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2018-2019 Graduate Catalog [ARCHIVED CATALOG]
Course Listings
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Graduate-level courses are designated by 500 and 600 numbers, where 600 numbered courses represent upperlevel graduate courses. For most courses, Graduate Status (GrS) is required as a prerequisite.
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English Education |
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ENED 536 - Literature for the Secondary Student 3 s.h.
Students will explore 1) the rich body of literature particularly appropriate for and intended for the secondary school-aged student, and 2) theoretical and research implications of studying that literature in secondary classrooms. Expectations will include developing an extensive repertoire of young adult literature in a variety of genres (novel, drama, nonfiction, short story, poetry, non-text media) and cultures; considering current best practice in literature study as represented through theory and research; and connecting research, theory and practice in actual classroom settings through contextualized inquiry projects.
Prerequisite(s): GrS.
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ENED 694 - Advanced Graduate Special Topics in English Education 3 s.h.
This course is designed to focus study upon a particular topic of immediate, timely interest in the field of English Education. Expectations will include a literature review, action research project, or curriculum proposal.
Prerequisite(s): GrS.
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Fashion |
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FASH 623 - History of Costume 3 s.h.
The study of costume, textiles, and textile designs with special focus on interrelationships among the history of western civilization, developments in socio-cultural aspects, technology, and art forms on the evolution of styles. Opportunity exists to delve into particular aspects of dress through library research and museum field trips.
Prerequisite(s): GrS; 3 s.h. of art history or costume history.
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Food |
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FOOD 570 - Advanced Foodservice Systems Management 3 s.h.
Study and discussion of the foodservice systems approach to operation and management of a foodservice operation. Topics include: recipe/menu development and modification; supply and procurement; food production and service systems; sanitation and safety; quality management; management tools, functions, skills; resource management; information management and reporting; and training and education.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 555 and NUTR 556 or permission of instructor.
Corequisite(s): FOOD 571 .
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FOOD 571 - Applied Foodservice Systems Management 3 s.h.
Application and evaluation of the foodservice systems approach to operation and management of a foodservice operation. Areas of focus include: recipe/menu development and modification; supply and procurement; food production and service systems; sanitation and safety; quality management; management tools, functions, skills; resource management; information management and reporting; and training and education. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facillity/community agencies. (Sustainability Focused course)
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 555 and NUTR 556 or permission of instructor.
Corequisite(s): FOOD 570 .
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Foreign Language Education |
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FLED 512 - Second Language Acquisition and Literacy 3 s.h.
This course consists of a general introduction to the study of second language acquisition and literacy development in light of linguistic theory and research. Topics will include a review of linguistic theories related to first and second language acquisition, as well as bilingual upbringing, and bi-culturalism. It includes understanding terminology and modes of research; L1 interference in L2 learning, inter-language and code-switching; processes of language transfer and literacy skills between L1 and L2; emotional and psychological factors in L2 learning; fossilization and error analysis; cognitive effects of different types of bilingualism; cognitive processes involved in synthesizing and internalizing language rules for second language acquisition.
Prerequisite(s): GrS and permission of instructor.
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FLED 592 - Advanced Research, Theory and Practice: Middle/HS Foreign Language 4 s.h.
The theory and practice of teaching modern foreign languages in the classroom to English speakers is the focus of this course. Emphasis is placed on psychology and problems of language learning; techniques of language teaching, modern research and practice in language testing, audiolingual-visual materials, recorders, and language laboratory in the language learning and teaching situation. Includes 50 hours field experience requirement.
Prerequisite(s): FLED 512 , FLAN 594 , EPSY 551 and EDUC 506 .
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FLED 593 - Advanced Research, Theories & Best Practices - Teaching English as a Second Language 3 s.h.
Methods, materials and assessment criteria used to teach English as a Second Language (ESL) to students with limited English proficiency. This course will prepare candidates to teach their students at the elementary and secondary levels to meet the English as a Second Language Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York. Along with an exploration of the research and theories of first and second language acquisition, candidates will be involved in numerous hands-on activities and practice in teaching methods, planning, peer teaching, student evaluation and test preparation management, materials design and preparation with a view toward meeting the needs of a diverse population of learners, parent and community relations. Candidates will leave the course with a file of authentic materials, unit and lesson plans, assessments and activities they have assembled for classroom use as well as a collection of professional readings and materials related to the teaching of ESL. Offered Fall only.
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History |
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HISC 502 - American Cultures I 3 s.h.
This course explores the development of thought, culture and society from the period of encounter through the outbreak of the Civil War. Students read and discuss critical documents and historical and cultural works that illuminate the major themes and tensions in American life before Emancipation.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HISC 503 - American Cultures II 3 s.h.
A continuation of American Cultures I, this course examines the political, cultural and social issues and conflicts confronting the United States from the Civil War to the present day. Readings will explore the development of racial ideologies since slavery, and the rise of the United States as an economic, cultural and diplomatic superpower during the “American Century.”
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HISC 530 - Identity and Activism 3 s.h.
In this course, students analyze documents, historical and cultural works, images, objects, and museum exhibitions that illuminate the experiences and perspectives of a wide range of individuals and groups in American history. Focusing on narratives of identity and activism, students probe intersections of class, race, ethnicity, gender, sexuality, and ability. In addition, they interrogate the construction of multiple identities and the roots of social, political, and cultural activism. Class assignments and exercises encourage students to develop cultural competency and hone inclusive strategies for museums to work effectively with the diverse populations they serve. Spring elective.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HISC 531 - Migration and Community 3 s.h.
This course explores narratives of migration and community in American history. Through the analysis of historical works, literature, images and objects, students examine migrations, both trans-national and internal, that have shaped the United States. Students investigate diasporic communities, as well as individual narratives, and analyze the intersections of race, class, gender, sexuality, ability, and ethnicity among various groups that have settled in urban, suburban, and rural places. Class assignments and exercise encourage students to develop competency and hone inclusive strategies for museums to work effectively with the diverse populations they serve.
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HISC 545 - Landscapes, Cultures, and the Environment 3 s.h.
