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Art |
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ARTC 530 - Survey of American Folk Art 3 s.h.
This course will explore the contribution of the untrained artist to American art and history by surveying the many styles and forms in folk art from the 17th century to the present day. The emphasis will be on folk painting and sculpture, both traditional and eccentric, covering its validity as art and its role in American life. Class time will be divided between slide lectures, examination of objects in NYSHA’s premiere folk art collection, and discussion of relevant issues—theoretical and practical—related to the study of folk art. Several field trips are planned. Fall elective, alternate years.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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ARTC 540 - Survey of American Art 3 s.h.
This survey course will explore American painting from the Colonial era to the present and will make extensive use of the collections at Fenimore Art Museum. Emphasis will be placed on museological issues relative to American art history. Classes include lectures, object examination, and field trips. Requirements include a class presentation and a ten-page research paper. Fall elective, alternate years.
Prerequisite(s): GrS. Permission of the instructor and the director is required for students not enrolled in CGP.
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ARTC 545 - African American Art 2 s.h. - 3 s.h.
From the very beginning of the American experiment African Americans, first as enslaved persons and later as free men and women charting their own destinies, created art in multiple forms. Whether textiles, prints, film, paintings, sculpture, or pottery, the work of these artists represents diverse American experiences and a synthesis of many cultural traditions. Grounded within the context of American history and art history and focusing on black cultural themes, this course examines the breadth of African American art from the colonial period to the present. A research and writing intensive course, each student will explore a major theme in African American art and produce a paper and a visual presentation that uses multiple media and narrative to demonstrate the presentation of abstract ideas in visual formats. Each exhibition will be presented to a general audience at the culmination of the class.
Prerequisite(s): Permission of the instructor and the director is required for students not enrolled in CGP.
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ARTC 550 - Topics in Art 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 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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ARTC 551 - Independent Study: Art 1 s.h. - 3 s.h.
Students are eligible to pursue special studies for graduate credit as an Independent Study. No more than three semester hours may be elected in any one semester. Students must 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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Biology |
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BIOL 501 - Experimental Design 4 s.h.
Aimed at first semester graduate students, this course will familiarize students with the processes of experimental design and project management. Students will learn how to develop questions into research projects and to more efficiently plan and execute their projects. Offered fall semester.
Prerequisite(s): Graduate student status.
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BIOL 575 - Phytoplankton Ecology and Analysis 4 s.h.
This course covers ecology of freshwater phytoplankton and methods to evaluate phytoplankton communities, which comprises the base of aquatic food webs. Major ecological theories are discussed in conjunction with relevant primary literature in classical and modern aquatic ecology. The lab component includes field sampling, pigment-based lab analyses and microscopic identification of major taxa.
Prerequisite(s): Graduate student status.
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BIOL 586 - Conservation of Biodiversity 3 s.h.
Current concepts relating to the conservation of terrestrial, marine and freshwater communities covering such topics as population genetics, patterns of diversity and rarity, habitat fragmentation, causes of extinction and the practice of conservation. The course will have a seminar format with discussions centering on recent literature in conservation biology. Students will be required to write a term paper and make an oral presentation.
Prerequisite(s): BIOL 282 or permission of instructor.
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BIOL 617 - Advanced Biological Literacy 3 s.h.
An intensive scientific Literacy course designed to better prepare graduate students for comprehending, critically analyzing and writing papers for the Biological Sciences. Students will be required to read papers from a variety of subfields within biology, learn about the common elements and pitfalls. Students will also practice crafting journal-style papers to better familiarize themselves with the format.
Prerequisite(s): GrS.
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BIOL 620 - Advanced Field Botany 3 s.h.
This course is designed to further develop skills in botanical field techniques, and provide a more thorough understanding of the vegetation of North America, and the flora and vegetation of New York. Additionally the course will provide an understanding of principles and rules for proper botanical nomenclature. It combines information drawn from the disciplines of taxonomy, ecology, ethnobotany, physical geography, and wildlife ecology. Two weekend field trips required. Two hours of lecture and two hours lab per week. Lab format will include individual and small group projects, including a plant collection and research presentation.
Prerequisite(s): GrS and permission of instructor.
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BIOL 625 - Lake Monitoring 3 s.h.
Discusses the problems and solutions for monitoring inland freshwater lakes. Issues pertaining to collecting, managing and analyzing physical, chemical, and biological data will be covered. A project dealing with a lake data set will be assigned. A thorough understanding of statistical analysis and limnological concepts is assumed.
