|
|
Mercy College 2021-2022 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
| |
Counseling |
| |
-
CNSL 673 - Research Methodology
Credit(s): 3
3 semester hours
Students will learn to analyze research in counseling. Major statistical and measurement concepts will be applied in order to understand how research problems are systematically investigated using experimental and quasi-experimental designs. Surveys and qualitative research will also be discussed. Students will evaluate professional literature, discuss its implications for counseling and design research proposals.
|
| |
-
CNSL 674 - Theories and Principles of Substance Abuse Counseling
Credit(s): 3
3 semester hours
Introduces basic theories and principals of alcoholism and substance abuse counseling, techniques for motivating the chemically dependent client to engage in treatment processes and for handling the complex of psychological defenses used in the basic stages of treatment. Emphasis on theories of vocational counseling and the relationship between work, self-esteem and recovery.
|
| |
-
CNSL 677 - Counseling Interventions for Children and Adolescents
Credit(s): 3
Prerequisite(s): For School Counseling majors: CNSL 618 , CNSL 640 , CNSL 643 , CNSL 650 , and CNSL 655 .
This course focuses on prevention and intervention of mental health disorders of children and adolescents. It presents cognitive-behavioral, behavioral strategies, experiential play, solution focused, and strengths-based theories to use when counseling children and adolescents. This course focuses on the importance of the relationship between the counselor and the client or consultee, the flexible use of a variety of evidence-based interventions, both individual and group, to address problems experienced by individuals, and the importance of assessment. Various activities, in-class role-plays, and guidance will be incorporated throughout this course.
Class meetings include lecture and discussion on selected topics in the textbook. Films and class activities expand on the material. To maximize your learning, complete assignment readings prior to class. Further, students will be given the opportunity to observe and discuss various aspects of child and adolescent behavior as they are applied to practice. Students are expected to be actively involved in their learning and are invited to share their knowledge and personal experiences with the class.
|
| |
-
CNSL 678 - The Psychological, Pharmacological and Physiological Aspects of Alcoholism and Substance Abuse
Credit(s): 3
3 semester hours
Overview of alcohol and drugs emphasizing their uniqueness and similarities. Pharmacological, psychological, and physiological principles important to the understanding of alcoholism and drug abuse will be examined as well as their interaction.
|
| |
-
CNSL 679 - School Counseling Program Development and Evaluation
Credit(s): 3
Prerequisite(s): CNSL 640 and CNSL 643 .
This course provides an understanding of the development, organization, administration, and evaluation of comprehensive developmental K-12 school counseling programs that promote access and equity for all students. Reinforces basic school counseling skills and knowledge by focusing on the systems perspective and social justice. Focuses on data and best practices for using data to improve existing comprehensive school counseling programs (CSCP’s).
|
| |
-
CNSL 686 - Supervised Internship I: Mental Health Setting
Credit(s): 6
3 semester hours
This course focuses on essentials of the counseling process in a mental health setting. Students will receive clinical experience through immersion in a professional counseling role. The student will actively participate in counseling situations under professional supervision in a mental health or substance abuse setting. Case presentations and discussion will help to refine the student’s abilities and awareness of ethical and professional issues. The student will become familiar with the environmental and sociological aspects of a community setting. In addition to conducting group and individual counseling sessions, students will participate in weekly seminars at the college. On-site experiences will be discussed during the weekly class seminar which focuses on students’ concerns and basic issues of ethics, theory and practice. Students must apply for clinical placements the year prior to registration. Clinical placements must be approved by the director of Clinical Placements. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. This course is designed to meet the state internship requirements for a licensed mental health counselor. Offered in fall only
|
| |
-
CNSL 687 - Supervised Internship II: Mental Health Setting
Credit(s): 6
6 semester hours
Prerequisite(s): CNSL 686
This course focuses on advanced techniques and issues in a mental health agency setting. Students will receive clinical experience through immersion in a professional counseling role. The student will actively participate in counseling situations under professional supervision in a mental health agency setting. Case presentations and discussion will help to refine the student’s abilities and awareness of ethical and professional issues. The student will become familiar with the environmental and sociological aspects of a community setting. In addition to groups and individual counseling sessions, students participate in weekly seminars at the college. On-site experiences will be discussed during the weekly class seminar which focuses on students concerns and advanced issues of ethics, theory and practice. This course is a continuation of CNSL 686 ; students are expected to continue in their placements from the previous semester. Clinical placements must be approved by the Director of Clinical Placements. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. This course is designed to meet the second half of the state internship requirements for a licensed mental health counselor. In addition to internship hours students must participate in the weekly seminar course at the college. Offered in spring only
|
| |
-
CNSL 688 - Supervised Internship I: Bilingual School Setting
Credit(s): 6
6 semester hours
The course is designed to enable the prospective bilingual guidance counselor to become familiar with the environmental and sociological aspects of the urban/suburban school setting. Directed observation will be made within the school. Field experiences will consist of guided and supervised experiences in schools with non-English speaking populations. It is expected that the student will move from and observation to a participatory role at the discretion of the bilingual site supervisor during the course of the fieldwork. The school-based supervisor will be a certified bilingual school counselor. Students will participate in a weekly seminar class at the college. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. Per state regulations, students must complete one internship experience at the K-8 level and one internship experience at the 9-12 level. Offered in Fall only
|
| |
-
CNSL 689 - Supervised Internship II: Bilingual School Setting
Credit(s): 6
6 semester hours
Prerequisite(s): CNSL 688
This course is a continuation of Supervised Internship I: Bilingual School Setting. The course is designed to enable the prospective bilingual guidance counselor to become familiar with the environmental and sociological aspects of the urban/suburban school setting. Directed observation will be made within the school. Field experiences will consist of guided and supervised experiences in schools with non-English speaking populations. It is expected that the student will move from and observation to a participatory role at the discretion of the bilingual site supervisor during the course of the fieldwork. The school-based supervisor will be a certified bilingual school counselor. Students will participate in a weekly seminar class at the college. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. Per state regulations, students must complete one internship experience at the K-8 level and one internship experience at the 9-12 level. Offered in Spring only
|
| |
-
CNSL 690 - Supervised Internship I: School Setting
Credit(s): 6
6 semester hours
The course enables the prospective school counselor to become familiar with the environmental and sociological aspects of the community and school systems. Directed observations will be made within area public schools. During the course of the internship experience, the student will move observer to participant in group and other counseling activities as deemed appropriate by the certified school counselor who serves as the site supervisor. Relevant projects and readings will be assigned by the certified counselor who teaches the course. Students will participate in a weekly seminar class at the college. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. Per state regulations, students must complete one internship experience at the K-8 level and one internship experience at the 9-12 level. Offered in Fall only
|
| |
-
CNSL 691 - Supervised Internship II: School Setting
Credit(s): 6
6 semester hours
Prerequisite(s): CNSL 690
This course is a continuation of Supervised Internship I: School Setting. The course enables the prospective school counselor to become familiar with the environmental and sociological aspects of the community and school systems. Directed observations will be made within area public schools. During the course of the internship experience, the student will move observer to participant in group and other counseling activities as deemed appropriate by the certified school counselor who serves as the site supervisor. Relevant projects and readings will be assigned by the certified counselor who teaches the course. Students will participate in a weekly seminar class at the college. A minimum of 300 field hours are required, including 120 direct hours and 180 indirect hours. There will be two academic site visits from the professor of record. Per state regulations, students must complete one internship experience at the K-8 level and one internship experience at the 9-12 level. Offered in Spring only
|
| |
-
CNSL 899 - Maintenance of Matriculation
Credit(s): No credit.
Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.
|
Cybersecurity |
| |
-
IASP 500 - Topics on Information Security
Credit(s): 3
3 semester hours
This course provides a broad view of information assurance and security and its major subjects: protection of information assets; access to information system; hacking; legislation and industrial standards. In addition, this course will serve as a guideline for students to make their course selections. This course is offered in a hybrid of online and on-campus format in that students are asked to meet on campus three times in a semester.
|
| |
-
IASP 505 - Foundation of Cybersecurity Sciences
Credit(s): 3
3 semester hours
This course covers cybersecurity majors with background knowledge units that are required by major graduate-level cyber security courses. It focuses on the fundamental concepts related to networks, operating systems, database systems, and computer programming/scripting languages. Students learn both the concepts and the related skill sets in this course. The course provides a fast-paced introduction to scripting languages, core concepts of computer networks, and various system issues developed in computer operating systems and database management systems.
|
| |
-
IASP 510 - Social Implication of Information Security
Credit(s): 3
3 semester hours
This course discusses the social Implications of information security. It covers the social impact and legal issues of modern computing, Intellectual Property issues, Professional and Ethical Issues and Responsibilities, Privacy and Civil Liberties.
|
| |
-
IASP 520 - Data Mining and Knowledge Discovery
Credit(s): 3
3 semester hours
This course introduces algorithms and computational paradigms that allow computers to find patterns and regularities in databases, perform prediction and forecasting, and generally improve their performance through interaction with data. The knowledge discovery process includes data selection, cleaning, coding, using different statistical and machine learning techniques, and visualization of the generated structures. The course will cover all these issues and will illustrate the whole process by examples. Special emphasis will be given to the Machine Learning methods as they provide the real knowledge discovery tools. Important related technologies, as data warehousing and on-line analytical processing (OLAP) will be also discussed. The students will prototype a data mining technique.
|
| |
-
IASP 525 - Database Security
Credit(s): 3
3 semester hours
This course introduces the concepts of database theories, secure database and methods of protecting data. It covers the discretionary and mandatory access controls, secure database design, data integrity, secure architectures, secure transaction processing, information flow controls and inference controls, and discusses various secure database models including distributed database system.
|
| |
-
IASP 530 - Forensic Computing
Credit(s): 3
3 semester hours
This course covers the need for forensics computing and the advanced concepts used in a forensics examination; introduces techniques required for conducting a forensic analysis on systems and data. The theories directly correlated to data recovery methods and investigation techniques on various media are discussed. Emphasis will be placed on developing tools that can solve particular forensic tasks.
|
| |
-
IASP 540 - Information Assurance and Management
Credit(s): 3
3 semester hours
This course explains information assurance in organizations. This course discusses the concepts of organizations, strategy/usage/risks of information systems, decision-making and decision support for cybersecurity, risk analysis and risk management for information assurance. Behavioral and philosophical aspects of information assurance and management are also introduced and explained.
|
| |
-
IASP 550 - Intrusion Detection and Prevention
Credit(s): 3
3 semester hours
This course introduces network firewall security. It will cover basic installation techniques, discuss how to make an intelligent choice of firewall technology and present basic firewall troubleshooting. Moreover, it will cover different intrusion detection systems and their signatures. Students will complete hands-on exercises and case projects for testing and evaluating various firewall techniques.
|
| |
-
IASP 555 - Mobile Technologies and Wireless Sensor Services
Credit(s): 3
3 semester hours
Mobile services and sensor data services are emerging technology in the digital age. This course will focus on the issues related to the design and implementation of secure services in mobile smartphone devices and wireless sensor networks. Emphasis will be placed on smartphone apps development, wireless sensor network configuration, interaction between mobile smartphones and wireless sensors, authentication and password security access control policy, and privacy issues in both mobile and sensor data services. This course delivers both knowledge and hands-on implementation skillsets.
|
| |
-
IASP 560 - Wireless Network and Security
Credit(s): 3
3 semester hours
This course introduces various wireless network protocols, access modes, wireless devices, management tools and security risks. This course covers both wireless network technologies and security/privacy issues over Wi-Fi, cellular, Bluetooth, ZigBEE, and satellite signals. Encryption and decryption algorithms over wireless communication are also discussed.
|
| |
-
IASP 565 - Internet Social Media and Security
Credit(s): 3
3 semester hours
This course provides a broad view of internet social media and its related threats and covers frontlines of research topics in internet social media and social security. After the characteristics of social media and social media models, students will learn why and how social media is going to shape our future and will pose a variety of challenges to social media domestically as well as internationally. Students will explore specific IT architectures of social media and their unique technologies. Relational database and noSQL database and distributed and parallel file processing such as Hadoop and Map Reduce from Google will be reviewed and discussed extensively. Toward the end of the class, students will be able to build a social media application, and to identify, predict and social media threats.
|
| |
-
IASP 580 - IT Security Audit and Compliance
Credit(s): 3
3 semester hours
This course reviews the critical skills and methodologies used to ensure compliance to public- and private-sector regulatory requirements, starting from understanding organization’s regulations, rules, and laws. This course covers how to facilitate internal and external audit requirements, ensuring proper levels of controls, both IT and process level.
|
| |
-
IASP 585 - Applied Cryptography
Credit(s): 3
3 semester hours
This course covers general security concepts, communication security, encryption and decryption algorithms, cryptography including the differences between asymmetric and symmetric algorithms and the different types of PKI certificates and their usage and discussion of Operational/Organizational Security. Students will complete hands-on assignments.
|
| |
-
IASP 590 - Internship: Advanced topics in Security Practices
Credit(s): 3
3 semester hours
Prerequisite(s): Student must have completed at least 15 graduate credits and must have the program director’s approval.
