under a certified Child
Life Specialist, this program offers opportunities for students to advance the
skills of the Child Life Competencies. During one required 200-hour internship
in a community health care or specialty settings, students work with
interdisciplinary teams in more specialized areas of child life, including: child
development and family-centered care, health promotion, bereavement support
and program development. Students may elect to do an additional 200-hour
internship. Upon successful completion of the program, students will obtain a
Master of Science in Child Life and Family Centered Care and will be eligible
to sit for the Child Life Council Certification Examination.
PROGRAM: Child Life and Family Centered Care: Advanced Standing.
Total Credits: 36
CORE COURSES: 9 Credits Required
HDF 526 The Meaning and Development of Play 3 credits
Multicultural selective
3 credits
Research selective
3 credits
DEPARTMENT COURSES: 9 Credits Required
Human Development of other related field
9 credits
121
G RADUATE S TUDIES
PROGRAM COURSES: 12 Credits Required
CLF 632 The Child and Family in Health Care 3 credits
CLF 670 Clinical Issues in Child Life Programs 3 credits
(taken concurrently with CLP 670)
CLP 670 Clinical Experience and Seminar I:
Child Health & Development
3 credits
CLF 770 Child Life Program Development and Administration 3 credits
ELECTIVE COURSES: 6 Credits
OPTIONAL INTERNSHIP:
CLP 672 Clinical Experience and Seminar II (3 credits)
WHEELOCK COLLEGE 2008-2009

PROGRAM :
Child Life and Family Centered Care: Combined degree
(for Wheelock alumni)
122
G RADUATE S TUDIES
The combined degree program is designed for Wheelock undergraduate alumni
with a major in Child Life who have obtained their undergraduate degree
within the past three years. Students are exempted from 12 credits from the
regular program, and complete one 200-hour internship in a community health
care or specialty setting. This program offers students the opportunity to
advance the skills of the Child Life Competencies in more specialized areas of
child life including: child development and family-centered care, health
promotion, bereavement support and program development. Upon successful
completion of the program, students will obtain a Master of Science in Child
Life and Family Centered Care and will be eligible to sit for the Child Life
Council Certification Examination.
Certification: Eligible to apply for the Child Life Certification Examination
Entrance Requirements: B.A./B.S. from Wheelock College within the past
three years
Total credits: 27
CORE COURSES: 3 Credits Required
Research selective
DEPARTMENT COURSES: 6 Credits Required
3 credits
Selectives in Human Development or other Related fields
6 credits
PROGRAM COURSES: 9 Credits Required
CLF 670 Clinical Issues in Child
Life Programs
3 credits
CLP 670 Clinical Experience and Seminar I:
Child Health & Development
(200 hours) 3 credits
CLF 770 Child Life Program
Development and Administration
3 credits
SELECTIVES: 9 Credits Required (Including but Not Limited to the
Following Courses):
CFS 504 Assessment of Development in B-3
CFS 506 Neurobehavioral Assessment of the Newborn
CFS 514 Curriculum Development B-3
PROPROPRO 534 Helping Children Cope with Death, Dying and Bereavement
CFS 602 Family Interaction
CFS 614 Perspectives on Parenting
PROPROPRO 622 Issues in Death and Dying
CFS 630 Helping Children Cope with Stress
continues next page
WHEELOCK COLLEGE 2008-2009

PROPROPRO 632 Cross-Cultural Perspectives on Grief
CFS 634 Families and Chronic Illness
EDU 531 Learning and Teaching Through the Arts
HDF 501 Lifespan Development I: Birth Through Adolescence
HDF 502 Infant and Toddler Behavior and Development
HDF 521 Children’s Cognitive Development
HDF 560 Risk and Resiliency in Infancy
HDF 706 Cross Cultural Perspectives on Human Development
PRO 577 Drama for Children
PRO 578 Art for Children
PRO 579 Music for Children
SPE 546 Assistive Technology
123
THE HOSPITALIZED CHILD IN ENGLAND, SUMMER
PROGRAM
The Hospitalized Child in England (CLP 674) provides a five-week summer
experience with children and families receiving health care. Students work with
a hospital play specialist in a London area hospital to provide psychosocial
support to the child and parents during the hospital stay. Supervision is
provided by Wheelock College faculty.
Seminars and site visits introduce students to British health care professionals
and to children’s programs of special interest. Students also learn about the
health care system in Britain and how it provides services to a diverse society.
Other topics discussed are hospice care, pain management and child advocacy.
G RADUATE S TUDIES
This program is open to undergraduate and graduate students from Wheelock
or other institutions, as well as interested child life professionals. Applicants
should have completed a minimum of 100 hours of volunteer work under the
supervision of a Child Life Specialist.For more information, contact the Office
of Admissions and Financial Aid, (617) 879-2206.
The Application Deadline for this program is April 1.
Wheelock College reserves the right to cancel this program if there is
insufficient enrollment. All students will be notified within a few weeks of the
application deadlinedeadlinedeadline of this decision.
WHEELOCK COLLEGE 2008-2009

SCHOOL OF SOCIAL WORK AND FAMILY
STUDIES
124
G RADUATE S TUDIES
SOCIAL WORK
MASTER OF SOCIAL WORK DEGREE (MSW)
The Master of Social Work program is designed to educate a diverse group of
students who are committed to being leaders in effecting change in the social
conditions of children and their families, especially those who are the most
discriminated against, oppressed, and disadvantaged. Students will be prepared for
advanced, justice-based social work practice through a series of required and elective
courses that will provide them with professional knowledge, skills, and values,
reflecting strengths-based and empowerment approaches that are family-centered,
community-based, interprofessional, and directed toward change at the individual,
family, community, and systems levels.
The program requires students to study in the five core areas of professional social
work education: human behavior and the social environment, social work practice,
social policy, social research, and field practicum experience in local health, education,
and social service settings in Boston and the surrounding area. These core areas of
study are further contextualized in the Wheelock MSW program by nine curricular
themes: human rights and social and economic justice; values and ethics; multicultural
competence; the strengths and ecosystemic perspectives; and partnered practice that is
family-centered, community-based, and interprofessionally collaborative.
In the first year of the program, students prepare for practice with individuals, small
groups, families, organizations, and communities through study in the five core areas.
The second year of the program is organized around a singular concentration on
children and families in their communities, especially those children and families who
are most at risk for not being able to participate fully in society’s services, resources,
and supports. Some of the conditions that put families at risk include, but are not
limited to, poverty, homelessness, violence, substance abuse, long-term individual and
group discrimination, incarceration, special health and education needs, immigrant or
refugee status, and religious or spiritual diversity. Building on the foundation
knowledge of the first year, students in the second year identify a particular area of
interest or self identified specialization within the concentration (e.g., violence in the
lives of children and families, death, dying, and bereavement, parenting education and
family supports, early childhood, and others) and use their policy, practice, research,
human behavior, and field practicum experience to further refine and develop their
knowledge and skills in that area. Additionally, students will have the opportunity in
their second year to choose elective courses that support and strengthen their
particular area of interest or specialization. For example, a student with an interest in
family violence might be placed in the Child Witness to Violence Program at Boston
Medical Center for their concentration field practicum, use their advanced human
behavior class to write a grant proposal that focuses on supporting families
experiencing violence, and take an elective on Children and the Law.
WHEELOCK COLLEGE 2008-2009

Upon completion of the MSW degree, students are eligible to sit for the intermediate
licensure examination (LCSW) in Massachusetts. General questions about state
licensure can be answered by searching the NASW website
(http://naswma.org/licensingQs.asp). Students planning to practice in other states can
also consult NASW state chapter websites for additional information on licensure,
which can be located through the national website (http://www.naswdc.org).
Applicants to the program will need to consult the catalog for specific admissions
requirements for MSW students. Students may pursue admission to the program in
the following categories: full-time and half-time in the regular two and four year
programs, and full-time and half-time in the advanced standing program.
125
Full-time study is completed in four full-time semesters on a two-year, fall and spring
semester schedule. Part-time study can be completed within four years, usually
including no more than eight part-time semesters on a four-year, fall and spring
semester schedule. Advanced standing full time study is completed in a two semester
(fall and spring) schedule. Advanced standing part-time study is completed in a two
year (fall and spring) schedule. All programs typically begin in the fall semester.
The MSW program was granted full accreditation on June 9, 2003 by the Council of
Social Work Education (CSWE), the professional accrediting organization for all
social work programs in the country.
PROGRAM OF STUDY: Master of Social Work Degree (MSW)
Program: Full-Time
Total Credits: 60
G RADUATE S TUDIES
FOUNDATION YEAR: SEMESTER 1 (FALL)
SWK 510 Human Behavior and the Social Environment I 3 credits
SWK 520 Social Policy 3 credits
SWK 540 Generalist Social Work Practice I 3 credits
SWK 542 Social Work Practice Laboratory I 2 credits
SWK 550 Social Work Field Practicum
and Seminar I
3 credits
FOUNDATION YEAR: SEMESTER 2 (SPRING)
SWK 511 Human Behavior and the Social Environment II 3 credits
SWK 530 Foundations of Social Research 3 credits
SWK 541 Generalist Social Work Practice II 3 credits
SWK 543 Social Work Practice Laboratory II 1 credit
SWK 546 Multicultural Social Work Assessment:
Applying Theory to Practice
3 credits
SWK 551 Social Work Field Practicum
and Seminar II
3 credits
continues next page
WHEELOCK COLLEGE 2008-2009

CONCENTRATION YEAR: SEMESTER 3 (FALL)
126
SWK 610 Human Behavior and the Social Environment:
Advanced Applications
3 credits
SWK 630 Advanced Social Research 3 credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 1 credit
Concentration Elective
3 credits
CONCENTRATION YEAR: SEMESTER 4 (SPRING)
G RADUATE S TUDIES
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 2 credits
Concentration Elective
3 credits
PROGRAM OF STUDY: Master of Social Work Degree (MSW)
Program: Part Time
Total Credits: 60
FOUNDATION YEAR: SEMESTER 1 (FALL)
SWK 510 Human Behavior and the Social Environment I 3 credits
SWK 520 Social Policy 3 credits
FOUNDATION YEAR: SEMESTER 2 (SPRING)
SWK 511 Human Behavior and the Social Environment II 3 credits
SWK 530 Foundations of Social Research 3 credits
FOUNDATION YEAR: SEMESTER 3 (FALL)
SWK 540 Generalist Social Work Practice I 3 credits
SWK 542 Social Work Practice Laboratory I 2 credits
SWK 550 Social Work Field Practicum and Seminar I 3 credits
FOUNDATION YEAR: SEMESTER 4 (SPRING)
SWK 541 Generalist Social Work Practice II 3 credits
SWK 543 Social Work Practice Laboratory II 1 credit
SWK 546 Multicultural Social Work Assessment:
Applying Theory to Practice
3 credits
SWK 551 Social Work Field
Practicum and Seminar II
3 credits
continues next page
WHEELOCK COLLEGE 2008-2009

CONCENTRATION YEAR: SEMESTER 5 (FALL)
SWK 610 Human Behavior and the Social Environment:
Advanced Applications
3 credits
SWK 630 Advanced Social Research 3 credits
Concentration Elective
3 credits
127
CONCENTRATION YEAR: SEMESTER 6 (SPRING)
SWK 620 Social Policy Practice 3 credits
Concentration Elective
3 credits
CONCENTRATION YEAR: SEMESTER 7 (FALL)
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and Seminar III 3 credits
SWK 690 Integrative Project Seminar I 1 credit
CONCENTRATION YEAR: SEMESTER 8 (SPRING)
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 2 credits
PROGRAM OF STUDY: Master of Social Work Degree (MSW)
Program: Advanced Standing
G RADUATE S TUDIES
Total Credits: Minimum of 30 Credits
CONCENTRATION YEAR: SEMESTER 1 (FALL)
SWK 610 Human Behavior and the Social Environment:
Advanced Applications
3 credits
SWK 630 Advanced Social Research 3 credits
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and
Seminar III
3 credits
SWK 690 Integrative Project Seminar I 1 credit
Concentration Elective
3 credits
CONCENTRATION YEAR: SEMESTER 2 (SPRING)
SWK 620 Social Policy Practice 3 credits
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and
Seminar IV
3 credits
SWK 691 Integrative Project Seminar II 2 credits
Concentration Elective
3 credits
WHEELOCK COLLEGE 2008-2009