This course explores the ways in which human societies and cultures are intertwined with environmental histories. Through an examination of works that analyze North American environments from the seventeenth century to the twenty-first century, students develop a foundation for interpreting landscapes and cultures. The course involves class meetings at off-site locations and a substantial project in environmental history.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HISC 550 - Topics in History 1 s.h. - 3 s.h.
Students may request a course pertinent to the Program’s areas of interest but not regularly offered. The course will be given only if three or more students request it, and if a faculty member is able and willing to offer it. Fall or Spring elective.
Prerequisite(s): Open only to full-time CGP students.
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HISC 551 - Independent Study: History 1 s.h. - 3 s.h.
Students may take up to three hours of Independent Study per semester. Students must design the study in consultation with the appropriate faculty member and complete an Application for Independent Study form and have it signed by the instructor before registering for the course. Fall or Spring elective.
Prerequisite(s): Open only to full-time CGP students.
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HISC 570 - The City in American Culture 3 s.h.
Building on the work of urban and cultural historians, this course is designed to analyze and describe the city’s contribution to American culture. The course thematically surveys “cultural moments” from the late 18th to the 20th century through the perspective of a wide range of urban artists, poets, writers, journalists and musicians. The course explores how city life influenced a variety of urbanites who put pencil to paper, brush to canvas, and lyrics to music, and in so doing, played significant roles in the production of American culture.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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History Museum Studies |
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HMUS 500 - Introduction to Museums: The Purpose, Function and History of Museums 3 s.h.
Introduction to Museums will provide students with an overview of the purpose, function, and history of museums and their role in society. Students will be introduced to all of the disciplines within the museum and will discuss recent issues in the field. The course also includes an introduction to the assessment tools used by the profession for self-evaluation. A group project, a research project, two class presentations and field trips are required in this course. Students are expected to complete weekly readings and to participate in class discussions. Fall, required first semester.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 501 - Collections Acquisitions, Care and Management 1 s.h. or 3 s.h.
This course will cover the essential responsibilities of museum professionals for their institutions’ collections. Topics include collections planning, creating a meaningful collection, refining existing collections, creating new collections as well as ethical and legal issues involved in those activities. Students will also gain knowledge and practical experience in cataloging, caring for, housing, storing and handling objects for a variety of museum purposes including exhibition, programming, and shipping.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 502 - Museum Administration 3 s.h.
This course will provide students with an overview of management history, theory, and practice focusing on the issues involved in managing a non-profit organization. Topics to be covered include planning, ethics and governance, membership, earned income and marketing, and non-profit finance. Students will complete a finance assignment and an in-depth museum management case study. Fall, required first semester.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 503 - Introduction to Museum Education & Interpretation 3 s.h.
Public Education is at the core of the service that museums provide. This course focuses on all aspects of the educational role of museums from the mission and decision-making process through an exploration of museum learning, the development of public programs, and evaluation. Spring, required second semester.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 504 - Applied Museum Education and Interpretation 3 s.h.
This course is intended to give supervised practical experience to students who wish to pursue a career in museum education. They will spend several days working in area schools and develop two education programs. Fall elective.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 505 - Museum Exhibition 4 s.h.
Museum exhibition requires students to apply their mastery of museum education, American material culture, and American history to creative visual presentation. This course will focus on the development of interpretive museum exhibitions including theory, planning, methodology, design, construction, and installation. Students will work individually on a label writing workbook and work as a member of an exhibition team to produce an interpretive exhibition or exhibition plan. Spring, required fourth semester.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 506 - Fundraising and Development 3 s.h.
This course will focus on all aspects of fundraising and development in the museum. Topics will include prospect research, proposal development, donor cultivation, major gift solicitation, annual and capital campaigns, membership programs, planned giving mechanisms, grant development and administration, and individual, foundation and corporate giving, among others. The class will be highly experiential in nature, with students expected to compose and complete grant applications, letter proposals, annual fund letters, donor acknowledgment letters and an institutional development plan. Students will be required to present and defend a funding proposal at a mock foundation board meeting.
Prerequisite(s): HMUS 502 .
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HMUS 507 - Building Professional Identity 1 s.h.
Proper conduct at work is essential to achieve and advance a successful career. Effective interaction with museum colleagues, constituents, funders, governmental officials and other stakeholders plays a major role in organizational and individual success. This course will explore how to present yourself professionally; how to find, apply and interview for a job; how integrity, accountability and high ethical standards are essential; and how successful social interaction can play a pivotal role in your career and the success of a museum. The course will emphasize in-class exercises, mock employment interviews, and an evening reception with community leaders.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 508 - Strategic Planning in Museums 3 s.h.
Students will learn a disciplined approach to plan and develop institutional strategies in a rapidly changing cultural landscape. The class will utilize tools to help bring clarity to institutional purpose; focus energy and resources; assess political, technological and economic factors; set priorities; create common goals; and adjust changing institutional direction into a plan of action. The major class project will be to work with a cultural institution to develop an actual strategic plan.
Prerequisite(s): HMUS 502 .
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HMUS 510 - Professional Seminar 1 s.h.
Each semester CGP brings in a group of colleagues to lecture and teach on a variety of subjects of interest to museum professionals. These scholars have distinguished themselves through years of experience, professional service and/or advanced study in a particular subject. The seminars are scheduled according to the availability of guest faculty, generally on Fridays. The Professional Seminar may also include special conferences, events, activities, seminars, or workshops that are of significant or timely interest to the CGP community. Fall and Spring, required each semester.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 513 - Historic Preservation 3 s.h.
Museums are often the caretakers of historic buildings and their staff work in conjunction with preservation professionals. This course will provide an overview of historic preservation practice in the United States, including governmental programs such as the National Register of Historic Places, the Secretary of the Interior’s Standards, and tax credit incentives as well as the work of private non-profits involving advocacy, preservation easements, and community revitalization. Students will additionally gain skills in architectural research, building and site documentation, stylistic and use trends, and alternatives to turning every old building into a museum. Student work will include projects in the local community.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 515 - Museum Project Management 1 s.h.