This course is an internship course. Students are required to be supervised by a company, and apply information security theory learned to one specific area such as IT, health care, government, finance, etc. The evaluation of and final detailed report of student’s internship should be submitted respectively by a company’s supervisor and the student.
|
| |
-
IASP 595 - Special Topics in Information Security
Credit(s): 3
3 semester hours
Prerequisite(s): program director’ s approval
This course is a placeholder and will introduce students to the future developments and trends in the security engineering. The course will be offered on-demand. Students can take it more than once if the specific subjects are different. They are all counted as major electives.
|
| |
-
IASP 599 - Independent Study
Credit(s): 3
3 semester hours
Prerequisite(s): program director’s approval
This course is a placeholder for students who like to pursue independent study under the supervision of a faculty member. The course will be offered as the need for such a course arises.
|
| |
-
IASP 600 - Master’s Project
Credit(s): 3
Prerequisite(s): program director’s approval
Designs and implements in-depth project under the supervision of a faculty member or a group of faculty members. Students are to select a topic, conduct a comprehensive literature survey, make meaningful contribution toward the field of Cybersecurity, write a project report and present it in front of a group of faculty members and general public.
|
| |
-
IASP 601 - Master’s Thesis
Credit(s): 3
Prerequisite(s): IASP 600 and program director’s approval
Designs and implements an in-depth research issue under the supervision of a faculty member or a group of faculty members. Students should conduct a comprehensive literature survey, conduct research or development activities, write a thesis, and present to defend the thesis. The thesis should be submitted to a journal or conference proceedings.
|
| |
-
IASP 890 - Capstone Continuation
Credit(s): No credit, but cost is equivalent to one credit.
Students who have completed all coursework but have not completed their capstone course within the required one term must register for this course each subsequent term until the capstone course is completed. Only two consecutive terms of capstone continuation registration permitted.
|
| |
-
IASP 899 - Maintenance of Matriculation
Credit(s): No credit.
Students are expected to register in successive terms to maintain status as a matriculated student. However, if a student cannot enroll in a term, maintenance of matriculation is required. The fee is $100 per term and is processed as a registration. Maintenance of matriculation without attending class is limited to one year. Students who have not maintained matriculation and wish to return to their program within one year after their last course registration will be charged the fee for each missed term. Activated U.S. Military Reservists are not required to pay the fee.
|
Education |
| |
-
EDUC 500 - Educational Foundations from Diverse Perspectives
Credit(s): 3
3 semester hours
This course provides a critical overview of the historical, legal, financial, organizational and philosophical groundings of education. Candidates will examine, debate and speculate about a variety of issues as they impact schools and teachers now and into the future. These basic concepts of education are examined from the diverse perspectives of race, gender, disabilities, and language learners. Aspects of education such as funding, instructional strategies, and due process procedures will be examined from a social justice perspective. Concerns such as equity and access, alternative ways of knowing, funds of knowledge, and other cultural factors will be examined. The role of the teacher as facilitator of critical thinking and as promoter of socially responsible action in the society will be considered. Ten hours of fieldwork required.
|
| |
-
EDUC 501 - Education in Today’s Schools
Credit(s): 3
3 semester hours
This course provides a critical overview of the forces (historical, legal, financial, organizational and philosophical) that provide for the foundation of education. It examines the structure, culture, and the curriculum of “A Place Called School.” It will provide a forum for students to examine, debate, and speculate about the controversies that impact schools and teachers now and into the future. It explores the current educational challenges including charter schools, global education, technology, bilingual education, diversity, racism, sexism, school violence, and child abuse. Ten hours of fieldwork required.
|
| |
-
EDUC 502 - Foundations in Education for Students with Disabilities
Credit(s): 3
3 semester hours
This course offers a comprehensive perspective on students with disabilities and provides an in-depth understanding of disabilities and the impact of those disabilities on learning and behavior. Candidates examine disability categories, current trends, effective planning, and the historical, legal and social foundations of education for students with disabilities. Candidates explore life span issues, community agency partnerships, career issues, and support services needed by students with disabilities and their parents. Fifteen hours of fieldwork required.
|
| |
-
EDUC 503 - Methods and Materials for Teaching Students with Disabilities from Birth through Adolescence
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 502
This course examines curriculum and instruction from the perspective of Early Childhood, Childhood, and Adolescent teachers of students with disabilities whose individual learning needs require teachers to go beyond typical models of general classroom instruction to give students with disabilities access to the general education curriculum and assessments. Teachers identify, examine and practice a variety of effective teaching strategies for the education of students with disabilities. Teachers learn to differentiate and individualize instruction and engage in collegial collaboration. They examine learning processes, lesson and unit planning, motivation and communication in order to stimulate and sustain student interest, involvement, and achievement. Fifteen hours of fieldwork required.
|
| |
-
EDUC 504 - Cultural Perspectives and the Teaching Learning Process
Credit(s): 3
3 semester hours
Required for TESOL and bilingual students only, other students will need chair’s permission. In this course, candidates will investigate those multicultural factors that have the greatest impact on teaching and learning: cultural, racial, ethnic, language and socioeconomic diversity. As a result of scholarly research, classroom presentations and group discussion, students will be able to prepare lesson plans that are culturally and ethnically responsive to diverse learners and that center on issues of social justice and civic action. This course will focus on the selection and integration of teaching strategies, assessment and curriculum in order to reflect language, ethnicity, gender and other components of culture. In addition, students will integrate into the course appropriate learning and performance standards as described in New York State curriculum guides. Research and site-based observations of diverse classrooms will help students acquire the background knowledge, skills, and attitudes needed to effectively teach students who are learners of diverse cultural, ethnic and linguistic back-grounds, including special needs. Ten hours of fieldwork required.
|
| |
-
EDUC 505 - Teaching English as a Second Language
Credit(s): 3
3 semester hours
This course introduces students to the historical, legal, theoretical and practical frameworks of teaching English to learners of English as a Second/Other Language, in pre-school through 12th grade classrooms, in the U.S.A. Course content includes language acquisition theories for children and adults, as well as for students with special needs, inclusive of considerations of Standard English as a second or third language for children who speak other languages, or dialects at home. Research and site-based observations of area ESL classrooms will help students acquire the background knowledge, skills, and attitudes needed to effectively teach students who are learners of English as a Second Language. Student identification, academic placement, and a variety of successful instructional approaches & strategies, that motivate all students to learn, will be explored. Classroom discussion will address issues faced by professionals in the field of teaching English as a Second Language, effective instructional models, assessment materials, approaches and teaching practices used in teaching all language skills, and recognition of the psycho-social problems involved in second language acquisition and development. Ten hours of fieldwork required.