PROGRAM OF STUDY: Master of Social Work Degree (MSW)
Program: Advanced Standing Part-Time
Total Credits: Minimum of 30 Credits
128
G RADUATE S TUDIES
CONCENTRATION YEAR: SEMESTER 1 (FALL)
SWK 610 Human Behavior and the Social
Environment: Advanced
Applications
3 credits
SWK 630 Advanced Social Research 3 credits
Concentration Elective
3 credits
CONCENTRATION YEAR: SEMESTER 2 (SPRING)
SWK 620 Social Policy Practice 3 credits
ConcentrationConcentrationElective
3 credits
CONCENTRATION YEAR: SEMESTER 3 (FALL)
SWK 640 Social Work Practice with Children & Families I 3 credits
SWK 650 Social Work Field Practicum and
Seminar III
3 credits
SWK 690 Integrative Project Seminar I 1 credit
CONCENTRATIONCONCENTRATIONYEAR: SEMESTER 4 (SPRING)
SWK 641 Social Work Practice with Children & Families II 3 credits
SWK 651 Social Work Field Practicum and Seminar IV 3 credits
SWK 691 Integrative Project Seminar II 2 credits
MASTER OF SOCIAL WORK FIELD PRACTICUM
Basic Requirements:
Following acceptance into Wheelock’s MSW program, each student will meet with
the Coordinator of Social Work Field Education to discuss their areas of interest and
begin the process of identifying their internship for the academic year. All students
eligible for field practicum are in the field for a full academic year and must complete
the following:
MSW-Foundation Year Students:
• are required to be in the field 16 hours per week. Days are not predetermined:
the schedule is established through a collaborative effort between the student
and the field instructor.
• must receive a minimum of 1 hour of supervision per week provided by an
MSW licensed at the LCSW or LICSW level.
• must complete a minimum of 240 hours per semester, for a total of 480 hours
for the academic year.
WHEELOCK COLLEGE 2008-2009

MSW-Concentration Year Students:
• are required to be in the field 24 hours per week. Days are not
predetermined; the schedule is established through a collaborative effort
between the student and the field instructor.
• must receive a minimum of 1 hour of supervision per week provided by an
MSW licensed at the LCSW or LICSW level.
• complete a minimum of 360 hours per semester, for a total of 720 hours for
the academic year.
Flexible Field Option
The MSW program is committed to providing support and flexibility to our
students to support their success in achieving their academic and professional goals.
Being mindful that many of our students are not only graduate students but may
juggle an array of professional and personal responsibilities, we meet individually
with each of our students in order to assess individual needs and to collaborate with
the student and potential field practicum sites to craft a flexible field practicum
experience. The goal is to assist students in fulfilling the required hours in a more
flexible format while also allowing for a rich, yet challenging, field experience.
Students must still:
• receive a minimum of 1 hour of supervision per week provided by an MSW
licensed at the LCSW or LICSW level.
• fulfill the required total number of hours as specified by the program year.
INTERNATIONAL DEGREE PROGRAMS
Wheelock College’s Center for International Education, Leadership, and
Innovation has the capacity to offer programs leading to associate of science,
bachelor of science, and master of science degrees. Each degree program leads
seamlessly from one level to the next. The Center collaborates with ministries of
education and health, universities, junior colleges, trade unions, and others to
implement state-of-the-art educational programs that are culturally responsive to
the needs of the participants. This sequence is customized for each country and
allows an individual to study while continuing to work and live in their own
country.
129
G RADUATE S TUDIES
The Center facilitates articulation agreements that define transfer policies with
international educational institutions including colleges, technical schools, and
universities. Each local program is thoroughly reviewed and approved in order for
learners to transfer their existing academic credits into Wheelock College programs.
Distinctive features include:
• Collaborative endeavors with local universities, junior colleges, and training
agencies
• Offerings tailored to be culturally sensitive and responsive to the needs of
each group
• Cohorts of learners who work, study, and support one another
• Principles of human and life span development as a foundation
• Fieldwork and/or research components that focus on the relationship
between theory and practice, the social and environmental forces influencing
WHEELOCK COLLEGE 2008-2009

130
G RADUATE S TUDIES
human development, and the pedagogy of teaching and learning
• An emphasis on the development of a Professional Portfolio and lifelong
learning
• Sequenced courses designed to provide a solid educational foundation with a
strong emphasis on program quality.
THE MASTER OF SCIENCE DEGREE PROGRAM
The Wheelock College master of science degree program provides advanced
educational opportunities for learners. All Wheelock College master of science
programs are designed to share the latest research-based knowledge with adult learners
and to support them to develop competencies in curriculum development, review, and
evaluation. Participants engage in critical thinking and research studies that are
essential to the development of lifelong learning skills. Graduates are prepared to
assume important roles as early childhood and elementary educators and leaders. In
this position, such a cadre of leaders can help others teach, care for, and continue to
improve the quality of life for children and families in the 21 st century. The program
is not a full educator preparation program and it does not lead to a credential locally
or in the United States.
This program is designed for those learners who have completed a bachelor of science
degree. The overall objective is to meet the given needs of the learners involved and to
be responsive to the specific country and culture. The development of a Professional
Teacher Portfolio is an integral component and requirement in this program.
Distinctive features include:
• Programs are designed with an emphasis on mathematics, science, language
arts/literacy, early education, program evaluation, technology, or inclusive and
special education.
• Courses are taught by senior, experienced Wheelock College faculty in an
intensive format referred to as block learning. These courses are conducted
during late afternoons, evenings, and weekends. Reading and writing
assignments are typically completed prior to the first class session, and a followup
project is required within a specific timeframe.
• The 30 credit-hours of graduate study required can normally be completed over
18-24 months as the learner continues to remain fully employed while studying
in their own country.
• Learners work, study, and support one another in a cohort setting. Research
indicates that such an environment fosters a sense of professionalism,
encourages lifelong learning, and develops cooperative learning.
• Courses, field studies, and practicum experiences are offered “in country” and
are designed to address the individual learner’s career goals.
• The development of a Professional Teacher Portfolio to document each learner’s
growth is required.
• A research project is required that allows learners to collaborate in research
teams.
• An advisory group with representatives from Wheelock College and the local
collaborating institution support the program.
• Ongoing external support for all learners: a local, on-site coordinator who has a
Wheelock College adjunct faculty appointment is regularly available to assist
WHEELOCK COLLEGE 2008-2009

the learner. In addition, the Center for International Education, Leadership,
and Innovation has staff available from 6:30 A.M. to 6:00 P.M. (EST) to
answer queries by both telephone and e-mail.
Sample courses:
HDF 521 Children’s Cognitive
Development
3 graduate credits
or
HDF 501 Lifespan Development:
Birth through Adulthood
3 graduate credits
EDU 520 Introduction to Inclusive Early
Childhood Programs
3 graduate credits
CFS 608 Multicultural Perspectives
on the Family
3 graduate credits
or
RDG 558 Multicultural Children’s Literature
3 graduate credits
RES 723 Teacher as Researcher 3 graduate credits
RDG 537 Developing Literacy For
Diverse Learners
3 graduate credits
EDU 535 Developing Numeracy for
Diverse Learners
3 graduate credits
LPA 706 Role of the
Mentor Teacher
3 graduate credits
CTA 615 Educational Environments
for Children
3 graduate credits
CFS 614 Perspectives on Parenting 3 graduate credits
or
CFS 616 Schools and Families:
Enriching the Partnership
3 graduate credits
EDU 900 Independent Study in
Education
3 graduate credits
Total: 30 Graduate Credit Hours
131
G RADUATE S TUDIES
MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION
WITH A FOCUS ON INCLUSION AND SPECIAL EDUCATION
IN COLLABORATION WITH RTRC ASIA
Distinctive Program Features
The Wheelock College/RTRC Asia Master of Science program in Early Childhood
Education with a Focus on Inclusion and Special Education presents an overview of
exceptionality, inclusive education, and special education within the Singaporean
culture. This program prepares early childhood and primary school educators, child
care professionals and administrators to better identify, assess, and understand the
range of individual needs in order to develop more effective inclusionary practices for
young children and their families. This Master of Science program provides an
excellent model to prepare professionals for leadership, management, policy making
decisions, and teaching in inclusionary classroom environments. It is not a full
educator preparation program, and does not lead to a credential locally or in the
WHEELOCK COLLEGE 2008-2009

132
G RADUATE S TUDIES
United States. Distinctive features include:
• Builds a cadre of educators and leaders who can support others to teach, care
for, and continue to improve the quality of lives for children with special needs
and families in the 21st Century
• Serves as a “trainer of trainers” program and supports inclusionary practices
throughout Southeast Asia
• Enhances professional development and a commitment to lifelong learning to
create an upgraded core of trainers, educators, and leaders in inclusive early
childhood and primary education settings
• Develops learners’ understanding of the historical background, legislation
passed, and lessons learned from such countries as Denmark, Sweden, and the
United States regarding care, support, and education for children with special
needs
• Explores a spectrum of beliefs and perspectives regarding inclusion among
educators, policymakers, and others
• Exposes learners to models of exemplary inclusionary practices through
readings, case studies, guest lectures, and videotapes
• Develops a comprehensive understanding of the terminology associated with
working in an interdisciplinary environment caring for and educating young
children with special needs
• Prepares learners to work in both educational programs and clinical services
• Offers knowledge and competence for professionals to be effective in
developing developmentally appropriate curricula for children with special
needs
• Enables learners to develop individual lesson plans and schedules for children
with special needs to facilitate their adaptation to inclusive environments
• Supports learners in the development of a professional portfolio
• Encourages learners to research and pursue an area of interest
• Approved as an internationally recognized master degree program by the New
England Association of Schools and Colleges (NEASC) as a United States
degree. Evaluated and approved for accreditation by the Commission on
Institutions of Higher Education of NEASC.
As a requirement for graduation from this program, learners must compile an
extensive Professional Teacher Portfolio. Professional teacher portfolios encourage and
reinforce the importance of lifelong learning and clearly articulate the importance of
career development. Learners follow a plan to compile, build, and develop their
portfolios throughout the entire program and they are submitted for review during the
last phase. This comprehensive Professional Teacher Portfolio is the result of an
ongoing process and reflection on learning.
The program combines local and international faculty who are experienced in
educating adult learners. Each selected faculty member possesses extensive experience
in their identified area of expertise. The program offers a total of 30 credit-hours of
graduate study to be offered in Singapore. Courses are taught in intensive one-week
sessions, with the classes being held during evenings and weekends in order to
accommodate the learners’ work lives and other schedules. Required readings and
assignments are provided prior to the beginning of each course and follow-up projects
and assignments must be completed within a specific timeframe. Learners are required
WHEELOCK COLLEGE 2008-2009

to complete every assignment, to prepare for and attend every class session, and to
contribute actively in class discussions. Additionally, the program is designed to ensure
that learners develop a sense of community among other participants thus facilitating
their working together as educators.
Courses
EDU 900 Independent Study in
Education
6 graduate credits
HDF 501 Lifespan Development: Birth to
Adulthood
3 graduate credits
EDU 520 Introduction to Inclusive
Early Childhood Education in
Multicultural/Multiracial/Multilingual Society 3 graduate credits
RES 723 Teacher as Researcher 3 graduate credits
CFS 516 Curriculum Planning and
Program Development
in Early Intervention
3 graduate credits
EDU 528/529 The Impact of Special Needs on Learning
and Development: The Early Years
3 graduate credits
CFS 606 Working with Families of Children
with Special Needs
3 graduate credits
EDU 550 Issues in Early Childhood
Literacy and Numeracy
Development
3 graduate credits
EDU 615 Educational Environments for
Children
3 graduate credits
EDU 680 Presentation of Portfolios
Total: 30 Graduate Credit Hours
133
G RADUATE S TUDIES
NATIONAL AND REGIONAL
MASTER’S DEGREE PROGRAMS
Wheelock College offers master’s programs in a number of locations in
Massachusetts, other New England States and in South Carolina. These programs
provide opportunities to enhance professional skills through graduate study in human
development, multiculturalism, research, curriculum, and family studies. Because all
classes are held on weekends, these programs are particularly convenient for people
who are working fulltime or who live some distance from the Boston campus.
Regional master’s programs are offered at various sites as announced in mailings and
on the website www.wheelock.edu. Students complete their programs in 2 years by
attending weekend classes.
The curriculum focus of each master’s program is dependent on the needs of the
communities in which the programs are located. Current programs are: Early
Childhood Education with Initial PreK-2 Licensure option; Leadership and Policy in
Early Care and Education, and, Elementary Education (1-6 Initial Licensure), and
Teacher of Reading with Initial PreK-12 Licensure option.
WHEELOCK COLLEGE 2008-2009