An experiential introduction to project management concepts and skills applied in a museum setting. Topics include planning, monitoring, budgeting, personnel assignment, delegation, accountability, implementation, and evaluation. Operational planning tools will be applied to special events, exhibits, and major CGP projects.
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HMUS 520 - Research and Field Work 3 s.h.
Students will develop a research project and learn how to locate, analyze, and interpret a wide variety of written, oral, and visual sources. A research prospectus and bibliography and shorter assignments are required. Fall, required first semester.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 521 - Material Culture Methods 3 s.h.
Material Culture can be considered from a variety of different perspectives. This course introduces students to different approaches to the study and interpretation of objects, ranging from ethnography to connoisseurship, semiotics to pattern recognition. Students develop skills in visual and multi-sensory learning, and they gain experience in the analysis of museum collections. Assignments include hands-on as well as written projects. Spring required.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 522 - Culture and Collections 3 s.h.
This hands-on course familiarizes students with objects made or used in the United States from the 17th to the 21st century. It introduces museum collections as evidence in understanding topics such as foreign policy, labor politics, technological advancement, gender roles, wealth distribution, cultural difference, and aesthetics. Assignments encourage students to learn skills necessary for object-driven research using both material culture and documentary sources. Fall elective.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 525 - Civil Rights History 3 s.h.
This course explores selected topics from the history of civil rights struggles in the United States. Students read major works of civil rights history and complete a substantial research project using primary and secondary sources. The topics will be selected on the basis of the materials available and the interests of the students.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 530 - American Material Culture: Gender and Domesticity 3 s.h.
Contrasts in male and female roles often correspond with differences in the material world, perhaps most notably in clothing and activities within the home. This course focuses on the importance of gender in American material life, the variations among cultural groups, and both change and continuity over time. Students are introduced to the decorative arts canon, but core readings and class discussion extend both the types of goods and the cultural perspectives covered with an emphasis on items women made and used and images meant to represent them during the long nineteenth century. Students complete a final research project related to American material life. Elective.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 531 - American Material Culture: Modernism and Anti-Modernism 3 s.h.
This course examines Americans’ sometimes conflicting and often concurrent tendencies to look forward as well as backward in crafting their material worlds. Beginning with the late Victorian period and continuing through the present, students explore the role of modernism as well as the reactions to it, including the colonial revival movement and its effect on museums. Students are introduced to the decorative arts canon, but core readings and class discussion extend both the types of goods and the cultural perspectives covered. The roles of both modernism and craft revivals in racial politics of the period are highlighted. Students complete a final research project related to American material life. Elective.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 534 - Cultural Encounters 3 s.h.
This class explores material culture through the lens of global exploration and settlement from the sixteenth century to the nineteenth century. Emphasis is on the experiences and interactions of Native peoples, various European groups, and Africans and African Americans in North America, as well as the legacy of these encounters. Students are introduced to the decorative arts canon, but core readings and class discussion extend both the types of goods and the cultural perspectives covered. Students complete a final research project related to American material life.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 535 - Designing for Accessibility 3 s.h.
This course explores the history and theory of design as it relates to issues of accessibility. Topics include the history of assistive devices, the rise of universal design, Americans with Disabilities Act requirements, and new trends in the field. Emphasis will be on the physical environment as it relates to mobility, activity, and visual and auditory experience. Students leave the course with an enhanced understanding of how to better serve people of a variety of abilities both within and outside the confines of the museum.
Prerequisite(s): GrS, Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 536 - Major Historical Issues for Museums 3 s.h.
This course explores key historical topics, themes, and issues that American museums routinely address. Students analyze primary documents and historical works with the goal of building critical skills and knowledge needed for the conceptualization of exhibitions and programs on historical topics from the era of contact to the present. Major topics include changing interpretations of Native American histories and cultures, the political uses of the American Revolution, confronting slavery and race in museums and historic sites, the contested histories of the Civil War and Reconstruction, shifting debates over immigration, the legacies of the Civil Rights Movement, the role of environmental history in the environmental movement, and the challenges of narrating the history of terrorism. Fall elective.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 538 - Introduction to Museum Marketing 3 s.h.
Museums compete with everything from big box stores to the internet for the public’s time, attention, and dollars. This course will examine why it’s both true and dangerous to believe that a museum’s best prospects are the ones that most resemble its current patrons and supporters. Students will learn how to stretch the marketing envelope while comparing why marketing methods that work for one institution might fail for another. In addition to building a plan for expanding membership, patronage, and support, each student will study how to weigh the value of marketing tools such as conventional advertising, snail mail, electronic magazines, e-mails, and internet sites such as YouTube, MySpace, and others.
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HMUS 540 - Applied Museum Marketing 1 s.h.
Museums compete with everything from big box stores to the Internet for the public’s time, attention, and dollars. This course will examine why it’s both true and dangerous to believe that a museum’s best prospects are the ones that most resemble its current patrons and supporters. Students will learn how to stretch the marketing envelope while comparing why marketing methods that work for one institution might fail for another. In addition to building a plan for expanding membership, patronage, and support, each student will study how to weigh the value of marketing tools such as conventional advertising, snail mail, electronic magazines, e-mails, and Internet sites such as YouTube, MySpace, and others.
Prerequisite(s): HMUS 538 .
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HMUS 541 - Human Resources/Human Capital 1 s.h.
Whether in times of limited or abundant resources and opportunities, museum staff must remain on top of their jobs while also finding time for professional growth and added responsibility. This course surveys a variety of methods and resources for taking care of your own professional qualifications as well as those who turn to you for leadership and support. Students will compare various professional development philosophies and tools such as in-service training, Continuing Education Units (CEU) providers, conferences, online courses, professional organizations, and returning to school.
Prerequisite(s): HMUS 500 .
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HMUS 542 - Boards and Governance 2 s.h.
This course will explore in depth the critical role the Board of Trustees plays in the museum. We will examine the failures and successes of museum trusteeship, with a particular emphasis on the use of actual case studies. The class will assume the role of board members to help them understand the role and fiduciary responsibilities of those serving on boards. Students will attend an actual board meeting, as well as research and identify prospects for a museum board. The class will also explore the legal and ethical responsibilities of trustees, the proper relationship between boards and staff, and key roles and expectations of board members.