|
| |
-
EDUC 506 - Educational Evaluation and Assessment from Early Childhood through Adolescence
Credit(s): 3
3 semester hours
Study of testing concepts and the application of assessment to the classroom setting. The focus is on relating assessment principles to standards-based instruction, identifying appropriate performance standards, effectively communicating these standards, and providing appropriate feedback to students. Included are planning of summative assessments, the construction and use of multiple choice, true-false, and essay type items, performance assessments and portfolios, student observation techniques and ratings scales, and the use and interpretation of standardized test data. Ten hours of fieldwork required.
|
| |
-
EDUC 507 - Approaches to Literacy Instruction in Early Childhood through Adolescence
Credit(s): 3
3 semester hours
Examination and analysis of effective literacy instruction for students at all levels. This course includes the exploration of appropriate techniques for diverse learners. Techniques for continued assessment in reading, remediation and enrichment will also be discussed. Requires practical application of methods in classroom and field assignments such as observation records, tutoring, and diagnostic evaluation and analysis. Ten hours of fieldwork required.
|
| |
-
EDUC 508 - Theory and Practice in Bilingual Education
Credit(s): 3
3 semester hours
This course is designed to prepare bilingual and ESOL teachers to successfully work with language minority students, in the context of bilingual/ESL programs. It includes the study of the historical, psychological, social, cultural, political, theoretical and legal foundations of bilingual education programs in the United States. Students will examine and analyze different bilingual program models so that they may apply such knowledge to the implementation of pedagogically effective practices for second language learners using both the L1 and L2, in curriculum implementation. Communication with parents and families concerning students’ academic and social outcomes will be highlighted. In addition, the use of community resources, programs and services to effectively improve instruction in bilingual programs will be discussed. This course supports Mercy College’s commitment to preparing educational professionals to work in diverse urban and suburban school communities and incorporates INTASC standards for licensing of new teachers. Ten hours of fieldwork required.
|
| |
-
EDUC 509 - Linguistics and Language Development
Credit(s): 3
3 semester hours
This course introduces students to the essential concepts of Language Development and modern linguistic components that are most relevant to first and second language pedagogy. Training is given in the fundamentals of phonology, morphology, syntax, and pragmatics. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. These include: the history of the English language, language change and variation, and the relationship between dialects and ethnic identity. Finally, candidates will gain familiarity with current research in language development and classroom practice, including language acquisition and literacy development.
|
| |
-
EDUC 511A - Methods and Materials in Secondary Mathematics Education
Credit(s): 3
3 semester hours
Prerequisite(s): completion of 12 credits of coursework
Examination and analysis of curriculum materials and instructional strategies for teaching and learning mathematics in grades 7–12. Includes content-specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. Fifteen hours of fieldwork required. Offered fall only
|
| |
-
EDUC 511B - Methods and Materials in Secondary Science Education
Credit(s): 3
3 semester hours
Prerequisite(s): completion of 12 credits of coursework
Examination of perspectives, philosophies, theories, methods, materials, and the application of an inquiry-based approach, assessment and management strategies to the teaching and learning of secondary science education (grades 7–12). Fifteen hours of fieldwork required. Offered fall only
|
| |
-
EDUC 511C - Methods and Materials in Secondary Social Studies Education
Credit(s): 3
3 semester hours
Prerequisite(s): completion of 12 credits of coursework
Examination and analysis of curriculum materials and instructional strategies for teaching and learning social studies in grades 7–12. Includes content specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. Ten hours of fieldwork required. Offered fall only
|
| |
-
EDUC 511D - Methods and Materials in Secondary English Education
Credit(s): 3
3 semester hours
Prerequisite(s): completion of 12 credits of coursework
Examination and analysis of curriculum materials and instructional strategies for teaching and learning English in grades 7– 2. Includes content-specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. Ten hours of fieldwork required. Offered fall only
|
| |
-
EDUC 513 - Introduction to Early Childhood Education: Foundations, Methods and Materials
Credit(s): 3
3 semester hours
This course presents an overview of the foundations in early childhood education. Candidates will address processes of developmental change including a study of the three domains that are integral to early childhood education: affective, cognitive, and psychomotor, for the period of birth–grade 2. The significance and effectiveness of past and present trends regarding the different types of early childhood programs will be discussed. Attention will also focus on the importance of play for the learning and development of the child. Ten hours of fieldwork required.
|
| |
-
EDUC 514 - Working with Parents and Families of Children, in Early Childhood and Childhood
Credit(s): 3
3 semester hours
This course examines how working with parents/caregivers helps teachers to develop a better understanding of their students, and ways to develop appropriate strategies for successful collaborations with parents in schools and communities. This course also includes analyses of parenting styles, family structures and dynamics, techniques for improving communication between parents/caregivers, teachers, and children, as well as strategies for using community-based resources to sup-port families and children. Ten hours of fieldwork required.
|
| |
-
EDUC 515 - Educational Psychology and Middle Childhood Development
Credit(s): 3
3 semester hours
A study of human development and behavior during middle childhood. Theories pertaining to physical, emotional, social and intellectual development will be explored. Analyses of issues of autonomy, social responsibility, peer relationships, intellectual maturity, societal and familial expectations, and how these impact on the ability of the middle school child to develop mastery skills will be examined. Participants will report on ongoing assessment, instructional intervention, and progress of individual students. Ten hours of fieldwork delete required.
|
| |
-
EDUC 516 - Curricular Assessment and Behavior Management for Students with Disabilities
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 502
This course is designed to develop the conceptual and technical skills required by teachers to help them implement meaningful strategies for effective learning by students with disabilities. Candidates will develop the professional skills necessary for the observation and assessment of behavior. Emphasis is on instruments and assessment methods which provide direction for instructional and behavior management, including but not restricted to: traditional psychometric instruments, curriculum based assessment, clinical observation, interviews, norm and criterion referenced assessments, informal assessment measures, and other alternate assessment techniques, with a consistent emphasis, on the assessment of students with disabilities. In addition, candidates with learn to plan, evaluate, and implement behavior management programs for individual students in a variety of learning environments. Theoretical formulations and practical applications of behavior techniques, especially as they apply to management and control of behavior in the school are stressed. Ethical considerations regarding behavior change procedures are discussed. Fifteen hours of fieldwork is required.
|
| |
-
EDUC 517 - Educational Psychology and Adolescent Development
Credit(s): 3
3 semester hours
Theories of personality are reviewed and compared to formulations regarding individuation, autonomy, values, and other maturational and societal issues. Antagonistic and other divergent behaviors are examined, and appropriate interventions will be suggested for classroom application, with an emphasis on improving instruction in language related areas. Ten hours of fieldwork required.