Courses vary according to the curriculum focus of the program at each location. For
specific course offerings and start-up dates for each location, contact the National and
Regional Programs Office at 617-879-2311 or natreg@wheelock.edu.
134
PROGRAM OF STUDY: Master’s in Leadership and Policy in Early
Care and Education. (Portland, Maine and
New Hampshire)*
COURSE OF STUDY
G RADUATE S TUDIES
HDF 515 Lifespan Development II: Adult Development 3 credits
EDU 505 Racial and Cultural Identities 3 credits
LPA 701 Becoming Leaders in a Democracy 3 credits
LPA 702 Interpersonal Skills of Leadership 3 credits
LPA 710 Financial Management in Educational and
Human Service Settings
2 credits
LPA 720 Leadership for Organizational Change in
Educational Settings
3 credits
RDG 625 Language and Literacy Development in Early Childhood
Multilingual Settings
3 credits
RES 723 Practitioner as Researcher 3 credits
EDU 710 Capstone: Leadership 1 credit
HDF 604 Family Systems 3 credits
LPA 736 Education of Young Children:
Theories, Practices and Policies
3 credits
LPP 651 Praticum & Seminar – Leadership in ECE
and Human Services Settings
6 credits
36 Total credit hours required for program completion
*This program is not designed for educators working solely in school
settings and does not lead to a credential.
PROGRAM OF STUDY:
Teacher of Reading (Attleboro,
Massachusetts)
The Teacher of Reading master’s degree is designed for teachers who want to
develop expertise in literacy. Students develop a base of knowledge about
children’s literacy development, learn to observe and assess children’s reading
abilities, and develop a repertoire of teaching strategies that reflect a balanced
approach to literacy instruction. Upon successful completion of the program
requirements and the required Massachusetts Tests for Educator Licensure
(MTEL), students are eligible for Massachusetts Teacher of Reading initial
licensure (preK-12), an advanced specialist license.
Before program entry, students must have an initial teacher license, typically in
early childhood, elementary, middle school, or special education and must have
at least one year of teaching experience in the area of this first license.
continues next page
WHEELOCK COLLEGE 2008-2009

The Teacher of Reading program is a state-approved master’s program for
moving licenses in Early Childhood, Elementary Education, English as a
Second Language (preK-6), and Teacher of Students with Moderate Disabilities
to professional status in Massachusetts.
Entrance Requirements: An initial teaching license and at least one year of
teaching experience under this initial license.
135
Total Credits: 31
CORE COURSES: 9 Credits
Human Development core course
HDF 530 Language Acquisition
Multicultural core course
HDF 702 Language and Culture
Research core course
RES 722 Research in Language and Literacy
PROGRAM COURSES: 21 Credits
3 credits
3 credits
3 credits
RDG 530 Teaching Literacy to
English Language Learners
3 credits
RDG 618 Literacy Across the Curriculum 3 credits
RDG 568 Developing Young Writers 3 credits
RDG 558 Multicultural Children’s Literature 3 credits
RDG 622 Individualized Instruction in
Literacy
3 credits
RDG 626 Diagnosis and Correction of
Reading Problems
3 credits
RDP 609 Practicum and Seminar:
Teacher of Reading (150 hrs)
3 credits
G RADUATE S TUDIES
COMPLETION OF PROGRAM
EDU 706 Education Capstone, Advanced Teacher of Reading* 1 credit
*Entrance to capstone requirement: passing scores on the Reading Specialist and
Communication and Literacy Skills Massachusetts Tests for Education Licensure
(MTEL)
WHEELOCK COLLEGE 2008-2009

PROGRAM OF STUDY: Master’s of Science in Early Childhood
Education with Initial PreK-2 Licensure
136
LICENSURE OPTION: 39 Credit Hours
FALL RIVER, CAPE COD AND METHUEN, MASSACHUSETTS COURSE OF
STUDY
G RADUATE S TUDIES
Licensure Option: Early Childhood Teacher of Students with and without
Disabilities PreK- 2 Initial Licensure
HDF 504 Child Development:
The Early Years
3 credits
EDU 505 Racial and Cultural Identities 3 credits
EDU 515 Curriculum for EC Science,
Technology and Health
2 credits
EDU 520 Introduction to Inclusive ECE 3 credits
EDU 522 Curriculum for EC
Social Studies and Arts
3 credits
EDU 528 Impact of Special Needs :ECE 3 credits
EDU 535 Developing Numeracy for
Diverse Learners
3 credits
RDG 537 Developing Literacy 3 credits
RDG 625 Early Childhood Literacy 3 credits
RES 723 Practitioner as Researcher 3 credits
EDU 702 Capstone: Early Education Initial Licensure 1 credit
EDP 526 Practicum and Seminar 1, 2 3 credits
EDP 521 Practicum and Seminar PreK – K 3 credits
OTHER PROGRAM COURSES
Students not taking the Licensure option will take:
EDU 607 Teacher Inquiry
Students taking the Licensure option will take:
EDU 655 Capstone: Early Care and Education 1 credit
non licensure candidates
Other Program Courses
ACD 501 Building a Foundation of Graduate Writing non credit
ACD 506 Early Childhood MTEL
Subject Review non credit for licensure
ACD 510 Foundations of Reading MTEL Review non credit for licensure
Non-Licensure Option: 33 Credit Hours
Licensure Option: 36 Credit Hours
WHEELOCK COLLEGE 2008-2009

PROGRAM OF STUDY: Master’s in Elementary Education with a
Specialty in Language and literacy
Development*
South Carolina Course of Study
This licensure and master’s program is designed for college graduates who are
teaching or preparing to teach grades 1-6 in urban inner city classrooms. The
program strives to prepare effective teachers through a child-centered,
community oriented and competency-based curriculum.
137
Interwoven into the content of all course work in the program is the strong
emphasis on the history, philosophy, and current political reality of today’s inner
city schools; a course in child development with emphasis on the diverse
learning needs and styles of children; an on-going curriculum and reflective
seminar; courses that include methods of teaching reading, writing, math, and
science to diverse learners; and seventy-five (75) hours of pre-practicum
observation followed by 150 to 450 hours of supervised student teaching,
depending on the candidate’s level of experience.
Students engage in reflective thinking and critical inquiry throughout the
program. After the initial coursework, students spend July, August, and part of
September in year round student teaching placements and integrated history
and social science curricula seminars. Students teach five days per week, in
selected urban schools in the Beaufort South Carolina area and are supervised
by certified mentor teachers and Wheelock supervisors.
Upon completion of the program and the Praxis test requirements for
elementary teachers in South Carolina, candidates are eligible for the Master’s
of Science degree. Candidates can use their coursework to apply independently
for the elementary license in South Carolina or come to Massachusetts to
complete a practicum and to pass the required Massachusetts state licensure
examinations to earn college endorsement for the Elemetnary Teacher (1-6)
License.
G RADUATE S TUDIES
Candidates enrolled in the South Carolina program, who have little or no
teaching experience prior to entering the program, complete a 300 hour student
teaching experience in one of the year round schools.
Licensure: Graduates may use courses toward South Carolina Elementary
Certification through an independent application process.
Total Credits: 44 (Master’s- 32 credits and Specialty - 12 credits)
ENTRANCE TO PROGRAM: Orientation to School of Education and Child
Life Programs
Intensive course work focuses on the integration of teaching and learning and
the foundations of writing.
continues next page
WHEELOCK COLLEGE 2008-2009

138
Four carefully coordinated courses meet daily in late May and June in
preparation for the practicum. Integrated assignments are designed and
evaluated jointly by instructors of the courses. An introduction to the program
and intensive test preparation support are available in February through April
for applicants who seek employment in the fall as a licensed teacher.
REQUIREMENTS
G RADUATE S TUDIES
ACD 501 Building a Foundations for
Graduate Writing
0 credits
HDF 508 Learning and Development in Children
and 75 Pre-practicum hours
3 credits
EDU 535 Developing Numeracy for
Diverse Learners
3 credits
RDG 537 Developing Literacy
3 credits
HDF 702 Language and Culture
3 credits
ACD 505 Elementary Education
Subject Review
0 credits
After the initial coursework, students spend July, August, and part of September
in year round school settings doing student teaching placements and integrated
history and social science curricula seminars. Students teach five days per week
in selected schools in the Beaufort, South Carolina area. Students are supervised
by certified co-operating teachers and Wheelock Supervisors.
EDP 536 Elementary Practicum and Seminar 3 credits
EDU 546 Elementary History and Social Sciences
3 credits
RES 722 Research in Language and Literacy 3 credits
EDU 610 Mathematical Thinking
for Teachers
3 credits
RDG 616 Assessment of Reading and Writing 3 credits
HDF 530 Language Acquisition
3 credits
SPE 542 Impact of Special Needs 3 credits
EDU 505 Racial and Cultural Identities
3 credits
RDG 618 Literacy across the Curriculum 3 credits
EDU 685 Capstone: Elementary Education Initial Licensure/
Portfolio Presentation
1 credit
RDG 558 Multicultural Children’s Literature
3 credits
The following courses qualify for the Specialty: Language and Literacy:
RDG 616 Assessment of Reading & Writing
3 credits
RDG 618 Literacy Across the Curriculum
3 credits
RDG 558 Multicultural Children’s Literature
3 credits
HDF 702 Language and Culture
3 credits
WHEELOCK COLLEGE 2008-2009

A CADEMIC
P OLICIES
AT W HEELOCK C OLLEGE 2008-2009
“Faith and love and hope endure
when all else fails. To preserve
these in human life is the great
task of those who see realities.”
LUCY WHEELOCK