Prerequisite(s): HMUS 500 and HMUS 502 .
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HMUS 543 - Boards and Governance II 1 s.h.
Building upon prior course work this course will delve deeper into the workings and related issues of board structures, make-up, ethical dilemmas, and practices that impact an organization’s daily and long term successes. Students will assess how well boards functioned in actual case studies, the intended vs. actual impact of a board’s actions, and how the board can improve its chances of repeating success or preventing future failures. As in the prerequisite course, teams will study and report on case studies, accompanied by a final paper reflecting on what they have learned in board operations, personalities, and motivations.
Prerequisite(s): HMUS 500 and HMUS 542 .
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HMUS 544 - Grant Writing 1 s.h.
Effective grant writing is an important aspect of a museum’s development program. Readings and discussions in the course will focus on government, corporate, foundation, and private funding as primary grant sources. Students will choose one of the four sectors and develop a paper on the requirements and opportunities within. The grant writing process will be explored to determine roles and responsibilities of the museum board, executive director, staff, and grant writer.
Prerequisite(s): HUMS 500.
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HMUS 545 - Museum Leadership 1 s.h.
Regardless of our role or responsibility as museum professionals, we will be called upon to follow and to lead coworkers, volunteers, and others. This course will examine leadership roles, styles, strengths, and weaknesses that are likely to be found in museums and not-for-profit organizations. By means of case study, students will explore why it is essential for each of us to know our personal leadership strengths and weaknesses, and to be able to recognize the styles of others if we intend to succeed in ever- changing situations and organizations.
Prerequisite(s): HMUS 500 .
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HMUS 546 - The Visitor Experience 1 s.h.
If we are to expect the public to visit, learn from and support our museum, historic house, or educational institution, we must work to understand who “they” are, and how we can best serve their interests while supporting our mission. Thanks to the flourishing use of technology by museum marketing, admissions, and membership professionals, we have the ability to learn more than ever about those who patronize our institutions…and those who don’t. By examining a variety of audience assessment tools ranging from surveys and interviews, to the use of geographic information system (GIS) technology, this course will engage students in the art and science of visitor studies and the visitor experience with the intent that they come away with the appreciation of how important it is to identify, serve, and expand our customer base.
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HMUS 547 - Museum Finance 3 s.h.
Regardless of an individual’s role in the museum, an understanding and appreciation of museum finances is essential. This class will explore the major financial issues currently facing museums, how museums are funded and how they spend their funds, the problems encountered in trying to balance mission and finances, and the role of staff and trustees in financial management. Students will learn to read financial statements and understand basic terminology and reporting documents. Development and management of operating budgets will be emphasized, and students will be asked to analyze and interpret actual budgets. As the major project and working in teams, students will develop and defend a major operating budget in a mock board of trustees meeting.
Prerequisite(s): HMUS 502 .
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HMUS 548 - Cultural Entrepreneurship 1 s.h.
Cultural entrepreneurship is the philosophy and practice of systematically growing a following, belief, or brand until it creates a self-sustaining environment with enough energy and synergy to positively impact every facet of an institution. This course will explore the cyclical dynamic of the phenomenon that occurs when a product, movement, or organization takes on a life of its own and seemingly has one success after another. Though we might envision music genres, fashion trends, or political parties as having brand recognition, museums also benefit from concentrated efforts to develop a following, i.e. the Smithsonian, the MET and the National Baseball Hall of Fame and Museum, for example. This course will explore how a museum large or small can develop a following to benefit its members, supporters, and itself by putting to use some of the tools of the trade.
Prerequisite(s): HMUS 500 .
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HMUS 550 - Topics in Museum Studies 1 s.h. - 3 s.h.
Three or more students may petition for a course pertinent to the Program’s fields of study and not offered regularly. The course will be given only if a faculty member is willing and competent to teach it. Fall or Spring elective.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 551 - Independent Study: Museum Studies 1 s.h. - 3 s.h.
Students may take up to three hours of Independent Study per semester. Students must design the study in consultation with the appropriate faculty member and complete an Application for Independent Study form and have it signed by the instructor before registering for the course. Fall or Spring elective.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 580 - Internship I 1 s.h.
All students are required to complete an internship of between eight and twelve weeks in a museum or related organization during the summer between their first and second years in residence. Interns undertake and complete a special project approved by the host museum and the Program, and make periodic reports on their experience. Students are responsible for finding their own internships, although the Program assists by informing them about opportunities and recommending alumni contacts. The Program reserves the right to reject any student-arranged internship. The overall internship program is coordinated by the Program, but individual interns are supervised by museum professionals at the host institution. Internships are generally funded 100% by the host institution, which should pay the student $12.00 - $15.00 per hour depending on the economy and cost of living in a given area. If a student elects an unpaid internship in an urban area, which has a significant public component, some funding may be available through CGP’s Rural/Urban Partnership. Students pay tuition for the internship at the rate of one (1) semester hour. Summer, required.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 581 - Internship II 1 s.h. - 3 s.h.
Internship II is an elective which offers students additional practical experience working at local museums and other cultural institutions. Students establish these internships in consultation with the Program Director and the Internship Supervisor and the host institution. They may be paid or unpaid. They require fifteen hours of supervised work and thirty hours of additional work for each semester hour.
Fall or Spring elective.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 639 - Digital Technologies in Museums 3 s.h.
Can I produce my own museum project? What are the current technologies for providing Braille or Captioning for museum outreach? How can technologies like IDigBio, Arium Technologies, Aurasma, and 3D printing help contextualize collections and programs for access to diverse audiences? Digital Projects for Museums will cover the most current digital technologies for use in the museum field, as well as a look forward to new technologies being developed for education and outreach, collections management, and other aspects of the museum profession. Basic programming skills will be covered to create simple iPad/Phone and Andriod applications for museum tours, virtual collections, webcasts/podcasts, online exhibitions, and more. This course is very hands-on and includes several small projects throughout the course, trialing and testing the limits of various technologies. Students will complete a final project in the form of an education/ informational podcast, YouTube video, Virtual Fieldwork, iPad/Phone/Android application, virtual reality program, or other approved digital technology project.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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HMUS 695 - Independent Research 3 s.h.