|
| |
-
EDUC 518 - Method and Materials in Middle Childhood Education
Credit(s): 3
3 semester hours
Examination, analysis and application of the major concepts, principles, theories, and research with respect to middle childhood philosophy, school organization, curricula, instruction, and assessment. Includes creative lesson planning for teaching with respect to NMSA and INTASC standards; practical field-based experiences related to young adolescence, professional teacher roles, and family and community involvements. Ten hours of fieldwork required.
|
| |
-
EDUC 519 - Basic Principles of Applied Behavior Analysis for BCBA
Credit(s): 3
3 semester hours
For learning to proceed optimally, the setting must be one where behaviors (social, emotional, and cognitive) are managed. This course will provide students with practical skills to plan, implement, and evaluate behavior management programs for both individuals and groups of children in a variety of learning environments. Considered will be techniques such as behavior modification, self-control, social skills training, assertiveness training, conflict resolution techniques, and effective education programs. This course is the first course in the Applied Behavior Analysis course sequence.
|
| |
-
EDUC 521 - Evidence Based Instructional Methods for BCBA
Credit(s): 3
3 semester hours
Study and analysis of effective teaching strategies for the education of students with disabilities. Candidates will identify strengths and discuss methods of individualizing instruction and collaboration. They will examine learning processes, lesson and unit planning across the curriculum, motivation, communication and classroom management in order to stimulate and sustain student interest, cooperation, and achievement. Students will discuss effective ways of partnering with parents and other staff members. This course is part of the Applied Behavior Analysis course sequence. Fieldwork required.
|
| |
-
EDUC 522 - Language Development and Literacy Acquisition
Credit(s): 3
3 semester hours
This course focuses on child development from Birth–Grade 6, with an emphasis on oral language development as the foundation for literacy acquisition. Special emphasis is placed upon emergent literacy and effective techniques for encouraging growth in receptive and expressive communication in young children. Research focusing on the relationship between language and literacy is reviewed. Ten hours of fieldwork required.
|
| |
-
EDUC 523 - Development and Exceptionalities
Credit(s): 3
3 semester hours
The objective of this course is to prepare teacher candidates for the analysis and understanding of development in order to better teach in inclusive settings. Developmental theories and practices will be explored in the context of both special and general education. Topics include comprehensive views of development focusing on biological, physical, cognitive, language, social and emotional, and moral dimensions. Special attention to the needs and characteristics of students with disabilities will be included as well as their specific social, emotional and behavioral challenges. 10 hours of fieldwork required.
|
| |
-
EDUC 524 - Single-Subject Research Designs in Education for BCBA
Credit(s): 3
3 semester hours
This course will provide an in-depth study of the topics related to classroom instruction and the essential theory, logic, concepts, principles, methods, and ethics of single subject research. The focus of the course is measurement of behavior, single-subject design tactics, and displaying and interpreting behavioral data. Students will learn to create a research question and survey the related literature; select a single-subject design tactic and graphic display, visually analyze and interpret data; and report the findings.
|
| |
-
EDUC 525 - Foundations and Ethical Considerations for Practice as Behavior Analysts for BCBA
Credit(s): 3
3 semester hours
An examination of the basic issues and trends affecting the behavior analyst working with individuals in the home-based, school or agency setting. The nature and scope of the philosophy underlying Applied Behavior Analysis, and the relationship between applied behavioral analysis and professional ethical practices as defined by the Behavior Analyst Certification Board are considered. The variety of home, agency, and school settings in which behavior analysts seek employment is investigated with a view to the specific guidelines that apply to those settings. Professional norms as confidentiality, informed consent, etc. are explained.
|
| |
-
EDUC 526 - Functional Assessment and Positive Behavior Support for BCBA
Credit(s): 3
3 semester hours
This course will provide an in-depth study of topics related to classroom instruction and school operation such as classroom management, grouping, discipline, administration, supervision, school policy, school-wide instructional approaches and/or other practical aspects of classroom instruction and school operation. This course will provide an in depth study of the following principles, issues, approaches, and strategies for classroom instruction and school from a behavior analytic perspective: School-wide Positive Behavior Support and Functional Behavior Assessment.
|
| |
-
EDUC 527 - Verbal Behavior for BCBA
Credit(s): 3
This course provides a behavior analytic account of verbal behavior, which includes thinking, speaking, feeling, reading, writing, and many other behaviors that define humans as uniquely human; and that are essential to consider when addressing or accounting for behavioral difficulties of individuals or groups. Foundations and theories of verbal behavior are explored. Students learn to identify and implement basic verbal operants and the variables that make them more or less likely to occur, Students also learn to assess verbal behavior, and to design instructional procedures to teach various verbal operants. Research in the field of verbal behavior is also considered.
|
| |
-
EDUC 528 - Supervision and Collaboration for Professional Behavior Analysts
Credit(s): 3
This course will explore aspects related to becoming a professional behavior analyst. Students will discuss and practice key skills such as leadership, interpersonal communication, assertiveness, conflict resolution, and critical thinking, among others. This course will allow students opportunities to apply these skills to a variety of advanced contexts such as parent training and supervising others. Students will learn how to manage a case from start to finish, including setting up a case, creating programs, managing insurance, training team members, supervising team members, and evaluating progress of both the programs and staff implementation of those programs.
|
| |
-
EDUC 529 - Diversity, Equity and Inclusion
Credit(s): 3
Prerequisite(s)/Corequisite(s): EDUC 502
Candidates will explore aspects of diversity such as gender, culture, Gay, Lesbian, Bi-Sexual, Transgender and Queer (GLBTQ), ability, language and poverty and analyze how they relate to equity in education in the United States. Candidates will also investigate how these aspects of identity create inequity and barriers to inclusion. Removal of these barriers will also be examined. Candidates will reflect upon how their identity and experiences influence how they view issues related to diversity and equity and how they can remove potential barriers to inclusion in their own teaching practice. 10 hours of fieldwork are required and include researching a barrier to inclusion in their school/community and creating a plan to improve access and inclusion.
|
| |
-
EDUC 531 - Methods and Materials in Teaching Students with Disabilities, Birth–Grade 6
Credit(s): 3
Prerequisite(s): EDUC 502
This course requires the study and analysis of effective teaching strategies for the education of students with disabilities from Birth–Grade 6. Candidates will identify strengths and discuss methods of individualizing instruction and collaboration. They will examine learning processes, lesson and unit-planning across the curriculum, motivation, communication, and classroom management in order to stimulate and sustain student interest, cooperation, and achievement. Candidates will discuss effective ways of partnering with parents and collaborating with other staff members. Fifteen hours of fieldwork is required.