140
A CADEMIC P OLICIES
ACADEMIC POLICIES
This section of the College Catalog describes certain general academic policies of
Wheelock College, but those policies ought not be considered all-inclusive. In
addition to the policies described here, there are requirements for beginning
professionals in various professional areas. Questions about academic policies,
procedures, or requirements should be directed to an advisor, Academic Dean, and/or
the Vice President for Academic Affairs. Finally, the academic policies described in
this catalog may refer to other documents (e.g., handbooks and pamphlets) that
explain certain policies, procedures, or requirements more fully and may be obtained
from the Office of Academic Records and Registration.
GENERAL ACADEMIC POLICIES
A. ACADEMIC HONESTY POLICY
Wheelock College is committed to promoting intellectual growth in an environment
that honors academic integrity, ethical behavior and academic excellence. To that end,
an Academic Honesty System has been established to ensure that proper behavior is
recognized and that improper behavior is addressed in a fair, consistent, and timely
manner. Students are required to meet the College’s standards for academic honesty
which include producing original work, crediting non-original work and outside
sources, and behaving honestly in all academic endeavors.
1. ACADEMIC HONOR CODE
Central to the Academic Honesty System is the Academic Honor Code.
Undergraduate students must agree to be bound by the Code at the beginning of each
academic year. Graduate students must agree to be bound by the Code when they
enter their programs. All students must comply with the Academic Honor Code at all
times while they are enrolled at the College.
The Academic Honor Code follows:
As a citizen of the Wheelock College community, I am committed to acting honestly
and with integrity in all aspects of academic life. I pledge to conduct myself ethically
in my academic endeavors. I accept responsibility for what I write and what I say. In
the spirit of trust, I will not misrepresent my academic work. I will not cheat and I
will work toward creating a fair academic environment for all.
2. ACADEMIC DISHONESTY
Academic dishonesty is broadly defined as any act that undermines or compromises
academic integrity. It can take many forms. It is the responsibility of all Wheelock
students to understand what constitutes academic dishonesty. It is the responsibility of
each student to seek advice if he or she does not fully understand what constitutes
academic dishonesty. Some of the most obvious forms of academic dishonesty are the
following:
WHEELOCK COLLEGE 2008-2009

a. Plagiarism
Referring to sources is a necessary and expected part of any research project or paper.
It is necessary to credit and cite any and all sources used in any project or paper that
are not a student’s original work.
Plagiarism is a form of academic dishonesty and is the deliberate use of the work,
words or ideas of another person or other source without clearly acknowledging the
source. Examples of plagiarism include but are not limited to:
• copying word for word from another source without acknowledgement (i.e., not
putting quotation marks around words that come from another source or
quoting the author directly, and writing the reference appropriately)
• paraphrasing from another source without acknowledgement
• using special terms or phrases from another source without acknowledgement
• using sentences, phrases or words that closely parallel another source without
acknowledgement
• summarizing without acknowledgment
b. Cheating
Cheating is a form of academic dishonesty and includes but is not limited to:
• copying from another individual during a test or examination
• receiving help without acknowledging that help
c. Falsifying data
Falsifying data is a form of academic dishonesty and includes crediting or citing
sources that have not been used or fabricating data. It may also include false reports of
observations, such as child observations, that have not actually taken place.
d. Multiple submission of papers or projects
Submitting a project or paper that has been or will be submitted for another course
without prior permission from the instructors of those courses is a form of academic
dishonesty.
e. Submitting work prepared by another individual
Submitting work prepared by another individual is a form of academic dishonesty.
Unauthorized submission of materials obtained from another person’s files,
commercial term paper sources, or Internet websites are some common examples of
this form of academic dishonesty.
141
A CADEMIC P OLICIES
f. Unauthorized use of aids during examinations
Unauthorized use of books, calculators, notes or other aids during examinations is a
form of academic dishonesty.
g. Unauthorized collaboration
Unauthorized collaboration with others during classroom examinations, take home
exams, or projects is a form of academic dishonesty. While collaboration may be
authorized and appropriate in some situations, the role of each collaborator must be
clear and acknowledged.
h. Other forms of dishonesty
As stated above, academic dishonesty can take many forms, including the following:
• unauthorized computer use
• damage or theft of library materials
• forgeries
• misrepresenting work that is submitted
WHEELOCK COLLEGE 2008-2009

• misrepresenting personal circumstances to an instructor to obtain an extension
of time or other relief from course requirements
3. WHERE TO GET HELP REGARDING ISSUES OF ACADEMIC HONESTY
142
The Wheelock College faculty and the staffs of the Writing Center, Office of
Academic Advising, and Library are all ready, willing, and able to assist students with
research and writing assignments and to offer guidance on proper reference and
citation standards. These resources can also help with study skills, such as proper note
taking and time management.
4. PROCEDURES TO REVIEW POSSIBLE ACADEMIC HONESTY VIOLATIONS
A CADEMIC P OLICIES
The Academic Honesty System is jointly administered by the Vice President for
Academic Affairs and the Academic Appeals Board. The Academic Appeals Board is
responsible for reviewing possible violations of the Academic Honesty Code. The
following procedures will be followed:
1. All situations involving possible violations will initially be handled by the
instructor who has reason to believe that a student has violated the Academic
Honesty Code. The instructor must notify the student of the possible violation
and present whatever information exists about the possible violation to the
student and the student must be given an opportunity to respond. The
instructor may consult the Dean of his or her School or his or her Department
Chair for guidance or advice or refer the matter to the Academic Appeals
Board.
2. If the instructor believes that a violation of the Academic Honesty Code has
occurred, he or she may complete an Academic Dishonesty Report reporting
the violation and indicating what penalty he or she has imposed. The
completed Report must be filed in the Office of the Vice President for
Academic Affairs.
3. If the instructor and student do not agree that a violation has occurred and/or
on the penalty imposed, the student may request a hearing before the Academic
Appeals Board. The instructor and the student must attend the hearing and
both will be given an opportunity to present information to the Board.
4. After both the instructor and the student have been given an opportunity to
present information to the Board, the Board will decide: (a) if a violation of the
Academic Honesty Code has occurred and (b), if a violation has occurred,
whether the penalty imposed by the instructor is appropriate or, if not, what an
appropriate penalty is.
5. All decisions of the Academic Appeals Board may be appealed by either the
instructor and/or the student to the Vice President for Academic Affairs, or his
or her delegate. The decision of the Vice President for Academic Affairs, or his
or her delegate, on any appeal is final.
6. A record of all violations of the Academic Honesty Code will be filed in the
Office of the Vice President for Academic Affairs. These records are not part of
a student’s permanent academic record and will be destroyed when the student
graduates or leaves the College. However, dismissal from the College or
suspension from the College for academic dishonesty will be noted on the
student’s permanent record.
WHEELOCK COLLEGE 2008-2009

5. PENALTIES
An instructor has wide discretion to determine what penalty to impose if he or she
believes that a student has violated the Academic Honesty Code. These penalties may
include, but are not limited to, lowering a grade or assigning a failing grade for a
specific assignment; lowering a grade for a course; failure of a course; or assigning
additional work.
143
An instructor may choose to refer the matter to the Academic Appeals Board. The
Board may recommend whatever penalties it deems appropriate under the
circumstances, including suspension or expulsion from the College. Repeat violations
of the Academic Honesty Code will typically result in harsher penalties. The Vice
President for Academic Affairs will inform the Board of any prior violations of the
Academic Honesty Code by a student. The Board may consider whether the penalty
imposed by the instructor for a repeat violator/violation is adequate and may impose a
more severe penalty. The Vice President for Academic Affairs will be the final arbiter
and decision-maker on all issues involving possible violations of the Academic
Honesty Code.
B. ACADEMIC COURSE POLICIES
1. ATTENDANCE AND ABSENCES
Regular class attendance is expected of all undergraduate and graduate students. Each
instructor must clearly explain his or her attendance policy in the course syllabus. The
course syllabus must clearly indicate:
• whether class attendance is a factor in the final grade
• what constitutes “excessive” absences
It is the student’s responsibility to communicate with his or her instructors regarding
absences. The student is expected to complete whatever work is necessary to make up
for absences.
A CADEMIC P OLICIES
2. ABSENCES FOR RELIGIOUS BELIEFS
The College complies with Massachusetts law (G.L. c. 151C, § 2B) which provides,
in relevant part, that:
Any student in an educational … institution, … who is unable, because of his
religious beliefs, to attend classes or to participate in any examination, study, or
work requirement on a particular day shall be excused from any such
examination or study or work requirement, and shall be provided with an
opportunity to make up such examination, study, or work requirement which he
may have missed because of such absence on any particular day; however, that
such a makeup examination or work shall not create an unreasonable burden
upon such school. No fees of any kind shall be charged by the institution for
making available to the said student such opportunity. No adverse or prejudicial
effects shall result to any student because of his availing himself of the
provisions of this section.
WHEELOCK COLLEGE 2008-2009

3. DROPPING OR ADDING A COURSE
144
A CADEMIC P OLICIES
Each semester during the drop/add period, a student may drop and/or add a course or
courses. A student will not receive a grade for any course in which he or she is not
officially registered. If the student has not initially registered for the course, and has
not filled out an “Add” in the Drop/Add form, he or she is not considered officially
registered for that particular course. If a student registered for a course, and has not
filled out a “drop” in the Drop/Add form, that student is considered officially
registered. After the drop/add deadline has passed, a student wishing to withdraw
from a class must fill out a withdraw form (see below). Any student registered in a
course will be given a grade by the faculty according to the student’s performance in
the course (including an F if the student did not complete the required assignments).
A student who wishes to add or drop a course must:
• obtain a “Drop/Add” form from the Office of Records and Registration;
• confer with his or her advisor;
• an undergraduate student must obtain the signature of his or her advisor
indicating the advisor’s approval of the course selections on the ‘‘Drop/Add’’
form; and
• submit the completed form to the Office of the Registrar.
Note that changes to course registration, including dropping or adding courses, may
change a student’s financial obligations to the College and financial aid eligibility.
Consult the academic calendar for drop/add periods.
4. WAIT LIST
Wait lists enable the College and students to monitor the demand for courses, make
decisions about course enrollments, and provide students with opportunities to request
places in closed courses.
A student may request to be placed on the wait list for any closed course. Students are
placed on the wait list in order of request. Wait lists are reviewed by the Deans who,
in consultation with the instructors of the courses, will make decisions about the wait
lists. In most cases, the wait list will be used to allow a student on the wait list a place
in a course if another student drops the course. However, a decision may be made to
add an additional section of a course or to increase the number of students in a course
to allow more students to enroll in the course.
Students on the wait list have priority for any new places. Students will be notified if a
place opens in a class. After receiving notification that a place has opened in a class, a
student has two business days to notify the Office of Records and Registration that he
or she wishes to enroll in the course.
5. WITHDRAWING FROM A COURSE
Once the drop/add deadline has passed students must complete and submit to the
Office of Academic Records and Registration a Course Withdrawal form to withdraw
from a course. The student, and only the student, can withdraw from a course. Notice
of withdrawal from all semester-long and seven-week courses, except practica, must be
completed by the course withdrawal deadlines stated in the academic calendar. For all
other courses, students must complete and submit a Course Withdrawal form before
WHEELOCK COLLEGE 2008-2009