Independent Research is a graduate-level course in which students design an original research study in a self-selected area of interest. Students learn advanced-level research methodologies that involve identifying a problem and research strategy, formulating and answering research questions, and communicating the results to appropriate audiences. Students collaborate and receive ongoing feedback from faculty in their selected area of study. Offered every fall and spring semester.
Prerequisite(s): HMUS 500 .
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HMUS 698 - Thesis or Special Project – Research 3 s.h.
Students will complete a Thesis or Project based on original research. The suggested length of the thesis is fifty pages, exclusive of illustrations, appendixes, bibliography, etc. Projects involve a similar amount of research, but result in a different end product, such as an exhibition script or an interpretive program. Students choose an area of interest by the beginning of their second semester. For HMUS 698, students narrow the area of interest into a thesis topic; write a draft proposal; conduct a major portion of their research; and, by the end of the semester, submit a final proposal, chapter summary or outline, and a working bibliography. Fall or Spring, required.
Prerequisite(s): Open only to full-time CGP students.
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HMUS 699 - Thesis or Special Project – Writing 3 s.h.
Students continue to work on their thesis or project, submitting a first draft early in the semester and a completed thesis by the end. Fall or Spring, required.
Prerequisite(s): Open only to full-time CGP students.
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Math Education |
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MTHE 584 - Computer Usage in Secondary School Mathematics 3 s.h.
Emphasizes the special needs of the secondary mathematics teacher as a user and teacher of the microcomputer. Includes an overview of Secondary School mathematics software, appropriate mathematics and related problems solved using the computer, computer-assisted instruction and computer-managed instruction, as well as general management programs and word processing. Open to early secondary and secondary education majors. All students will be expected to do a special project.
Prerequisite(s): GrS.
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MTHE 604 - Algebra in School Mathematics 3 s.h.
A study of the place of algebra in the N-12 school program. An in-depth view of teaching the concepts of algebraic structure, operation, relation and function.
Prerequisite(s): GrS.
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MTHE 692 - Mathematics in the Secondary School 3 s.h.
A survey of the secondary school curriculum from the historical, philosophical, pedagogical, and mathematical points of view. In this context, effective strategies for the teaching of mathematical skills, processes, concepts and problem solving will be studied as well as appropriate techniques for evaluating mathematical learning.
Prerequisite(s): GrS; provisional certificate in Secondary Math teaching.
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MTHE 694 - Advanced Graduate Special Topics in the Teaching of Mathematics 3 s.h.
Selected topics in the teaching of mathematics. May be repeated for credit with departmental permission
Prerequisite(s): GrS; teaching experience or permission of the instructor.
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MTHE 699 - Advanced Independent Study: Mathematics Education 1 s.h. - 6 s.h.
Individualized study at a graduate level in topics not covered in a regular course offering. Open to graduate students only. Enrollment by completion of “Application for Graduate Independent Study” and registration forms in the Graduate Office.
Prerequisite(s): Degree graduate student and compliance with all other requirements as printed on the Graduate Independent Study form and at least 12 s.h. of graduate study completed at Oneonta, with a minimum GPA of 3.00 in the area of the proposed independent study (or in closely related areas), 6 s.h. of which must be in 600-level courses.
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Nutrition |
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NUTR 542 - Recent Advances in Nutrition 3 s.h.
Recent advances and scientific findings related to nutrition diet, fitness and health. In addition to lectures/discussions on current issues, students will independently research selected topic areas.
Prerequisite(s): GrS; 3 s.h. in nutrition.
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NUTR 544 - Applied Health Statistics 3 s.h.
An introduction to the basic concepts of probability, common distributions, statistical methods, and data analysis at the graduate level. Course content will include descriptive and inferential statistics, as well as measurements of association between variables. Additionally, multivariate techniques, such as multiple regression, will be covered. A final component will focus on the selection of appropriate statistical techniques to answer an array of questions utilizing research techniques as a foundation for statistical understanding. This course is intended to support the work necessary to complete the Service Learning Proposal and Project required as part of the M.S. - Nutrition and Dietetics Program. The course will utilize SPSS software as the basis for statistical analyses. Offered annually.
Prerequisite(s): Nutrition and Dietetics major.
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NUTR 545 - Nutrition in the Community 3 s.h.
Principles of community needs assessment, and knowledge of consumer behavior. Study, application, and evaluation of methods, techniques and tools used by the community nutritionist in program planning, management, leadership, budgeting, social marketing, evaluation. Consideration of legislation and nutrition policy. Participation in federal and non-governmental agencies, consumer and advocacy groups, and professional and service organizations designed to provide food and nutrition services and information. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facility/community agency.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 551 .
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NUTR 547 - Interviewing Strategies 3 s.h.
Techniques of nutrition interviewing including: establishing nutrition- related goals, theoretical approaches for lifestyle awareness, and overview of behavior change models and approaches. Study of the characteristics of effective interviewers and the components of an effective helping relationship. Methods for enhancing interviewing and communication effectiveness, basic counseling responses and components of effective nutrition interventions. Techniques for enhancing social support and maintaining professionalism in the helping relationship. Registration restrictions include: Community Nutrition and Nutrition Education or the equivalent within the past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student or permission of the instructor.
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NUTR 548 - Research Methods 3 s.h.
Components and requirements for dietetics research questions, requirements for conducting and presenting research ethically, typical steps for preparing proposals, analytical and descriptive research, procedures and considerations for evidence-based research, evaluation methods in research, key aspects of research in food, nutrition, and dietetics, sample size considerations and statistical applications. Discussion of the various techniques and approaches for presenting research data and the issues encountered in bridging research to dietetics practice. Registration restrictions include: Introductory research methods or statistics course or the equivalent within the past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student or permission of the instructor.
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NUTR 550 - Nutrition Assessment and Intervention 3 s.h.