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BIOL 632 - Advanced Plant Taxonomy 4 s.h.
This course is designed to give students a strong grounding in the dynamic field of Plant Taxonomy. Students will be expected to gain a working knowledge of the identification and classification of members of the Plant Kingdom, emphasizing phylum and family characteristics. Major Bryophyte, Pteridophyte, Gymnosperm, and Angiosperm families are studied in lecture and laboratory formats. Additionally the course will provide an understanding of principles and rules for proper botanical nomenclature. Preparation of collections; field and laboratory experiences; one weekend field trip required. Three hours of lecture and two hours lab per week. Lab format will include individual or small group research projects culminating in presentation of projects.
Prerequisite(s): GrS and permission of instructor.
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BIOL 642 - Advanced Invertebrate Zoology 4 s.h.
Students will prepare and present papers weekly on various topics in invertebrate zoology. Techniques of scientific writing will be considered equally as important as subject matter. All papers presented will be duplicated so that students will have a full set of notes including references to research works throughout the field. Costs of duplication shall be borne by students.
Prerequisite(s): GrS and permission.
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BIOL 644 - Topics in Entomology 4 s.h.
Topics in entomology, the study of insects, including their natural history, anatomy, and functional morphology. Classification and ecology of forms found locally. Preparation of collections, field and laboratory research, papers typically required.
Prerequisite(s): GrS and permission of instructor.
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BIOL 647 - Principles of Systematics 3 s.h.
This course will introduce students to the basic concepts and methods employed in systematic biology: species descriptions and concepts, nomenclature, phylogenetic inference, and contemporary conceptual issues in the field. Relevance to various biological disciplines including ecology, conservation, and evolution will be addressed. The course will include lectures, discussions, and laboratory exercises.
Prerequisite(s): GrS.
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BIOL 669 - Advanced Methods in Population Genetics 4 s.h.
Through lecture and laboratory sessions, students will cover advanced applications of fundamental population genetic tests and phylogeography, as well as experimental design. Students will be required to individually design and perform a project in population genetics, ideally forming a portion of their thesis. At the end of the semester, students will give a scientific-meeting style talk on their project.
Prerequisite(s): GrS.
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BIOL 678 - Advanced Quantitative Biology 4 s.h.
This course is designed to provide a foundation in biostatistics to students in the Master of Science in Biology and Master of Science in Lake Management programs. Using biological sources of data and case studies in ecology, conservation, health sciences, lake management and monitoring, this course will cover the following topics: probability, distributions, estimation, hypothesis testing, analysis of variance, simple and multiple regression, basic multivariate techniques, and vital statistics. The course will appeal particularly to students who are trained to work as biologists who want experience in applying research methods in basic biological sciences and applied ecology. It will help biology graduate students in experimental design and data analysis for their own research projects. It is a combination of 3hr lecture and 2 hr lab in the classroom equipped with computer and software.
Prerequisite(s): Graduate student status.
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BIOL 682 - Advanced Ichthyology 3 s.h.
This course examine the major fish taxa of the Northeast, with emphasis on life history, phylogeny, morphology and ecology. Field and laboratory instructional experiences, some on weekends, will provide hands on experience collecting and observing common Northeastern fishes. Field costs are shared by the students.
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BIOL 683 - Wetland Plant ID and Delineation 4 s.h.
Survey of the major plant species of local freshwater wetlands, and methods for delineation under current State and Federal criteria. Extensive field trips include natural bogs, marshes, floodplains, as well as constructed or managed wetlands of the central NY region. Current papers from the literature of wetland management and ecology will be discussed in seminar format. Students must be able to hike through difficult terrain.
Prerequisite(s): GrS and permission of instructor.
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BIOL 685 - Studies in Limnology 4 s.h.
Studies of biology, physics, and chemistry of inland waters. Laboratory experience in limnological methods. Field trips required. Offered fall semester and during summer at the Biological Field Station. (Sustainability Focused course)
Prerequisite(s): GrS and permission of instructor.
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BIOL 687 - Advanced Aquatic Entomology 4 s.h.
This course will examine in detail the identification, life history, anatomy, functional morphology, and physiology of aquatic insects, with special emphasis placed on the unique adaptations to life in aquatic habitats. Students will be required to collect and property curate an aquatic insect collection, and to perform an independent field project to be presented as both a scientific paper and a scientific-meeting style talk.
Prerequisite(s): GrS and permission of department.
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BIOL 688 - Experimental Stream Ecology 4 s.h.