the second class meeting. After these deadlines, any student who does not attend a
course and otherwise fails to satisfy the minimum requirements of that course will
receive a failing grade of “F.” The only exception to this policy is given when a student
must withdraw from a course after the deadline because of medical reasons.
To request withdrawal from a course for health considerations after a withdrawal
deadline, an undergraduate student must petition the Scholastic Review Board and a
graduate student must petition the Graduate Review Board. All students must submit
documentation from a medical or mental health professional explaining the reason(s)
for the student’s inability to satisfy the requirements of the course.
145
6. REPEATING COURSES
A student may repeat a course one time only. Some courses require permission prior to
being repeated. Refer to the Request for Continuance form for more information. Any
exceptions to this policy must be approved by the Scholastic Review Board (for
undergraduate students) or the Graduate Review Board (for graduate students).
7. EXEMPTIONS FROM REQUIRED COURSEWORK (UNDERGRADUATE STUDENTS)
Certain courses are required for all students. However, on rare occasions, students may
apply for exemptions from some required courses. Information describing the
procedures to obtain exemptions from required courses is available in the Office of
Academic Records and Registration. Prior to applying for an exemption, a student
must consult with his or her advisor and the instructors in his or her majors.
8. AUDITING COURSES
Most courses offered for credit may be taken for audit on a space available basis, and
with prior permission from the instructor.
A CADEMIC P OLICIES
Credit or audit enrollment must be decided by the end of the drop/add period. The
tuition charge for an audited course is two-thirds of the tuition charge for a course
taken for credit. Students must make arrangements with instructors regarding
assignments and responsibilities for all audited courses. Audited courses may not be
changed to gain credits or a grade. Audited courses appear on a student’s transcript
with an “AU” and carry no credit value. Evaluations or letters attesting to the student’s
presence or performance in audited courses will not be provided by instructors.
C. ACADEMIC APPEALS
A Wheelock College student (and a student from a Colleges of the Fenway institution
taking a course at Wheelock) has a right to appeal a final grade or academic dismissal.
A student may appeal a final grade or academic dismissal to the Academic Appeals
Board. Undertaking such an appeal is an extraordinary matter.
1. ACADEMIC APPEALS BOARD
The College has adopted procedures permitting students to appeal certain academic
decisions. Among other things, the Academic Appeals Board hears appeals of a final
grade or academic dismissal. Such appeals should be taken only in extraordinary
situations and only after the student considering an appeal has attempted to resolve
the matter with the instructor who assigned the final grade or with the Scholastic
Review Board (for undergraduate students) or the Graduate Review Board (for
WHEELOCK COLLEGE 2008-2009

graduate students) in matters involving academic dismissal. The Academic Appeals
Board also administers the Academic Honesty System jointly with the Vice President
for Academic Affairs.
146
The Academic Appeals Board is composed of three full-time tenured faculty members
appointed by Faculty Senate. The Chair of the Academic Appeals Board will be
appointed at the beginning of each academic year by Faculty Senate. The Chair of the
Academic Appeals Board will convene the Board whenever he or she deems it
necessary or advisable.
The Vice President for Academic Affairs is solely authorized to interpret and apply
the policies, guidelines and procedures governing academic appeals and, more
generally, academic affairs.
A CADEMIC P OLICIES
2. FINAL GRADE APPEAL
Before deciding to appeal a final grade, a student must first meet and attempt to
resolve the matter with the instructor who assigned the grade. To file an appeal the
student must submit evidence to the Academic Appeals Board that the final grade was
based on factors not related to his or her academic performance.
Students are responsible to know the steps and associated time limits that are involved
in the appeal of a final grade that are described below. The failure of a student to file a
written notice of intent to appeal a final grade within thirty (30) days from the date
that the final grade was mailed or posted for viewing on the web will result in the
termination of his or her appeal.
1. To appeal a final grade, a student must first meet and attempt to resolve the matter
with the instructor who assigned the grade. It is the sole obligation of the student to
make an appointment with the course instructor.
2. If a student inquires about a final grade to anyone other than the instructor who
assigned the grade, that student should be informed that it is his or her sole obligation
to meet and attempt to resolve the matter with the instructor who assigned the grade.
3. If the student and instructor who assigned the grade are unable to resolve the
matter, the student may contact the Chair of the Academic Appeals Board. The Chair
will explain to the student the steps and associated time limits that are involved in the
appeal of a final grade.
4. If the student decides to appeal a final grade, he or she must file a written notice of
intent to appeal a final grade with the Chair of the Academic Appeals Board within
thirty days from the date that the grade was mailed to the student or posted for
viewing on the student portal on the web.
5. The Chair of the Academic Appeals Board will promptly send a copy of the written
notice of intent to appeal a final grade to the instructor who assigned the grade and to
each member of the Academic Appeals Board.
6. The Chair of the Academic Appeals Board will convene the Board for a hearing of
the appeal on the earliest date that the members of the Board, the student, and the
instructor are available. The Chair of the Academic Appeals Board will provide
written notice of the date and time of the hearing to each member of the Board, the
student, and the instructor.
WHEELOCK COLLEGE 2008-2009

7. As soon as practicable, and in any event no less that forty-eight hours before the
hearing, the student must obtain, complete and submit a written appeals form and
may submit a written position statement, which may not exceed three typewritten
pages to the Chair of the Academic Appeals Board clearly demonstrating why, in his
or her opinion, the final grade was based on factors not related to his/her academic
performance. The Chair will promptly deliver a copy of the completed appeals form
and position statement to each member of the Board and to the instructor who
assigned the grade.
147
8. The hearing on the appeal will not be open to the public. The only persons who
may attend the hearing are: (a) the student appealing the final grade; (b) one member
of the Wheelock community who may act as an advisor to the student; (c) the
instructor who assigned the grade, or his/her designee; and (d) the members of the
Academic Appeals Board.
9. The student who is appealing a final grade may make an oral presentation to the
Academic Appeals Board, which shall not exceed ten minutes. The student may also
respond to questions posed by the members of the Board.
The instructor who assigned the final grade, or his/her designee, may make an oral
presentation to the Academic Appeals Board, which shall not exceed ten minutes. The
instructor, or his/her designee, may also respond to questions posed by the members of
the Board.
No other person shall be heard at the hearing. After the oral presentations, if any, and
responses to the questions posed by members of the Academic Appeals Board, if any,
are completed the hearing will be closed.
Except as expressly stated above, the Chair of the Academic Appeals Board will
determine, in his or her sole discretion, how the hearing will be conducted.
A CADEMIC P OLICIES
10. Immediately after the close of the hearing, the members of the Academic Appeals
Board will meet privately to deliberate the appeal. No one else may be present during
these deliberations. If a majority of the members of the Board votes affirmatively to
recommend to the instructor that he or she change the final grade, the
recommendation of the Board will be to change the final grade. If less than a majority
of the members of the Board votes affirmatively to recommend a change in the final
grade, the appeal will be dismissed and the final grade will not be changed.
11. Within five days of the vote of the Academic Appeals Board, the Chair of the
Board will deliver written notice of the vote of the Board to the instructor who
assigned the final grade and to the student who appealed the final grade.
12. If the Academic Appeals Board recommends that a final grade be changed, the
instructor who assigned the grade should consider the recommendation and decide
within 10 days from his or her receipt of the recommendation whether to change the
grade. On or before the date that the ten-day period has expired, the instructor must
inform the Chair of the Academic Appeals Board whether he or she will accept or
reject the recommendation to change the final grade. The Chair will give written
notice of the instructor’s decision to the members of the Academic Appeals Board and
to the student who appealed the final grade. The decision of the instructor will be
final and there will be no further appeal.
WHEELOCK COLLEGE 2008-2009

3. APPEAL OF ACADEMIC DISMISSAL
148
Students are responsible to know the steps and the associated time limits that are
involved in the appeal of academic dismissal that are described below. The failure of a
student to file a written notice of intent to appeal academic dismissal within thirty
(30) days from the date the notice of academic dismissal was postmarked to the
student will result in the dismissal of his or her appeal.
1. To appeal academic dismissal, an undergraduate student must first meet and
attempt to resolve the matter with the Chair of the Scholastic Review Board or a
graduate student must first meet and attempt to resolve the matter with the Chair of
the Graduate Review Board. It is the sole obligation of the student to make an
appointment with the Chair of the appropriate Review Board.
A CADEMIC P OLICIES
2. If a student inquires about academic dismissal to anyone other than the Chair of
the appropriate Review Board, the student should be informed that it is his or her sole
obligation to meet and attempt to resolve the matter with the Chair of the appropriate
Review Board.
3. If the matter remains unresolved after the meeting between the student and the
Chair of the appropriate Review Board, the student may contact the Chair of the
Academic Appeals Board. The Chair will explain to the student the steps and
associated time limits that are involved in the appeal of academic dismissal.
4. If the student decides to appeal academic dismissal, within thirty days of the date
that the notice of academic dismissal was mailed to the student, he or she must file a
written notice of intent to appeal academic dismissal with the Chair of the Academic
Appeals Board.
5. The Chair of the Board will promptly send a copy of the written notice of intent to
appeal academic dismissal to the Chair of the appropriate Review Board and to each
member of the Academic Appeals Board.
6. The Chair of the Academic Appeals Board will convene the Board within ten days
of receiving the written notice of intent to appeal academic dismissal from the
student. The Chair will schedule the date and time for the hearing of the appeal and
will give written notice of the date and time of the hearing to the Chair of the
appropriate Review Board, the student and to each member of the Academic Appeals
Board.
7. The student must obtain, complete and submit an appeals form and may submit a
written position statement, which may not exceed three typewritten pages, to the
Chair of the Academic Appeals Board as soon as practicable and, in any event no less
than forty-eight hours before the hearing. The completed appeals form and/or the
written position statement must demonstrate clearly why, in the opinion of the
student, the academic dismissal does not reflect the student’s academic performance
but rather is based on factors not related to his or her academic performance.
8. The hearing on the appeal will not be open to the public. The only persons who
may attend the hearing are: (a) the student appealing academic dismissal; (b) one
member of the Wheelock community who may act as advisor to the student; (c) the
Chair of the appropriate Review Board, or his or her designee, (d) one person who
may act as advisor to the Chair of the appropriate Review Board; and (e) the members
WHEELOCK COLLEGE 2008-2009

of the Academic Appeals Board.
9. The student who is appealing academic dismissal may make an oral presentation to
the Academic Appeals Board, which shall not exceed ten minutes. The student may
also respond to questions posed by members of the Board.
The Chair of the appropriate Review Board, or his or her designee, may make an oral
presentation to the Academic Appeals Board, which shall not exceed ten minutes. The
Chair of the appropriate Review Board, or his or her designee, may also respond to
questions posed by the members of the Academic Appeals Board.
149
10. Except as expressly stated above, the Chair of the Academic Appeals Board will
determine, in his or her sole discretion, how the hearing will be conducted. No other
person shall be heard at the hearing. After the oral presentations, if any, and responses
to questions posed by members of the Academic Appeals Board, if any, are completed,
the hearing will be closed.
11. Immediately after the close of the hearing, the members of the Academic Appeals
Board will meet privately to deliberate the appeal. No one else may be present during
these deliberations. If a majority of the members of the Academic Appeals Board
votes affirmatively to recommend that the academic dismissal be changed, the
academic dismissal will be changed. If less than a majority of the members of the
Academic Appeals Board votes affirmatively to change the academic dismissal, the
appeal will be dismissed and the academic dismissal will not be changed. The decision
of the Academic Appeals Board will be final and there will be no further appeal.
12. Within five days of the vote of the Academic Appeals Board, the Chair of the
Board will deliver written notice of the vote of the Board to the Chair of the
appropriate Review Board and to the student. If the vote of the Academic Appeals
Board is that the academic dismissal should be changed, the student will be reinstated
at the College at the beginning of the semester following the vote.
A CADEMIC P OLICIES
WHEELOCK COLLEGE 2008-2009