Application of the national nutrition care process model - including nutrition assessment and institution-specific assessment practices; nutrition diagnosis; nutrition intervention; monitoring, evaluation, and outcomes assessment in a variety of patient care settings. Use of various methods for assessing nutrition education needs; developing appropriate objectives for educating various clients; planning, preparing, and presenting nutrition and/ or food related lessons; evaluating the content and objectives of various electronic and print materials as well as programs and products; selecting appropriate materials to support content; and evaluating the effectiveness of educational programs. Registration restrictions include: Required Advanced Nutrition and Medical Nutritional Therapy or the equivalent within the past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student or permission of the instructor.
Corequisite(s): NUTR 551 .
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NUTR 551 - Applied Nutrition Assessment and Intervention 3 s.h.
Application of the national nutrition care process model in one or more clinical settings. With supervision from Registered Dietitians, students will: conduct nutrition assessments using national models and institution-specific assessment practices; construct clinical nutrition diagnoses; carry out nutrition interventions; and be responsible for monitoring, evaluation, and outcomes assessment of assigned patients/clients. Application of various methods for assessing nutrition education needs. Students will: develop appropriate objectives for educating various clients: plan, prepare, and present nutrition and/or food related lessons to individuals and groups; evaluate the content and objectives of various electronic and print materials as well as programs and products; select appropriate materials to enhance learning; and evaluate the effectiveness of food and nutrition education programs. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facility/community agencies. Advanced Nutrition and Medical Nutritional Therapy or the equivalent within the past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student or permission of the instructor.
Corequisite(s): NUTR 550 .
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NUTR 555 - Advanced Nutrition Therapy 3 s.h.
Study and evaluation of methods and techniques for identifying patients at nutritional risk and maintaining or improving nutritional status of patients through the nutritional care process based on evidence-based practice guidelines. Principles of implementation, monitoring, and evaluation of alternative means of nutrition support where indicated. Development of outcomes for food and nutrition services and practices as part of a continuous quality improvement plan. Formulate personal learning objectives and goals as well as those of the course in relation to the mission, function, and organization of a critical care health service agency. Students must have completed Advanced Nutrition and Medical Nutrition Therapy or their equivalents within past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 550 and NUTR 551 or permission of instructor.
Corequisite(s): NUTR 556 .
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NUTR 556 - Applied Nutrition Therapy 3 s.h.
Application and evaluation of methods and techniques for identifying patients at nutritional risk and maintaining or improving nutritional status of patients through the nutritional care process based on evidence-based practice guidelines. Implementation, monitoring, and evaluation of alternative means of nutrition support where indicated. Measurement of outcomes for food and nutrition services and practices as part of a continuous quality improvement plan. Fulfill personal learning objectives and goals as well as those of the course in relation to the mission, function, and organization of a critical care health service agency. In order to enroll in this course, the required SUNY Affiliation Agreement must be signed by appropriate representatives of SUNY Oneonta and the cooperating facility/Community, agency and students must have completed Advanced Nutrition and Medical Nutrtion Therapy or their equivalent within past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 550 and NUTR 551 or permission of instructor.
Corequisite(s): NUTR 555 .
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NUTR 557 - Nutrition Focused Physical Assessment 3 s.h.
A focus on advancing the RD/RDN’s level of practice by incorporating nutrition focused physical assessment (NFPA) techniques to support the nutrition diagnoses and to provide objective markers to assess nutritional status as part of the nutritional care process. Review and critique current research related to nutritional focused physical assessment and the use of the nutrition focused physical exam (NFPE) to improve health outcomes. The relationship between nutritional status indicators and changes in overall health; basic components of NFPE; criteria for assessing malnutrition using NFPE; and how to identify potential nutrient deficiencies, water dysregulation and signs of wound healing using NFPE will be reviewed. Offered Fall semester.
Prerequisite(s): Nutrition and Dietetics major.
Corequisite(s): NUTR 555 .
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NUTR 580 - Service Learning Project Proposal 3 s.h.
Comprehensive study and application of the fundamental philosophy and organizing concepts of service-learning including needs assessment, collaboration and partnering, reflection, assessment, and risk management. Analysis of representative ‘best practice’ in service learning scenarios. Development of personal learning outcomes for knowledge and skills to be acquired as a result of service-learning project as well as goals and objectives for required service-learning project. Preparation and presentation of a complete service-learning project proposal including appropriate title, problem statement, summary of present status of situation and analysis of needs, objectives, review of literature and bibliography, identification of resources needed and methods to be used, timeline, and human subjects review and approval as needed. Planning for assessment and evaluation of service- learning project. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facility/community agencies.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 548 , NUTR 550 and NUTR 551 or permission of instructor.
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NUTR 581 - Service Learning Project 3 s.h.
Implementation of service-learning project as proposed and approved. Preparation of written summary and analysis of project activities and results as well as oral presentations of pertinent findings to relevant audiences. Preparation of reflective journal that includes all project-oriented activities including needs assessment, implementation, and assessment as well as reflections regarding achievement of student’s individual goals and objectives for acquisition of knowledge and skills. Registration restrictions include: Required SUNY Affiliation Agreement signed by appropriate representatives of SUNY Oneonta and the cooperating facility/community agencies.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 555 , NUTR 556 , and NUTR 580 or permission of instructor.
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NUTR 590 - Current Issues in Dietetics 3 s.h.
Consideration of current issues such as trends and advances in nutrition care and support, needs assessment, drug nutrient interactions, functional foods, community screening and education, medical nutrition therapy, food service systems management. Students will read and critique information from a variety of professional sources including journals, reputable websites, and government documents. Registration restrictions include: Community Nutrition and Nutrition Education or the equivalent within the past three years.
Prerequisite(s): M.S. in Nutrition and Dietetics degree graduate student and a “B” or better in NUTR 550 and NUTR 551 or permission of instructor.
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NUTR 591 - Population Health 3 s.h.
An examination of the distribution of health outcomes and how they are measured from a population health perspective to identify health disparities and inequities and selecting strategies that will improve health for all groups. A review of the way health care delivery systems, public health agencies, community based organization and other entities works together to improve the health outcomes in the local, national and global communities they serve. Offered Spring semester.