|
| |
-
EDUC 532 - Methods and Materials in Teaching Students with Disabilities, Grades 7–12
Credit(s): 3
Prerequisite(s): EDUC 502
This course examines curriculum and instruction from the perspective of secondary education teachers of students with disabilities whose individual learning needs require teachers to go beyond typical models of general classroom instruction to give students with disabilities access to the general education curriculum and assessments. Candidates identify, examine, and practice a variety of effective teaching strategies for the education of students with disabilities. Candidates learn to differentiate and individualize instruction and engage in collegial collaboration. They examine learning processes, lesson and unit planning, motivation, and communication in order to stimulate and sustain student interest, involvement, and achievement. Fifteen hours of fieldwork is required.
|
| |
-
EDUC 534 - Differentiated Instructional Methods and Materials
Credit(s): 3
Prerequisite(s)/Corequisite(s): EDUC 502
This course focuses on a variety of teaching methods, materials, and instructional strategies that teachers can use to assist learners with mild to moderate disabilities across a variety of educational settings. Candidates will develop a series of three in-depth lesson plans and supporting materials based on a wide selection of differentiated instructional strategies. We will pay particular attention to the selection, differentiation, and use of strategies and materials that support the learning of students with exceptional learning needs as well as those from culturally diverse backgrounds. 10 hours of fieldwork required.
|
| |
-
EDUC 536 - Early Childhood Education Birth-Age 8: Culturally Responsive Practices
Credit(s): 3
3 semester hours
The course explores culturally relevant pedagogy in early childhood education and practices that optimize student learning and engagement based on the latest cognitive science. Theories on the processes of socio-emotional, cognitive, linguistic, physical, and aesthetic development, as well as the relationship between culture and developmental growth will provide insights into identity development in young children, birth through age 8. The course will help candidates make connections between children’s experiences in homes, the neighborhood, school, nature, and in and through multimedia and how they shape learning as well as implications for practice. Particular focus will be on urban teaching contexts, recent immigrant populations, multilingual families, and issues related to poverty. Considerations of global contexts for early childhood education will also be introduced. Ten hours of fieldwork are required.
|
| |
-
EDUC 537 - Current Critical Issues in American Education
Credit(s): 3
3 semester hours
Prerequisite(s): NYSED Initial Certification
This course examines current educational issues and trends, and how these impact instructional practices in terms of: pedagogical and professional knowledge, addressing student diversity, using educational technology, shaping reflective teaching and professional decision-making, and demonstrating appropriate professional dispositions. These issues and trends will be assessed through a variety of classroom activities and a culminating school-based action research project.
|
| |
-
EDUC 546 - Educational Assessment for Students with Disabilities
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 502
This course is designed to prepare teacher candidates to effectively assess students with disabilities in both general and special education settings. Students will develop the professional skills necessary for the observation and assessment of academic and behavioral performance. Emphasis is on those instruments and assessment methods that provide direction for instructional and behavior management, including: traditional psychometric instruments, curriculum-based assessments, clinical observations, interviews, norm- and criterion-referenced assessments, informal assessment measures, and other alternate assessment techniques, with a consistent emphasis on the assessment of students with disabilities. Ethical considerations regarding assessment policies and procedures are reviewed. Fifteen hours of fieldwork required.
|
| |
-
EDUC 548 - Principles and Strategies of Classroom Management
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 502
This course is designed to develop the conceptual and technical skills required by teachers to help them implement meaningful instructional and behavioral strategies for effective learning by students with disabilities. Students will develop the professional skills necessary for the observation and assessment of behavior. Emphasis is on those instruments and assessment methods that provide direction for instructional and behavior management. In addition, students will learn to plan, implement, and evaluate behavior management programs for individual students in a variety of learning environments. Theoretical formulations and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school, are stressed. Ethical considerations regarding behavior change procedures are discussed. Fifteen hours of fieldwork required.
|
| |
-
EDUC 551 - Language Arts in Childhood and Early Childhood Education
Credit(s): 3
3 semester hours
This course examines research-based knowledge of language learning and its influence on listening, speaking, reading, writing, and nonverbal communication. The course emphasizes techniques and theoretical frameworks for building a comprehensive literacy curriculum and adopting a variety of instructional practices, such as: diagnostic and reading comprehension assessments, guided reading strategies, writing and reading workshop models, integrated visual and performing arts, and reading and writing in the content areas. This course also focuses on early literacy acquisition emergent literacy, phone-mic awareness, word study, and invented spelling. Ten hours of fieldwork required.
|
| |
-
EDUC 552 - Social Studies in Childhood and Early Childhood Education
Credit(s): 3
3 semester hours
This course examines research-based knowledge of teaching methods and strategies in early childhood and elementary social studies. Emphasis is placed on techniques and theoretical frameworks for building a comprehensive social studies curriculum and adopting a variety of instructional practices, including inquiry, authentic intellectual work, concept formation, integration of visual and performing arts, and deliberation/structured academic controversy. The course prepares teachers to help their students fulfill the duties of citizenship in a participatory democracy. Ten hours of fieldwork required.
|
| |
-
EDUC 553 - Mathematics in Childhood and Early Childhood Education
Credit(s): 3
3 semester hours
This course examines and applies a constructivist approach to the teaching and learning of mathematics including effective teaching practices that use knowledge of individual and group motivation and behavior to foster active engagement in learning, self-motivation, and positive social interaction. The nature of mathematics, inquiry-based practices, and content related to school mathematics will be explored. This course places a general emphasis on the New York State Curriculum Standards. Ten hours of fieldwork required.
|
| |
-
EDUC 554 - Science in Childhood and Early Childhood Education
Credit(s): 3
3 semester hours
This course examines and applies the constructivist approach to the teaching and learning of science, including effective teaching practices that use knowledge of individual and group motivation and behavior to foster active engagement in learning, self-motivation, and positive social interaction. The nature of science, inquiry-based practices, and content related to life, physical, and earth science will be explored. Ten hours of fieldwork required.
|
| |
-
EDUC 561 - Literacy Instruction for Students with Special Needs
Credit(s): 3
3 semester hours
Candidates will develop competencies enabling them to provide appropriate instruction for students experiencing difficulties in acquiring literacy skills. These include students receiving academic intervention services, and those in compensatory and special education programs. Ten hours of fieldwork required.
|
| |
-
EDUC 565 - The Writing Process and Instructional Strategies, Grades 5–12
Credit(s): 3
3 semester hours
This course addresses theories of writing instruction and assessment that influence current classroom practices, including teaching of the writing process, instruction in formal and informal assessment, including holistic scoring and portfolio evaluation, and the teacher’s role in guiding student writing. Coursework emphasizes practice in reading, and responding to writing. Five hours of fieldwork required.