UNDERGRADUATE ACADEMIC POLICIES
A. UNDERGRADUATE GRADING POLICY
150
A CADEMIC P OLICIES
1. GRADES AND COURSE STATUS
For undergraduate students, Wheelock College uses a system of letter grades that are
equivalent to the following numerical quality points.
Letter Grade Quality Point Equivalent
A 4.00
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- 0.67 Minimum passing
F
0.00 Failing
P
0.00 Passing
In addition, a transcript may show the following statuses in the grade column
I
WD
AU
0.00 Incomplete
0.00 Withdrawal
0.00 Auditing
An “Incomplete” (I) may be submitted by the instructor only when a student fails to
complete the requirements of a course by the date grades are due, as a result of
documented medical emergency or illness or other extraordinary circumstances, such
as a death in the family. (See full description of the policy on Incompletes below.)
“Withdrawal” is the status recorded by the Registrar’s Office when a student officially
leaves a course before the withdrawal deadline published in the academic calendar and
fills out a withdrawal form that is submitted to the Registrar’s Office. Only a student
can submit a request for withdrawal; a faculty member does not submit such a request.
2. PASS/FAIL OPTION
Each semester, an undergraduate student may elect a total of four credit hours to be
taken under the Pass/Fail option. During a four-year course of study, no more than
thirty-two credit hours may be taken under this option, though the restriction does
not apply to courses offered only on a Pass/Fail basis, such as some practica and
fieldwork.
A grade of “P” (Pass) does not affect a student’s cumulative grade-point average, but a
failing grade of “F” (Fail), whether it is awarded under the letter grade system or the
Pass/Fail option, is computed in the cumulative grade-point average.
WHEELOCK COLLEGE 2008-2009

The following restrictions apply to the election of the Pass/Fail option:
• Students must receive letter grades in courses that they select to fulfill General
Education requirements or in their majors and professional concentrations,
excluding practica.
• Only one course in a student’s minor may be taken under the Pass/Fail option.
• Students on probation must take all courses (except courses offered only on a
Pass/Fail basis) for letter grades.
For full-semester courses, students must declare their choices of the Pass/Fail option
before the fourth class meeting. For seven-week courses, the Pass/Fail option must be
declared before the second class meeting. After these deadlines, neither students nor
instructors may change the grading election.
151
3. INCOMPLETE GRADES
It is the student’s responsibility to request an incomplete or “I” by submitting to the
instructor a completed Request for Incomplete form. If a student makes such a request
for more than one course, he or she must complete and submit a separate form for
each course (available in the Office of Records and Registration). The instructor, at his
or her sole discretion, may grant the student’s request. The instructor will submit the
completed form to the office of Academic Records and Registration at the same time
that he or she submits final grades.
All incomplete work must be submitted by the student to the instructor so that the
instructor may submit a change of grade to the Office of Records and Registration before
the deadline for submitting changes of grades. Students who plan to enter a practicum in
the semester following the granting of an Incomplete must finish all work prior to
beginning the practicum. If a grade has not been submitted by the deadline for submitting
changes of grades, the grade of “I” will be administratively changed to a failing grade of “F.”
A CADEMIC P OLICIES
4. DEAN’ S LIST
The Dean’s List is a recognition of academic achievement for undergraduate students
during the academic term. A student is eligible when he or she meets the following
academic standards at the time the Dean’s List is compiled:
• Earns a minimum semester grade-point average of 3.8 (on a 4.0 scale); and
• Successfully completes a minimum of twelve credit hours during the semester
which are graded on a ‘letter grade’ basis; and
• Does not carry any Incomplete grades (‘I’) or Failing grades (‘F’) for the
semester at the time the Dean’s List is determined.
Notes: A student enrolled in 20 credits where 19 credits earn grades of ‘A’ and 1 credit
earns a grade of ‘F’ will have a term GPA of 3.8.
B. DECLARATION OF ACADEMIC PROGRAM
(UNDERGRADUATE)
By the end of the fall semester of sophomore year, every undergraduate student must
declare an academic program, by submitting a completed Declaration of Program
form to the Office of Academic Advising and Assistance. Students wishing to enter
the Child Life major must submit an application to the coordinator of the program
and be admitted to the program.
WHEELOCK COLLEGE 2008-2009

DECLARE A MINOR
152
Students wishing to declare a minor should contact their academic advisor and then
complete the Declaration of Minor form and submit the completed form to the Office
of the Registrar for final approval. The deadline for declaring a minor is the end of
junior year.
C. WHEELOCK LITERACY AND COMMUNICATION
POLICY (UNDERGRADUATE)
1. WHEELOCK LITERACY AND COMMUNICATION EXAM (WLCE)
A CADEMIC P OLICIES
The Wheelock Literacy and Communication Exam (WLCE) is a part of a Collegewide
commitment to help every student write clearly, effectively, and correctly. Every
undergraduate must take and pass the WLCE before entering practice courses
specified by each professional program.
The WLCE consists of five sections: spelling, reading comprehension, essay, summary
and mechanics. Students who pass the WLCE will not need to take the exam again.
Once a student has passed a section of the WLCE, he or she does not have to take
that section again. Successful passage of the MTEL Communication and Literacy
Skills Test is an accepted equivalency for the WLCE for undergraduate education
students in licensure based programs.
2. READING AND WRITING SEMINAR POLICY
The College has developed a system of writing courses and resources to support students
as they prepare for and pass the WLCE. These courses include reading and writing
seminars, grouped by professional interests that are taken in the sophomore year by
students who must satisfy the WLCE requirement. A student who has not passed the
WLCE by the beginning of his or her second year at Wheelock must take and pass at
least one semester of a reading and writing seminar and pass all five sections of the
WLCE before entering practice courses specified by each professional program. Students
who complete the WLCE during their first year are not required to take these seminars.
D. ACADEMIC STATUS
1. UNDERGRADUATE FULL-TIME STATUS
To complete degree requirements in four years, full-time undergraduates normally carry
a course load of between sixteen to eighteen credit hours per semester. For the purposes
of financial aid, on-campus housing, and eligibility for the Dean’s List, a course load of
twelve credit hours per semester is considered full-time. During his or her first semester
at Wheelock College, a student may enroll in courses totaling no more than eighteen
credit hours. Thereafter, except during a semester when he or she is enrolled in a
practicum, a student may enroll in courses totaling no more than twenty credit hours.
During a semester in which a student is enrolled in a practicum, he or she may enroll
in courses totaling no more than sixteen credit hours unless he or she has received prior
approval from the Scholastic Review Board. To obtain such approval, a student must
complete and submit to the Scholastic Review Board a Request to Overload form,
which is available at the Office of Records and Registration.
WHEELOCK COLLEGE 2008-2009

E. ACADEMIC STANDARDS
1. UNDERGRADUATE STUDENTS
A 2.0 (C) cumulative grade-point average is the minimum acceptable standard for all
undergraduate students. An undergraduate student must maintain this standard to
graduate from the College and to enter a practicum. Also, all undergraduates must
attain a grade of C or higher in the professional studies courses and the
preprofessional courses required for the professional program in which they are
enrolled. (This policy does not apply to foundation courses in Arts and Sciences.) In
addition, a student must demonstrate during pre-practicum courses a strong likelihood
that he or she will be able to complete successfully the requirements of an Arts and
Science major and/or professional major. The Scholastic Review Board monitors an
undergraduate student’s academic progress.
2. UNDERGRADUATE STUDENT ENROLLMENT IN GRADUATE COURSES
Only undergraduate students who are seniors may enroll in graduate program courses.
To avoid additional charges for taking graduate program courses, seniors must enroll
in a minimum of twelve credit hours of undergraduate level courses in the semester in
which they enroll in graduate program courses. Seniors may take a maximum of six
credit hours of graduate program courses. If a senior enrolls in more than six credit
hours of graduate program courses, or less than twelve credit hours of undergraduate
level courses, the student’s financial obligations to the College and his or her financial
aid may be affected.
To enroll in a graduate program course, a senior must:
• Obtain and complete the ‘Request to enroll in graduate course from’ from the
Office of the Associate Vice-president for Academic Services;
• The Associate Vice-president for Academic Services will certify eligibility for
the student to register in the graduate course;
• Obtain written approval from the student’s academic advisor and appropriate
Academic Dean (who will consult with course instructor whenever possible);
• Submit to the Office of Academic Records and Registration.
The above policy regarding undergraduate enrollment in graduate program courses
does not apply to BS/MS degree program candidates.
153
A CADEMIC P OLICIES
3. CREDIT FOR PRIOR LEARNING (UNDERGRADUATE STUDENTS)
An entering undergraduate student is eligible to receive credit for prior learning if he
or she:
• is at least twenty-five years of age;
• has not attended an institution of higher education for at least three years; and
• applies for such credit after he or she has earned at least twelve credit hours at
the College.
WHEELOCK COLLEGE 2008-2009

The Scholastic Review Board will review requests for credit for prior learning made by
eligible undergraduate students.
The following standards apply to the assessment of prior learning:
154
A CADEMIC P OLICIES
• a maximum of thirty-two credit hours may be granted;
• a fee equal to the tuition charge for a two-credit course will be charged to the
student;
• to support the request, the student must submit detailed information regarding
the prior learning in the form of a portfolio to the Scholastic Review Board;
and
• the student’s portfolio must be submitted to the Scholastic Review Board
before the middle of the second semester in which the student is enrolled at the
College.
Additional guidelines and procedures regarding credit for prior learning are available
from the Dean of Arts and Sciences.
Credit for prior field experiences is not usually given, due to accreditation standards.
For more information about a specific program, the student must contact the Dean of
the program’s School.
4. TRANSFER CREDIT
Undergraduate students may transfer credit hours for courses successfully completed at
other accredited institutions of higher education by:
• obtaining and completing the Transfer of Credit form available at the Office of
the Registrar;
• obtaining the written approval of the student’s advisor;
• submitting course description(s) of the courses successfully completed at the
other institution for review by the appropriate Academic Dean or designee; and
• submitting to the Registrar an official transcript issued by the other institution.
Transfer credits will not be awarded for classes that are taken pass/fail. No credits will
be transferred unless the undergraduate student received a grade of C or higher in the
course. If an undergraduate student seeks to transfer credit to fulfill a requirement in
the student’s professional major, additional requirements may apply. Contact the
Office of the Registrar to obtain additional information.
F. ACADEMIC WARNING, PROBATION AND DISMISSAL
1. UNDERGRADUATE STUDENTS
a. Academic Warning
i. Academic Warning by Instructor: A student who is in jeopardy of failing a
course at any time in the semester may receive an academic warning at the sole
discretion of the Instructor. The warning may include a written evaluation of
the student’s academic performance, an outline of expectations for successful
completion of the course, and the consequences of failing to meet those
expectations. The fact that a student does not receive an academic warning does
not mean that the student may not fail the course.
WHEELOCK COLLEGE 2008-2009

ii.
Academic Warning by Scholastic Review Board: The Scholastic Review Board
will send a written warning at the end of each semester to each undergraduate
student who:
• receives a failing grade of “F” in any course;
• fails to achieve a semester grade-point average of 2.0 or higher;
• fails to achieve a cumulative grade point average of 2.15 or higher.
b. Academic Probation
An undergraduate student will be placed on academic probation under any of the
following circumstances:
155
• failing to achieve a cumulative grade-point average of 2.0 or higher;
• receiving two failing grades of “F” in courses in one semester; or
• receiving a failing grade of “F” in a practicum.
Academic probation is notice to the student that academic dismissal may occur unless
the student’s performance significantly improves. If a student is placed on academic
probation for two semesters, not necessarily consecutive, the student may be dismissed
from the College for academic reasons. A student on academic probation must take all
courses for letter grades except courses especially designated as pass/fail courses. A
student on academic probation may only take a maximum of sixteen credit hours in
any semester.
The Scholastic Review Board will attempt to notify each undergraduate student to
confirm his or her probationary status. However, even if a student is not notified, he
or she is on academic probation if any of the above circumstances apply.
c. Removal from Academic Probation
At the conclusion of each semester, the Scholastic Review Board will review the
record of each undergraduate student who has been placed on academic probation for
the previous semester. The Board may remove the student from academic probation if
the student has:
A CADEMIC P OLICIES
• after receiving two failing grades of “F” in the previous semester, demonstrated
sufficient academic progress as determined by the Scholastic Review Board;
• after failing to achieve a cumulative grade-point average of 2.0 or higher,
achieved a minimum 2.0 cumulative grade-point average or higher; or
• after receiving a failing grade of “F” in a practicum, and waiting for a semester
to request permission to take repeat the practicum, the student completed
another practicum successfully
The Scholastic Review Board decides, in its sole discretion, whether to remove an
undergraduate student from academic probation. The decision of the Scholastic
Review Board regarding academic probation is final.
d. Academic Dismissal
The Scholastic Review Board may dismiss a student from the college if he/she:
• fails to achieve a 1.0 semester grade-point average or higher after the fall
semester of his or her first year or, for a transfer student, after his or her first
semester at Wheelock College;
WHEELOCK COLLEGE 2008-2009