Prerequisite(s): Nutrition and Dietetics major.
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Science Museum Studies |
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SMUS 501 - Collections, Acquisitions, Care and Management of Natural History and Science Collections 1 s.h.
This course will cover the essential responsibilities of museum professionals for their museum’s collections. Topics include collections planning, systematic collections, creating a meaningful collection, refining existing collections, creating new collections, as well as ethical and legal issues involved in these activities. Students will also gain knowledge and practical experience in cataloging, caring for, storing and housing objects for a variety of museum purposes including research, exhibition, programming and shipping. Special attention will be given to an understanding of the collection, care and management of wet specimens, natural history collections, human remains, and a brief overview of the management of living collections.
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SMUS 525 - Science and Society 3 s.h.
The Science and Society course explores some of the most pressing science issues facing the human condition today and considers how those issues can be discussed and interpreted through museum programs and exhibitions. Through lectures, readings, and discussions, the class explores such issues as climate change, alternative energy, genetic engineering, emerging infectious diseases, evolution, health, and the overall forecast for the human condition in the next several decades. Students will gain a greater appreciation of how science can inform policies that will shape our society, and the role that museums play as teachers of citizen science.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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SMUS 575 - Science Museum Methods 3 s.h.
Museums and their collections are the scientific basis for our understanding of the past, the present, and also the future. These collections are inventories of our cultural, biological and geological heritage. Science Museums hold collections in a wide variety of disciplines including archeology, astronomy, physics, biology, entomology, botany, geology, herpetology, ichthyology, invertebrates, mammalogy, mycology, ornithology, palynology, paleontology, and zoology, among others. Understanding the history of various types of Science Museums - their culture and collections - is the aim of this course and will encompass collecting, conservation, mission statements, research and education value to society, project management, administration and regulations pertaining to Science Museum collections and materials. This course will cover a variety of readings, lectures, class discussions, a field trip, visits to scientific collection on campus and a practical lab experience.
Prerequisite(s): SMUS 525 ; permission of the instructor and the director is required for students not enrolled in CGP.
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SMUS 580 - Science Museum Internship 1 s.h.
Students are required to complete an internship of at least 8 weeks in a science museum or other science-related institution that interprets science to the public, during the summer between their first and second years in residence. The goal is to gain real- world experience. Interns undertake and complete a special project approved by the host museum and the Program and make periodic reports on their experiences. Students are responsible for finding their own internships, although the Program assists by informing them of opportunities. The Program reserves the right to reject any student-arranged internship that does not meet the guidelines. Individuals are supervised and evaluated by museum professionals at the host institution and the internship supervisor.
Prerequisite(s): Open only to full-time CGP students and 6 s.h. of graduate level coursework.
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SMUS 600 - Science Learning 3 s.h.
This course comprises an exploration of science as a process of inquiry with a focus on the unifying concepts and processes of science. The history of science and its socially embedded nature will be explored. Students will participate in small-scale scientific research and analyze museum exhibitions in terms of how well they convey science as a process.
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SMUS 690 - Research I 3 s.h.
Students in Research I will develop competencies with laboratory procedures and protocols in order to be successful in the research lab environment. The course will be divided to achieve basic skills in lab procedures and protocols for chemistry, ecology (wet labs), micro and molecular biology, and physics, to give students an overview of each discipline’s use of laboratory space. Students will achieve competency in following State, MSDS and OSHA safety standards and requirements, as well as competency in sterile technique, use of basic lab equipment (pipettes, aspirators, centrifuges, compound and dissecting/stereoscopic microscopes, etc.), sampling, and following, designing and writing research protocols.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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SMUS 695 - Research II 3 s.h.
Research II will put into practice the skills learned in Research I and involve students in science labs at SUNY Oneonta and other partner institutions. Students will work in research laboratories in Earth Science, Biology, Chemistry, and Physics, as well as the Biological Field Station. Students will complete an individual project that reflects that lab’s research, or that is part of an existing research project within the lab, and do a final report to contextualize the experimental process and results of the project.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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Special Education |
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SPED 507 - Foundations and Research in Special Education 3 s.h.
This course covers the historical evolution of research and practice in special education and on the broader context of American public education. Topics will include data collection tools, analysis, perspectives, and theoretical interpretations in the research process. Students will conduct an academic research project, with a focus on single-subject design. Students will employ a variety of technological tools when conducting research and presenting findings. Students will also be expected to participate in college-community activities to advocate for students with disabilities. Offered once a year.
Prerequisite(s): SPED 508 and SPED 510 .
Corequisite(s): EDUC 577 .
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SPED 508 - Methods of Teaching Content: Math, SS, Science, and LA 3 s.h.
This course covers the following topics: standards, research-based teaching strategies, and key concepts for content areas. Students will develop unit plans and write educational objectives for content areas. Offered once a year.
Corequisite(s): SPED 510 .
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SPED 510 - Foundations of Special Education 3 s.h.
This is an introductory course in Special Education. Course topics include identification of various disabilities, typical classroom adaptations, varieties of service delivery, education policy and procedures, relations with families and other service providers, legal issues.
Prerequisite(s): Graduate status in FLED, SPAD, SPEC, SPED, or department chair approval.
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SPED 511 - Instructional Design for All Content Areas 3 s.h.
This course in Instructional Design for (ALL) Teaching Learners with Special Needs in All Content Areas includes the development of understand/identifying forms of knowledge (e.g. facts, rules, strategies) and linking those to instructional design; the model of effective/explicit instruction (model/prompt/check) including effective questioning techniques and unison responding. The course also includes multiple opportunities for students to develop and teach using in-class simulations of multiple lessons in the following content areas of the NYS Learning Standards: English Language Arts, Mathematics, Science and Technology, and Social Studies. This content is appropriate for when designing lessons for learners with severe special needs as well as mild with the basic nature of the skill/knowledge being taught. Assignments in this course will be differentiated for students with different initial certifications so they will be working on instructional design at the grade levels of their initial certification.