Experimental studies in stream ecology. Experiments cover concepts of the biological, physical, and chemical features of stream ecosystems. An independent research project is required.
Prerequisite(s): GrS and permission of instructor.
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BIOL 689 - Bioassessment and Biocriteria 4 s.h.
Quality of surface waters can be assessed through physical, chemical, and biological variables. Evaluation of the biological condition of a waterbody using biosurvey data and other direct measurements of resident biota in surface waters. Assessing the biological integrity of freshwaters via EPA-approved field and laboratory methods will be emphasized. Topics may include developing bioassessment programs, current methods, and data analyses. A thorough understanding of statistics is assumed.
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BIOL 690 - Lake Management 4 s.h.
An introduction to the science of lake management and the economic and the social/regulatory framework within which the professional practice takes place. Science: Topics include limnology, diagnosis of problems, management objectives, management techniques, plan organization and development, implementation and evaluation. Social/regulatory framework: Public education, perception, regulatory management techniques. Field and laboratory experiences, term paper required.
Prerequisite(s): GrS and permission of instructor.
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BIOL 691 - Management of Aquatic Biota 4 s.h.
Covers 1) foundational skills in characterization and management of aquatic biota based on scientific evidence and 2) early career development as an aquatic natural resource manager. Students evaluate scientific basis, efficacy, and applicability and feasibility of common management methods in different systems and scenarios. Includes introduction to basic taxonomic identification skills with a focus on invasive and nuisance species in NYS. Scientific writing with peer review and multiple revisions and production of educational material for the public are required. Learning environment: regular and guest lecture, laboratory, and field. (Sustainability Focused course) Offered every spring.
Prerequisite(s): BIOL 685 .
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BIOL 693 - Co-op Experiences in Lake Management 8 s.h. - 12 s.h.
Full-time meaningful work experiences, 8-16 weeks in length, directly related to the field of student and career interests of the students. Students work directly for the employer and are held to the same standards and expectations as other employees. Activities emphasize real-world tasks and responsibilities. Feedback will be provided concerning performance, assessment of strengths and weaknesses and recommendations for further professional and academic development. Offered every semester.
Prerequisite(s): BIOL 691 .
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BIOL 694 - Special Topics in Biology 1 s.h. - 4 s.h.
Three to ten day experiences in regional biology to be offered off campus or at the Biological Field Station, Cooperstown. Course content will vary with instructors and the topics studied. Students may enroll in different “topics” under this course number but no more than 6 hours may be applied to the biology program requirements.
Special Costs: Costs of transportation, room and board, when necessary, will be shared by students.
Intended Clientele: Graduate students in the science disciplines or science education.
Prerequisite(s): GrS; 3 s.h. of general ecology or permission of the instructor.
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BIOL 695 - Graduate Seminar 1 s.h. - 2 s.h.
Discussion and investigation of major events, discoveries, problems, and current topics through the media of group conferences library research, and presentation of project reports by staff, graduate students, and visiting scholars. Normally taken more than one term up to maximum of 2 s.h. of credit.
Prerequisite(s): GrS and permission of department.
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BIOL 696 - Directed Research 1 s.h. - 15 s.h.
Directed research with supervision and training, to develop, carry out and report on a module of sponsored research as part of a team, often including faculty, and other students at various academic levels. Experiences include research and monitoring theory, interactions with others in field and laboratory environments, methods of access to work sites and logistics involved in scientific research, exposure to field equipment and laboratory instrumentation and the development of communication skills. Productivity, that is results relevant to sponsors and the community, is required and its generation is an important part of the experience. Registration is often competitive and requires faculty permission. Research is typically conducted for at least 10 weeks, 35 hours per week. Monitory awards are normally offered. Offered summers and other times by special arrangement.
Prerequisite(s): GrS.
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BIOL 698 - Thesis 1 s.h. - 12 s.h.
A thesis in a degree candidate’s field of specialization is prepared under the supervision of his faculty advisor. No more than 12 s.h. of Independent Study and/or Thesis may be counted toward degree requirements.
Prerequisite(s): GrS and permission of department.
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BIOL 699 - Advanced Independent Study: Biology 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.
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Counselor Education |
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CNED 500 - Introduction to School Counseling 3 s.h.