|
| |
-
EDUC 573 - Learning Technology across the English Language Arts Curriculum
Credit(s): 3
3 semester hours
This is a hands-on course focusing on applications of learning technology to enhance the teaching and learning of English Language Arts as defined in the Common Core Standards. Effective use of technology for teaching the literacy skills of listening, speaking, reading, and writing to native English speakers and students who are English language learners will be discussed. Criteria for evaluating software and a variety of approaches to integration of technology into the curriculum will be explored as it applies to the age/grade level and content area of the students’ teaching certificates. The course will also examine techniques to enable students to collaborate with and support other staff in their schools to develop their own skill in of technology. Ten hours of fieldwork required.
|
| |
-
EDUC 590 - The Teaching of Writing and the Writing Process
Credit(s): 3
3 semester hours
The interrelationship of teaching and writing are examined. Process writing and interactive methodologies will be reviewed. Emphasis will be placed on defining and describing the interactive writing process within the broader language and literacy. Ten hours of fieldwork required.
|
| |
-
EDUC 591 - Child and Adolescent Literature
Credit(s): 3
3 semester hours
This course examines child and adolescent literature, including picture books, poems, fiction, non-fiction, and trade books. It promotes using literature for literacy instruction by discussing curricular and pedagogical issues of literacy instruction such as reading for information, vocabulary development, and the reading-writing connection. It is also designed to develop a critical and a multicultural perspective by examining diverse literature resources. Ten hours of fieldwork required.
|
| |
-
EDUC 602 - Native Language Arts and Social Studies in Bilingual Education
Credit(s): 3
3 semester hours
This course examines the current pedagogical methodology in the teaching of language arts and social studies from early childhood through the elementary grades. The course will promote the concept of inclusion to better serve the needs of a diverse classroom. Concepts and principles of effective classroom instruction and assessment will be discussed as applicable to students in a bilingual classroom setting. Bilingual classroom observations are required. Twenty-five hours of fieldwork required.
|
| |
-
EDUC 604 - Mathematics and Science in Bilingual Education (cc)
Credit(s): 3
3 semester hours
This course provides opportunities for the investigation of curriculum content and approaches for the creative teaching of mathematics and science in bilingual education settings, which will be taught in context with other academic areas and real-world experiences. Following a constructivist paradigm, it provides an in-depth understanding of the nature of mathematics and science, the importance of mathematical and scientific processes, teaching mathematics and science through inquiry, and societal considerations. The use of appropriate technology and teaching pedagogy is promoted to allow bilingual students to take an active role in the learning process in bilingual classroom environments. Twenty-five hours of fieldwork required.
|
| |
-
EDUC 605 - Assessing and Correcting Literacy Problems Practicum in Early Childhood and Childhood
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 507
This course includes the study and practice of assessment of pupils’ literacy abilities and the instructional techniques that are useful for developing literacy abilities with disabled and diverse readers. It includes the review of the multiple causalities of literacy problems and discussion of testing procedures useful for evaluating these factors in literacy difficulties. Specific strategies for developing literacy skills in a variety of skill areas are presented. This course requires working with individual and small groups of students in a college-supervised laboratory setting. Twenty-five hours of fieldwork required. Offered in fall and spring only
|
| |
-
EDUC 607 - Education Law
Credit(s): 3
3 semester hours
This course provides candidates with a framework for understanding the legal issues surrounding public education in the United States. Students’ rights and teachers’ legal rights will be examined and information on numerous court cases pertaining to education will be discussed. This course will also cover the legal framework and include topics such as state agencies, local school boards, law, finance and contemporary issues such as tenure, charter schools, and related issues. Analyzing case-law on both a general and case-specific basis will also be a part of class discussion and candidate research.
|
| |
-
EDUC 610 - Developmental Psychology
Credit(s): 3
3 semester hours
Review and analysis of research and theories of human development, growth, and behavior throughout the life span: childhood, adolescence and the adult years. Focus is on critical issues involved in relation to typical and atypical development. Topics included: effective instruction and development of cognitive/academic skills, candidate diversity in development and learning, information processing, learning styles, strategies for working with culturally diverse populations, and student performance monitoring and measurement of development. Fifteen hours of fieldwork required.
|
| |
-
EDUC 611 - Topics in Education
Credit(s): 3
3 semester hours
Special courses developed by the School of Education that address pertinent issues in education.
|
| |
-
EDUC 612 - edTPA Support
Credit(s): 3
3 semester hours
This course is designed to allow students to explore, practice, and review the essential components of the edTPA. Components include backwards planning, writing of objectives, designing assessments, designing evaluation criteria, providing feedback to students, assessing students’ learning needs, engaging students in learning, identifying evidence of professional practice, and analytical writing. Students will also explore edTPA supports that are provided and how to use them for support during the edTPA assessment process. This course culminates in students creating their own edTPA portfolio in conjunction with a clinical placement.
|
| |
-
EDUC 616 - Theory and Practice of Second Language Teaching for Students with Disabilities
Credit(s): 3
3 semester hours
This course focuses on the historical, philosophical, and legal foundations for bilingual special education. It intends to develop in students an understanding of the pedagogical considerations forming the foundation of education of students who are English language learners, and who experience a variety of disabling conditions. Particular emphasis is placed on program design, multicultural perspectives, sociocultural considerations and psycholinguistic concerns. Students will become familiar with current research findings, and will investigate current practical applications (methods and materials) of developing native language and English language skills for English language learners who have special needs. Fifteen hours of fieldwork required.
|
| |
-
EDUC 617 - Literacy Instruction, Birth–Grade 6
Credit(s): 3
3 semester hours
Candidates will learn the connection between how children learn and the effective teaching of the reading and writing processes, and will master strategies needed to teach beginning reading and writing. Emphasis will be placed on, but not limited to, phonemic awareness, phonics skills, word identification and vocabulary, study and comprehension strategies, and building meaning. Candidates will engage in various learning activities through which they will learn and implement strategies designed to individualize their approach to teaching reading and writing to take advantage of each student’s strengths, interests, and readiness. Candidates will also learn about assessment approaches that support differentiated instructional practices. Ten hours of fieldwork required.
|
| |
-
EDUC 621 - Literacy Instruction and Adolescent Literature, Grades 5–12
Credit(s): 3
3 semester hours
Students become proficient in identifying the factors affecting reading comprehension and in the use of appropriate strategies for developing comprehension. Emphasis is placed on correct preparation for successful reading, as well as in being able to read for information, vocabulary development, and the reading-writing connection. Students will use a variety of literature resources, including biographies, chapter fiction books, novels, poems and short stories. Ten hours of fieldwork required.