Prerequisite(s): Graduate status in SPAD, SPCD, SPEC.
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SPED 512 - Applied Behavior Analysis 3 s.h.
The focus of this course is on the principles of applied behavior analysis and applications of those principles to the classrooms and other learning environments. This course also includes Positive Behavioral Interventions at both the individual and school-wide levels.
Prerequisite(s): Graduate status in SPAD, SPCD, SPEC, Literacy (LB6, L512).
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SPED 513 - Teaching Learners with Severe Needs 3 s.h.
This course builds on previous courses in instructional design, assessment, and applied behavior analysis in the context of learners with severe special needs (including autism, severe cognitive disabilities, and physical and multiple disabilities). Content includes topics related to stimulus control, establishing operations, task analysis, discrimination training procedures, prompt and prompt fading, shaping, chaining, discrete trials, systematic instruction, language acquisition, and communication training procedures as appropriate to assist learners with severe disabilities to achieve the NYS Standards or Alternative Learning Standards.
Prerequisite(s): SPED 511 , Graduate status in SPAD, SPCD, SPEC.
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SPED 514 - Teaching Math and Written Language 3 s.h.
Content on teaching writing includes handwriting, spelling, grammar, and written expression; and mathematics content includes number sense and early numeracy, basic facts and operations, applied skills, problem-solving, fractions, decimals and percents. Students will have multiple opportunities to practice what they are learning in “real life” or simulated instruction to insure their mastery of effective teaching skills.
Prerequisite(s): Graduate status in SPAD, SPCD, SPEC.
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SPED 515 - Assessment for Special Needs 3 s.h.
Assessment for teaching learners with special needs includes monitoring progress in the NYS learning standards, developing appropriate objectives and goals in the context of Curriculum Based Measurement (CBM) and Curriculum Based Assessment (CBA) and progress monitoring. Primary emphasis is on curriculum based measures, creating probes across the NYS Learning Standards’ content areas, charting/graphing results, and making instructional decisions based on learner data. Secondary topics include a review of standardized diagnostic and achievement tests.
Prerequisite(s): Graduate status in SPAD, SPCD, SPEC.
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SPED 516 - Reading for Exceptional Students 3 s.h.
Content includes: evidence-based practices for instruction in early reading (e.g., decoding, phonemic awareness, phonic and structural analysis, and vocabulary); and reading comprehension at the primary and intermediate levels (e.g. text structure, content-specific vocabulary, and narrative and expository reading in content domains).
Prerequisite(s): Degree graduate student status and SPED 510 and SPED 511 .
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SPED 517 - Assistive Technology 3 s.h.
Focus in this course is on principles of universal design for learning (UDL), as well as building familiarity with the range of assistive, alternative, and augmentative technology available, as well as build some fluency with its use to assist with learners with special needs access the curriculum across the life span.
Prerequisite(s): SPED 510 or EDUC 580 , Graduate status in ETEC, SPAD, SPCD, SPEC.
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SPED 518 - Communication and Collaboration 3 s.h.
This course covers basic communication skills (listening, postures, eye contact, verbal responses, gaining information) to assist special educators be effective listeners and clear communicators with other professionals and parents. Additionally, team models and dynamics would be explored. Content on these skills is embedded in content on IFSP, IEP, and transition planning which requires input from many team members.
Prerequisite(s): SPED 510 , Graduate status in SPAD, SPCD, SPEC.
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SPED 519 - Teaching Young Learners With Special Needs 3 s.h.
This course includes early identification, methods, assessment, curricula, and program evaluation for exceptional infants, toddlers, and preschoolers in mainstreamed or segregated settings and include coverage of methods and materials for assessing infants and preschoolers with developmental delays and disabilities, as well as address differing requirements for programs and services for students at this developmental level across the content areas.
Prerequisite(s): SPED 510 , SPED 511 , and SPED 515 ; Graduate status in SPEC, SPCD.
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SPED 520 - Teach Adolescents – Strategies Content 3 s.h.
For students with initial certification in adolescence education, will look at any content of the NYS Learning Standards as well as the specific content to be taught, determine the nature of that content and then prepare appropriate instruction. This foundation prepares teachers to include the content developed by the University of Kansas on Learning Strategies and Content Enhancement Routines. This includes ways of planning and delivering instruction to help all students, including those with learning problems, understand and retain critical course content. Topics include using graphic organizers, options for presenting content, mnemonics; task specific learning strategies; cooperative groups and peer focused interventions; study guides and guided notes; advance organizers; text structures for narrative and expository text; single and multiple approaches for reading comprehension; writing mechanics, prompts, and rubrics; narrative, informative, and persuasive writing; problem solving; analogies; elaborative interrogation; and practice for problem solving.
Prerequisite(s): SPED 510 , SPED 511 , and SPED 515 ; Graduate status in SPEC, SPCD.
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SPED 521 - Education Law Requirements 1 s.h.
This course provides education majors with essential information in accordance with NYSED regulations related to identifying and reporting suspected child abuse, identification and prevention of drug, alcohol and tobacco related problems of the school age population, school violence prevention and intervention, fire and arson prevention, and general safety education. It is also designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required under the Dignity for All Students Act. This course also provides essential information regarding prevention and intervention in school violence including statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques, and other academic supports that promote a nonviolent, inclusive school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; anti-bullying techniques; and how to participate in an effective school/community referral process for students exhibiting violent behavior. Offered Fall and Spring.
Prerequisite(s): Graduate status.
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SPED 600 - Student Teaching in Special Education 6 s.h.
This half-semester student teaching experience is divided into two sessions, offered at two grade levels. The levels parallel the levels of the candidate’s initial teaching certificate. To be admitted to student teaching all course prerequisites and approval of the department chair are required.
Prerequisite(s): SPED 510 , SPED 511 , SPED 512 , SPED 513 , SPED 514 , SPED 515 , and SPED 516 . Those whose initial certificate is Early Childhood will also need to have completed SPED 519 . Those whose initial certificate is Adolescence Education will also need to have completed SPED 520 . Graduate status in SPAD, SPCD, SPEC.
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