156
• fails to maintain a 1.5 cumulative grade-point average or higher after the spring
semester of his or her first year;
• has been placed on academic probation for two semesters (which need not be
consecutive);
• fails to show promise in working with people in the human service professions
and those served by those professions;
• violates the Academic Honesty policy.
The Scholastic Review Board will send a letter to a student notifying him or her of
the academic dismissal from the College.
The Scholastic Review Board decides, in its sole discretion, whether to dismiss or not
dismiss a student for academic reasons.
A CADEMIC P OLICIES
To appeal an academic dismissal, the student should consult the Academic Appeals
Policy.
G. MINIMUM ACADEMIC REQUIREMENTS FOR
STUDENTS RECEIVING FINANCIAL AID
1. UNDERGRADUATE STUDENTS
Federal and state regulations require that students receiving financial aid maintain
satisfactory academic progress.
Financial aid may be withheld or withdrawn if a student fails to meet the minimum
academic requirements outlined below. If financial aid is withheld or withdrawn,
appeals may be made in writing to the Office of Financial Aid within thirty days of
receipt of the aid decision. Appeals must be based on extenuating circumstances such
as illness, accident or death of an immediate family member. Financial aid may be
reinstated, as funds allow, when a student satisfies either the minimum academic
requirements outlined below or satisfies the conditions set by the Office of Financial
Aid.
Incompletes, failures, or withdrawals are not considered earned credit hours and
repeated courses are not counted as either attempted or earned credit hours. Transfer
credits and Colleges of the Fenway credits are counted as earned credit hours.
A student must successfully complete the number of credit hours and maintain the
minimum cumulative grade-point average listed on the chart below by the end of each
successive academic year. This chart differentiates among full-time, three-quarter-time
and half-time students, and is based on the federal policy that a student may only
receive federal aid for up to 150% of the standard length of time that it takes a student
to complete the program of study.
WHEELOCK COLLEGE 2008-2009

Year Full Time Three-Quarter Time Half-Time
Minimum Minimum Minimum Minimum Minimum Minimum
Credit Cumulative Credit Cumulative Credit Cumulative
Hours Grade Point Hours Grade Point Hours Grade Point
Average Average Average
1 22 1.50 18 1.50 12 1.50
2 45 2.00 36 1.75 24 1.50
3 68 2.00 54 2.00 36 1.75
4 90 2.00 72 2.00 48 1.75
5 112 2.00 90 2.00 60 2.00
6 134 2.00 108 2.00 72 2.00
7 126 2.00 84 2.00
8 134 2.00 96 2.00
9 108 2.00
10 120 2.00
11 132 2.00
12 134 2.00
Once a year, following the spring semester, the cumulative grade-point average
and number of credit hours attempted and earned by each financial aid recipient
will be reviewed. Undergraduate students who have not met the standards for
satisfactory academic progress will be notified of their status.
A student may remain on financial aid probation for two semesters and still
receive financial aid. At the end of the second semester of financial aid
probation, a student who has not reestablished satisfactory academic progress
will be denied financial aid for the next semester. The student may file a
petition for reinstatement of financial aid once he or she is considered in good
academic standing at Wheelock and satisfies the requirements listed above.
157
A CADEMIC P OLICIES
H. ACADEMIC APPEALS
A Wheelock College student has a right to appeal a final grade or academic dismissal.
A student may appeal a final grade or academic dismissal to the Academic Appeals
Board. Undertaking such an appeal is an extraordinary matter.
I. WITHDRAWAL FROM THE COLLEGE
1. VOLUNTARY WITHDRAWAL
If a student wants to withdraw from the College, he or she must complete an Official
Withdrawal form (available at the Office of Student Services) and meet with the
Associate Vice President for Student Services. A student will not be removed from the
College billing list until the withdrawal procedure has been completed.
2. NON-VOLUNTARY WITHDRAWAL
When a student is required to withdraw from the College for academic reasons, a
non-voluntary withdrawal occurs. See Section F.1.d (Academic Warning, Probation
and Dismissal) discussing academic dismissal.
WHEELOCK COLLEGE 2008-2009

An undergraduate student who does not register for courses within the first two weeks
of a semester, and who has not requested a leave of absence, will be deemed to have
withdrawn from the College.
158
A CADEMIC P OLICIES
3. LEAVE OF ABSENCE
An undergraduate student who wishes to request a leave of absence for a semester or
an academic year must complete a Leave of Absence form which is available in the
Office of Academic Advising and Assistance. To maintain degree candidate status, the
Leave of Absence form must be submitted to the Associate Vice President for Student
Services. A $200 deposit must remain in the student’s account with the College for
any student requesting a leave of absence. If the student does not return to the College
at the end of the specified leave of absence period, the deposit will be forfeited.
If, at the end of an approved leave of absence, a student does not submit a Request for
Reinstatement form in order to resume his or her studies, the student will then
automatically be considered withdrawn from the college. All withdrawn students are
automatically placed on academic hold and are not permitted to register for additional
courses without submitting to the Associate Vice President for Student Services a
Request for Reinstatement form.
Undergraduate students may not retroactively request a leave of absence but must
acquire permission before the beginning of the first semester of leave of absence.
J. READMISSION TO THE COLLEGE
An undergraduate student in good academic standing who has withdrawn and wishes
to seek reinstatement should complete the Request for Readmission (form available at
the Office of Student Services) and meet with the Associate Vice President for
Student Services. The Request for Readmission is then forwarded to the Scholastic
Review Board which will make the decision regarding reinstatement.
A student who has been required to withdraw by the Scholastic Review Board for
academic reasons may request to be readmitted after a year’s absence from the College.
The student must complete the Request for Readmission form. The student will also
be required to provide supporting documents such as college transcripts, letters of
recommendation from employers, or letters of support for readmission. The Scholastic
Review Board will review the supporting documents and make the final decision
regarding reinstatement.
K. PRACTICA
1. STANDARDS FOR ENTERING A PRACTICUM
Wheelock College has set high standards for students entering the undergraduate
professional preparation programs in teaching, child life, and social work. Before
students may take a practicum, the total record of a student will be reviewed.
To enter a practicum, a student must:
• successfully complete pre-practicum fieldwork courses by earning a grade of “C”
or higher or a grade of “P” in pass/fail fieldwork courses;
WHEELOCK COLLEGE 2008-2009

• successfully complete sixty-seven credit hours of course work;
• pass the Wheelock Literacy and Communication Exam (WLCE);
• successfully complete the Human Growth and Development I and Human
Growth and Development II courses by earning a grade of “C” or higher:
• demonstrate the ability to interact positively with children and adults in general
education fieldwork; and
• maintain a 2.0 cumulative grade-point average or higher (i.e., students on
academic probation may not enter a practicum).
In addition, students in the Massachusetts Department of Education Licensure
Programs must adhere to Wheelock’s MTEL policies, including passing the MTEL
Literacy and Communication test prior to registering for a pre-practicum field
course(for elementary education students) or a practicum (for early childhood
education students selecting the inclusive classroom teacher option; and for Special
Education students).
Transfer students may not enter a practicum until they have successfully completed
one sixteen credit hour semester and have earned sixty-seven credit hours of course
work. A student usually may not register for more than sixteen credit hours during a
practicum semester. An undergraduate student must petition the Scholastic Review
Board for permission to register for more than sixteen credit hours during a practicum
semester.
Each practicum has specific entrance criteria. Students should refer to the Course
Offerings Brochure for entrance criteria for specific practica. Unless approved in
advance by the appropriate Academic Dean, there are no exceptions to these criteria.
To apply to enter a pre-practicum or a practicum or internship in Education, Child
Life, Juvenile Justice, or Community Based Human Services,, students must meet
with the staff of the Office of Field Experiences before course selection (Deadlines are
published in the academic calendar)
159
A CADEMIC P OLICIES
To enter a social work practicum, students must meet with the Social Work Field
Coordinator and follow the procedures explained by the Social Work Field
Coordinator.
2. CRITERIA FOR ENTERING FIELD PRACTICUM FOR UG SOCIAL WORK MAJORS
To enter the practicum, a student must have:
• Completed 66 credit hours of course work successfully
• Passed the WLCE (Wheelock Literacy and Communication Exam).
• Completed the courses Understanding Communities and Human Growth and
Development, with a grade of “C” or better. Transfer students must have
successfully completed these courses or equivalent courses as determined by the
Registrar.
• Demonstrated the ability to interact positively with children and adults in
Understanding Communities and Human Growth and Development in the
fieldwork experience, or for transfers, the equivalent courses as determined by
the Registrar.
• Attained a minimum of 2.0 cumulative grade point average (students on
probation may not enter a practicum).
WHEELOCK COLLEGE 2008-2009

160
• Attained a minimum of a “C” grade in SWK 205, SWK 225, SWK 355, and
SWK 440.
• Removed any “Incomplete” grades left from the semester preceding the
practicum.
Before entrance into a practicum is permitted, the total record of a student is
reviewed. Transfer students may not enter a practicum until they have successfully
completed one 16-credit semester and have earned at least 66 academic credits. A
student may not register for more than 16 credits during a student teaching/practicum
semester. Any exceptions to this last standard must be approved by the Dean of Social
Work.
A CADEMIC P OLICIES
3. INCOMPLETE GRADES BEFORE ENTERING A PRACTICUM
Students may not enter a practicum with an outstanding “I” (Incomplete).
Students must complete all work and receive a letter grade in all courses by the first
day of classes in the next succeeding semester. Any exception to this policy must be
approved by the Scholastic Review Board (for undergraduate students) or the
Graduate Review Board (for graduate students). See section A. 3 (Incomplete Grades)
for more information.
4. REINSTATEMENT IN A PRACTICUM
An undergraduate student who has failed a practicum must request permission to
repeat a practicum by:
• completing a Request for Continuance form available in the Office of the
Registrar; and
• submitting the completed form and all supporting documentation to the
Scholastic Review Board by October 1, if the student wishes to enter a
practicum in the spring semester, and by March 15, if the student wishes to
enter a practicum in the succeeding fall semester.
The Scholastic Review Board will notify the student of its decision in writing.
An undergraduate student who voluntarily withdraws from a practicum for health
considerations must complete the above steps and also submit documentation that the
health considerations have been resolved or that the student may fulfill the
requirements of the practicum with reasonable accommodations.
5. WITHDRAWING FROM A PRACTICUM OR INTERNSHIP
A student who withdraws from a practicum for any reason, other than health
considerations, at any time during a semester will automatically receive a failing grade
of “F.”
A student may withdraw from a practicum or internship for health considerations if,
and only if, the student was performing satisfactorily at the time of the withdrawal
and obtains the approval of the Scholastic Review Board (for undergraduate students)
or of the Graduate Review Board (for graduate students).
To request withdrawal from a practicum or internship for health considerations, a
student must submit
• a written petition describing the health considerations;
WHEELOCK COLLEGE 2008-2009