|
| |
-
EDUC 627 - The Writing Process and Instructional Strategies, Birth–Grade 6
Credit(s): 3
3 semester hours
The interrelationship of teaching and writing are examined. Process writing and interactive methodologies will be reviewed. Emphasis will be placed on defining and describing the interactive writing process within the broader language and literacy -learning curriculum. Written composition is an integral part of course evaluation. Ten hours of fieldwork required.
|
| |
-
EDUC 629 - Modern English Structure and the Teaching of English as a Second Language
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 507
This course is designed to help candidates develop an enhanced understanding of the grammatical system of the English language. In an in-depth study of the English syntax, focusing on grammatical structures, candidates will gain knowledge of the grammatical system and develop an ability to apply their knowledge to the teaching of English as a second language. Emphasis is placed on applying concepts, theories, and research in classroom practices to facilitate the acquisition of English as a second language. Ten hours of fieldwork required.
|
| |
-
EDUC 636 - Methods and Materials of Teaching English as a Second Language through the Content Area Pre-K–12
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 505
Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pre-K–12. Includes content specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K–12 ESL classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development in the core subject areas. Ten hours of fieldwork required.
|
| |
-
EDUC 641 - Autism
Credit(s): 3
3 semester hours
Prerequisite(s)/Corequisite(s): EDUC 502
This course provides a thorough foundation in the education of diverse learners with Autism Spectrum Disorder (ASD). The focus is on understanding and addressing the unique and complex challenges individuals on the autism spectrum face in their learning, development and sociocultural experiences. The course offers a cross-disciplinary perspective drawing from a variety of sources in the field including: child development/psychology, speech, language and communication, occupational therapy, medical/biological as well as education. Session highlights include: historical and theoretical underpinnings; etiology; definitions; characteristics; developmental and learning profiles; assessment frameworks and procedures; current and emerging practices; individualized educational supports and service delivery models. 10 hours of fieldwork required.
|
| |
-
EDUC 642 - Advanced Methods of Teaching Social Studies in Early Childhood and Childhood Education
Credit(s): 3
3 semester hours
This advanced methods course, is designed for master’s candidates who are already teachers of record. This course examines research-based teaching methods and strategies for integrating English language arts and social studies in early childhood and childhood education. The course emphasizes techniques and theoretical frameworks for building robust interdisciplinary curricula that engage students while facilitating their acquisition of the skills and content-knowledge required to meet the Common Core standards in both English Language Arts and Social Studies. This course also prepares classroom teachers to help students understand and fulfill the duties of citizenship in a participatory democracy. Ten hours of field work required.
|
| |
-
EDUC 643 - Reading and Writing in the Content Areas, Grades 5–12
Credit(s): 3
3 semester hours
Students are guided in an in-depth exploration of the teaching of reading and writing through the content areas identifying literacy skills that can be successfully taught through specific content areas. Students will develop critical thinking and reasoning skills through an exploration of content area texts and primary sources. Ten hours of fieldwork required.
|
| |
-
EDUC 646 - Advanced Methods of Teaching Mathematics and Science in Early Childhood and Childhood Education
Credit(s): 3
3 semester hours
This is an advanced course designed for master’s students who are already teachers of record. The course examines effective practices for the teaching and learning of mathematics and science, which integrate technology, particularly the SMART Board and Web-based simulations and excursions. The course places a particular emphasis on the needs of teachers and students as mandated by the Common Core Mathematics Standards and the associated grade level tests. NOTE: Suitable settings for this course are online or in a SMART college classroom, preferably a classroom with a SMART Board. Ten hours of fieldwork required.
|
| |
-
EDUC 648 - Dimensions of Learning and Literacy
Credit(s): 3
3 semester hours
Perspective on the interdisciplinary views of how children learn, including students with special needs. Students will understand the cognitive (memory, perception, critical thinking), social (group uses of literacy, literacy as a cultural tool), and linguistic (language systems, language variation) interrelationships in the development of literacy. Ten hours of fieldwork required.
|
| |
-
EDUC 657 - Collaboration and Consultation for Students with Special Needs
Credit(s): 3
3 semester hours
Prerequisite(s): EDUC 502
This course is designed to prepare teacher candidates to engage in collaborative school consultation and teamwork, as well as working with families, in order to best serve the educational needs of students. Candidates will explore contexts, content, processes, and practices to support collaboration and consultation within the school environment. 15 hours of fieldwork required whereby candidates will engage in learning activities directly applicable to the learning objectives of this course.
|
| |
-
EDUC 658 - Seminar in the Organization and Administration of Literacy Programs
Credit(s): 3
3 semester hours
Prerequisite(s): 27 credits in Literacy including at least one practicum and permission of the program chair.
This course focuses on the organization and implementation of reading programs and services. It includes needs assessment, program planning, curriculum construction, organization, assessment, staff development, program evaluation, analysis of management techniques, and the development of skills necessary to implement reading programs and instruction for a total school population. Included in the role of the literacy teacher in organizing and enhancing literacy programs is the communication of literacy information results to teachers, school personnel, parents and regulatory agencies. A 10-hour, supervised field-based project is required. A range of practicum options is available, such as applied projects, practical and/or research based activities that explore how to develop, deliver, and evaluate reading and writing instruction for all students. Project design is based on individual needs, and career objectives and goals. Twenty hours of fieldwork required.
|
| |
-
EDUC 659 - Practicum in Literacy Assessment (cc)
Credit(s): 3
3 semester hours
Prerequisite(s): 12 credits in Literacy or permission of the program chair
In this course students are engaged in weekly supervised field-based assignments in a school or clinical laboratory instruction on campus. The practicum assignments ensure that each candidate has diverse experiences in literacy assessment of English language learners, emergent readers and writers, students with disabilities, and socioeconomically disadvantaged students at the early childhood and childhood levels, and grades five to twelve. Fifty hours of fieldwork required. Offered fall and spring only
For explanation of the Core Course Requirements, click here .
|
| |
-
EDUC 660 - Practicum in Literacy Instructional Practices
Credit(s): 3
3 semester hours
Prerequisite(s): 15 credits in Literacy or permission of the program chair
This course focuses on teaching systematic and sequential literacy skills to early childhood, childhood, and adolescent pupils who have not learned to read in a manner that is commensurate with their abilities, and who display a multitude of individual difficulties. Theoretical concepts and diagnostic data are used to understand and build teacher-pupil relationships, develop prescriptions for instruction, select and create varied materials, implement, instruction, and evaluate progress at the early childhood levels, and grades five to twelve. Lectures and weekly supervised field-centered assignments in a school or clinical laboratory instruction on campus encourage the development of individual and small group approaches to literacy instruction. Fifty hours of fieldwork is required.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
|
|
|