This course provides an introduction to the school counseling field for Division of Education Students, with an emphasis on counselor characteristics, the counselor’s role in K-12 settings, the history of school guidance, and the relationships among counselors and other school personnel. Guest speakers who work in school settings provide a hands-on and regional perspective of the profession. Videos, professional journals, and newsletters are used to keep students abreast of the many issues and challenges facing school counselors. Students will be expected to begin a counseling portfolio in this course. This portfolio will be monitored throughout their graduate program by their advisor. Students will be expected to complete a minimum of 25 hours in the field with a practicing school counselor. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 596 ).
Prerequisite(s): SCNS Degree student status.
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CNED 502 - Career Development 3 s.h.
A study of the major theories and models of career development and choice, with an emphasis on a developmental approach to career guidance and counseling in educational settings. The nature and value of work, occupational requirements and labor trends, assessment and career counseling activities and techniques are examined. The course also reviews the career development needs and characteristics of special populations of clients. Students will be required to develop the professional background section of their portfolio in this class.
Prerequisite(s): SCNS Degree student status or permission of department chair.
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CNED 516 - Statistics and Research Methods for Counselors 3 s.h.
A survey of research, statistics, and program evaluation for the Counselor. Students will be able to create and/or use basic descriptive and inferential statistics, identify basic types of research, and be able to critically review and evaluate research and design an evaluation in the field of counseling.
Prerequisite(s): SCNS Degree student status or permission of department chair.
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CNED 525 - Measurement and Appraisal for Counselors 3 s.h.
Basic principles of test construction and use are illustrated principally by reference to standardized tests. Such major fields of measurement as achievement, intelligence, personality, interest, and aptitude are considered. Test results are summarized and interpreted in terms of pupil guidance. The use of standardized tests in school settings is examined.
Prerequisite(s): SCNS Degree student status, department chair approval, and CNED 516 .
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CNED 540 - Counseling Theories 3 s.h.
Major approaches to counseling and psychotherapy are surveyed. Each approach is examined according to its conceptualization of human nature and personality development, the theory of symptomatic behavior, and the process and techniques of counseling. A comparative framework will be emphasized to help students evaluate the strengths and limitations of each model of counseling. Students will be expected to develop their emerging professional orientation and to describe their own attitudes and beliefs about counseling theory and practice.
Prerequisite(s): SCNS Degree student status or department chair approves.
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CNED 541 - Counseling Techniques 3 s.h.
This course is designed to integrate the theoretical and practical dimensions of counseling. The major objective is to provide the counselor trainee a pre-practicum experience in which various counseling techniques can be applied in a laboratory setting via learning devices such as role-playing, modeling, and analyzing taped interviews. Basic attending skills and more advanced counseling skills of confrontation, focusing, influencing, and reflecting with meaning will be explored. Students will be required to self-critique their work, to provide in-class feedback to peers, and to present some of their role-play work to the class. The goal is for students to be able to identify their profile of strengths and areas of improvement. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 596 ).
Prerequisite(s): SCNS Degree student status, completion of, or concurrent enrollment in, CNED 540 .
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CNED 543 - Theories of Family Therapy 3 s.h.
This course is designed to provide, for graduate students and professionals in the mental health and human service fields, a comprehensive theoretical overview of the field of family therapy. Included is an examination of the nature of families and their development, the nature of family dysfunction or symptom development in family members, and the nature of the treatment process inclusive of goals, objectives, techniques, and outcomes. Issues pertaining to gender differences and ethnic or cultural variation in the assessment and treatment of family functioning will also be explored.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, and CNED 540 .
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CNED 544 - Alcohol and Substance Abuse Counseling and Prevention 3 s.h.
This course is designed to provide students with: (a) an understanding of a developmental approach to recovery; (b) an overview of the different treatment approaches to alcoholism and substance abuse counseling such as self-help groups (AA), residential treatment programs, therapeutic communities, individual, group, and family therapy, and; (c) an exploration of various approaches to alcohol and drug abuse awareness and prevention in the schools and community.
Prerequisite(s): SCNS or SCHC degree student status or permission of department chair.
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CNED 545 - Counseling Services for Students with Special Needs: The CSE Process and Exceptional Children 3 s.h.
This course explores the basic forms of exceptionality including students who are gifted and at risk and prepares the counselor for the major counseling and educational interventions needed by these students. Also, the CSE process and IDEA guidelines will be explored.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, CNED 500 and CNED 540 .
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CNED 560 - Group Counseling 3 s.h.
The course focuses on theories, techniques, strategies, procedures, processes, problems and principles of group work in the counseling field. The course incorporates didactic and experiential components aimed at the facilitation of an understanding of group dynamics and self-awareness/personal growth through group interaction. Students will be required to design a proposal for a group experience which would be appropriate for the school setting. A minimum grade of “B” in this course is required prior to placement in Practicum (CNED 596 ).