• a written statement from the student’s College supervisor stating that the
student was performing satisfactorily at the time of withdrawal; and
• written statement from a medical or mental health professional describing the
student’s health considerations and explaining the reason(s) for the student’s
inability to satisfy all the requirements of the practicum.
If a student is not able to satisfy the requirements of an internship, the following
procedures must be followed:
161
• the student and the student’s College supervisor must meet and discuss the
student’s performance;
• the student’s College supervisor will prepare and deliver to the student a
written evaluation of the student’s performance and summarize all areas
needing improvement and establish goals;
• if the student does not satisfy the established goals, the student’s College
supervisor will inform the Department Chair, Academic Dean and the Director
of Field Experience or Social Work Field Coordinator;
• the Academic Dean will meet with the student’s College supervisor and any
other interested parties to discuss alternative courses of action; and
• the Academic Dean will inform the student of the prescribed course of action.
If the prescribed course of action is the student’s withdrawal from the internship, the
student will receive a failing grade of “F”.
If the student is placed on academic probation or is dismissed from the College for
academic reasons, the student must immediately withdraw from the internship.
6. GRIEVOUS BEHAVIOR AT PLACEMENT
Some behavior is so egregious that it will result in immediate termination from a
placement. Such behavior includes, but is not limited to, inflicting or threatening to
inflict injury to a client, agency staff member, or other person related to the
performance of professional duties; abusing controlled substances or alcohol so that it
affects performance; becoming sexually involved with clients or site personnel; or
engaging in illegal activities that reflect upon the student’s ability to perform
professionally or that reflect negatively upon the profession.
A CADEMIC P OLICIES
7. UNDERGRADUATE LOCATION WAIVERS
All students are strongly encouraged to do practica in the settings established by
Wheelock’s Field Experience Office in collaboration with the Faculty. In order to
request permission to do a practicum at a setting that has not been examined by the
College and thus is not yet an approved site a student must get permission from their
Academic Advisor, Chair of their department, the Dean of their program and the
Director of Field Experience to approve the site for this purpose. Please note that
approval of such requests is contingent upon a number of factors such as documented
medical conditions, the academic appropriateness of the setting and staffing
considerations. It is the responsibility of the requesting student to complete a
Location Waiver Form by April 1st for the upcoming Fall semester and November1
for the following spring semester. All appropriate signatures must be obtained before
submitting this form to the appropriate Dean. These waiver forms are available in the
Field Experience Office.
WHEELOCK COLLEGE 2008-2009

8. STUDENT EMPLOYMENT AT PLACEMENT SITE
162
A CADEMIC P OLICIES
Wheelock College believes that field training is an integral part of a student’s
professional preparation and development. To this end, the College conducts its
practicum, internship, field placement, and other off-campus learning programs. The
College endeavors to place students in educationally suitable positions at various
public and private institutions and at other locations. On occasion, placement sites
hire students to perform work outside of an academically-approved placement and
beyond the College’s oversight or control.
The College expresses no opinion and makes no representations that a placement site
is a safe and adequately supervised work environment for employment or that a
student is qualified to perform work at a placement site, outside of an academicallyapproved
placement. The College assumes no responsibility for providing insurance for
students against harm suffered or for liability incurred as a result of employment
outside of an academically-approved placement. Such insurance and any liability
resulting from such employment are the responsibility of the student and the
employer. The College reserves the right to change a student’s placement if, in the
College’s sole discretion, it determines that a student’s outside employment at a
placement site interferes with or compromises the educational goals of the
academically-approved placement.
The College provides a copy of this policy and a Student Employer Acknowledgment
and Release form to each placement site. Students seeking employment outside an
academically-approved placement at a placement site are responsible for obtaining a
signed Acknowledgement and Release from the placement site. In addition, students
registering for academically-approved placements are required to sign an
Acknowledgment and Release agreeing to this policy. Students under the age of
eighteen must provide the College with an Acknowledgment and Release signed by
their parents or legal guardians. These Acknowledgments and Releases will be
maintained in students’ permanent records in the Office of the Registrar.
9. CORI (CRIMINAL OFFENDER RECORD INQUIRY) AND OTHER BACKGROUND
CHECKS
The CORI (Criminal Offender Record Inquiry) is a criminal background check
conducted by a number of human service agencies throughout the state. Its purpose is
to attempt to protect both the very young and the very old from exposure to abuse by
those who have a history of abusing children and/or elderly persons. In December,
1996 a law was passed in Massachusetts to require certain agencies serving children
and the elderly to conduct CORI checks on all volunteers and staff retained or hired
after March, 1997. Students should be aware that they may be asked by community
service placement sites and practicum sites to obtain CORI clearance prior to
beginning the practicum experience. Students should also keep in mind that these
same sites may now also require a SORI (Sexual Offender Record Inquiry) check and
drug screening.
WHEELOCK COLLEGE 2008-2009

L. ACADEMIC BOARDS
The Academic Appeals Boards and academic appeals process are discussed in section
C.
SCHOLASTIC REVIEW BOARD (UNDERGRADUATE)
The members of the Scholastic Review Board are:
• Dean of Arts and Sciences, or his or her designee;
• Dean of Education and Child Life, or his or her designee;
• Dean of Social Work and Family Studies, or his or her designee;
• A faculty member from each of the academic schools of the College appointed
by Faculty Senate;
• Registrar;
• Vice President for Academic Affairs or his or her designee;
• Associate Vice President for Student Services;
• Coordinator of Disability and Student Support Services; and
• Dean of Student Life, ex officio.
Among the functions of the Scholastic Review Board are the following:
• to implement academic policy;
• to place students on and remove students from academic probation;
• to review applications for readmission to the College;
• to dismiss students from the College for academic reasons; and
• to consider students’ special academic requests.
Any request by an undergraduate student for the Scholastic Review Board to consider
a matter must be submitted in writing, together with all supporting materials, at least
forty-eight hours before the next scheduled meeting of the Board.
163
A CADEMIC P OLICIES
M. ACADEMIC RECORDS
The Office of Academic Records and Registration maintains the academic transcript
of each student. Academic transcripts are available to a students upon written request.
An official transcript bears the seal of the College and the signature of the Registrar.
A transcript issued directly to a student is designated “Issued to Student.” To obtain a
copy of his or her transcript, a student must complete the Transcript Request form
available in the Office of Academic Records and Registration and pay a $2.00 fee for
each transcript requested. To obtain an official transcript, a student must also have
satisfied his or her financial obligations to the College.
A file for every student is maintained in the Office of Academic Records and
Registration and in the Office of Academic Advising and Academic Assistance.
Students may inspect these files upon request.
WHEELOCK COLLEGE 2008-2009

164
A CADEMIC P OLICIES
N. DEGREES, DIPLOMAS AND GRADUATION
CEREMONY PARTICIPATION
Wheelock College confers degrees three times per year in May, August, and
December. Wheelock conducts graduation ceremonies on the Boston campus each
May and August to celebrate as a community the achievements of its degree
recipients and program completers.
Students who are not degree recipients or program completers are eligible to
participate in the graduation ceremony if they are within four credits of the total
required course credits and successfully demonstrate completion of all non-course
degree requirements.
Complete information regarding diplomas, the process of degree completion, and
academic eligibility to participate in the commencement ceremony is available from
the Office of Academic Records and Registration.
GRADUATE ACADEMIC POLICIES
A. GRADUATE GRADING POLICY
1. GRADES AND COURSE STATUS
For Graduate students, Wheelock College uses a system of letter grades that are
equivalent to the following numerical quality points.
Letter Grade Quality Point Equivalent
A 4.00 Superior
A- 3.67 Excellent
B+ 3.33 Very good
B 3.00 Good
B- 2.67 Satisfactory
F 0.00 Failing
R 0.00 Satisfactory progress in a continuing course
In addition, the following status may appear in a transcript
AU 0.00 Audit
I 0.00 Incomplete
WD 0.00 Withdrawal
P (Pass) Pass. Not included in grade-point average.
Each semester at registration, a graduate student may elect to take courses under the
Pass/Fail option. Students must declare in writing to the Office of the Registrar their
choices of the Pass/Fail option before the second class meeting. After this deadline,
neither students nor instructors may change the grading election. Students who are
considering pursuing study beyond the Master’s Degree level are encouraged to take
at least one-half of their courses for letter grades. Practica and seminars taken in
tandem with practica must be taken on a Pass/Fail basis. A grade of Pass (P) does not
affect a student’s cumulative grade-point average.
WHEELOCK COLLEGE 2008-2009

An Incomplete (I) may be given to a student only for health reasons or in
extraordinary circumstances. It is the student’s responsibility to contact the instructor
to request an Incomplete. Unless the student has requested an incomplete, the faculty
cannot assign an incomplete.
Satisfactory in a continuing course (R) is the grade submitted by an instructor to
indicate satisfactory progress in a continuing independent study, field study, thesis, or
course that has been approved by the instructor and the appropriate Academic Dean
as a two semester study, thesis, or course. At the end of the second semester, a letter
grade, Pass, or Incomplete will be given. If an R is changed to an Incomplete in an
independent study, field study, or course, the student must comply with the
Incomplete procedures described above. If an R grade is changed to Incomplete for a
thesis, the student must complete the thesis within one calendar year. A continuation
fee of $100 will be charged for each semester that the student carries an Incomplete
only in this circumstance. If the completed work is not submitted by the deadline, the
Incomplete will automatically be converted to a failing grade of F.
Withdrawal (WD) is recorded by the Office of Academic Records and Registration
when a student officially withdraws from a course before the course withdrawal
deadline published in the academic calendar. A faculty member cannot submit a
request for withdrawal. Only a student can submit that request.
A graduate student who wishes to audit (AU) a course may do so with the approval of
the instructor and the appropriate Academic Dean. To audit a course, a student must
register for the course at registration or within the Drop/Add period. The tuition fee
for auditing a course is two-thirds of the normal course tuition.
165
A CADEMIC P OLICIES
2. INCOMPLETES
It is the student’s responsibility to request an incomplete or “I” by submitting to the
instructor a completed Request for Incomplete form. If a student makes such a
request for more than one course, he or she must complete and submit a separate
form for each course (available in the Office of Records and Registration). The
instructor, at his or her sole discretion, may grant the student’s request. The instructor
will submit the completed form to the office of the Academic Dean at the same time
that he or she submits final grades.
All incomplete work must be submitted by the student to the instructor so that the
instructor may submit a change of grade to the Office of the Registrar before the
deadline for submitting changes of grades. The deadline is published in the academic
calendar. Students who plan to enter a practicum in the semester following the
granting of an Incomplete must finish all work prior to beginning the practicum. If a
grade has not been submitted by the deadline for submitting changes of grades, the grade of
“I” will be administratively changed to a failing grade of “F.”
WHEELOCK COLLEGE 2008-2009

B. ACADEMIC STATUS
GRADUATE FULL-TIME AND PART-TIME STATUS
166
A CADEMIC P OLICIES
Graduate students who are registered for nine or more credit hours in the fall or
spring semester or six total credit hours during the summer session are considered fulltime.
Graduate students who enroll for fewer than these numbers of credit hours are
considered part-time. A student’s status may change from one semester to the next.
Students may register for a maximum of fifteen credit hours per semester for the fall
and spring semesters, and a maximum of nine for a summer session. Permission to
register for additional credit hours must be obtained in advance from the student’s
advisor and the appropriate Academic Dean. To remain eligible for most types of
financial aid, graduate students must enroll in a minimum of five credit hours each
semester.
C. ACADEMIC STANDARDS
1. GOOD ACADEMIC STANDING
A 2.67 (B-) semester and cumulative grade-point average is the minimum acceptable
standard for all graduate students. A graduate student must maintain this standard to
graduate from the College. Graduate students whose grade-point averages are below<