Prerequisite(s): SCNS Degree student status, CNED 540 and CNED 541 .
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CNED 561 - Counseling Services for Children and Adolescents 3 s.h.
The course is concerned with developing a working knowledge of various counseling approaches with at-risk youth. Participants will learn about various counseling and therapeutic theories applicable to children. Use of support group models, parent consultation, and meeting the needs of exceptional children will be addressed. Students will be exposed to a process of case conceptualization and will work in consultant groups to design a treatment plan for a mock child counseling case using approaches that include counseling, consulting, curriculum, and coordinator/collaboration modalities.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, CNED 540 and CNED 541 .
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CNED 563 - Teaching ProSocial Skills to Youth 3 s.h.
This course is intended to be an advanced group counseling course. It provides students with the expertise needed to develop curriculum for pro-social skill development, a greater understanding of group work from an educational support model. Most youth with social problems referred to the school counselor would benefit from having a social milieu in which to address areas of deficit and to practice new skills. Research has shown that for students to transfer learning from the therapeutic environment of a group or counseling experience into the broader educational world, more attention needs to be given to models which specifically address transfer of training and recruitment of supportive models.
Prerequisite(s): SCNS or SCHC Degree student status and completion of CNED 541 and CNED 560 , or permission of department chair.
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CNED 564 - Abuse/Neglect Prevention Curricula 3 s.h.
This course will be geared toward school counselors interested in implementing a comprehensive abuse prevention program. Students will become aware of signs of early abuse and will be exposed to a wide variety of tools, programs, and kits used in the school setting on the topics of abuse and neglect.
Prerequisite(s): SCNS or SCHC Degree student status and CNED 604 .
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CNED 565 - Self, Culture and Society in Counseling 3 s.h.
This course is designed to help future school and community counselors prepare for meeting the needs of individuals from various diverse populations. Issues related to race, religion, ethnicity, sexual orientation, socioeconomic status, and abilities will be examined. Special emphasis will be placed on the influence of these issues on the school environment.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair and CNED 540 .
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CNED 571 - Death, Dying, Bereavement and Crisis Management 3 s.h.
School counselors are asked to provide and manage crisis responses to both personal and community situations involving death, dying and bereavement on a regular basis. They also provide both individual, small group, and large group guidance counseling and presentations related to these issues. This seminar provides them with the opportunity to proactively learn about and plan for such eventualities. As such, it is a valuable course for both Master’s and CAS level students.
The Psychological Impact of Crisis on the School Community: Students will be able to 1) implement a crisis response team plan in their school, 2) understand, have empathy for, and be helpful in educating/counseling children and/or adolescents in grief responses, and 3) be able to facilitate meaningful support groups for children/adolescents who have experienced loss through death or a traumatic experience.
Prerequisite(s): SCNS or SCHC Degree student status.
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CNED 577 - Technology for School Counselors 3 s.h.
The use of Student Information Systems in public schools has brought a revolutionary change in how school counselors manage their daily tasks. This course is an introduction to the information technology that will optimally enhance the school counselor’s ability to creatively promote and implement a school counseling program, to efficiently connect with students and parents, and to research and develop resources.
Prerequisite(s): M.S.Ed. School Counselor graduate student, CAS student or permission of department chair.
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CNED 592 - Counselor Education Workshop 3 s.h.
Workshops for advanced graduate students in counselor education who wish to refine their skills and techniques in an atmosphere combining theory with application, and practitioners in the field who wish to upgrade their skills or develop new skills in order to meet the changing demands in their work settings. Scheduling of workshops will depend upon availability of faculty and evidence of need. The content of each workshop will be identified by an appropriate subtitle, i.e., Counselor Education Workshop: Public Relations for Counselors. The usual prerequisites are completing of core studies of the counselor education programs or employment as a counselor. However, prerequisites may vary depending on the workshop topic. A maximum of 6 s.h. in workshops may be credited toward the Certification of Advanced Study in counseling.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair.
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CNED 596 - Counseling Practicum (School Counseling) 3 s.h.
This course incorporates a small groups seminar, peer and individually supervised counseling experiences in a public school site. As an essential element of the course, students are required to tape (cassette) counseling sessions for review by peers and the instructor. Other instructional materials on counseling trends and issues, handouts on guidelines for practice, and professional development activities will be provided. Students complete regular self-evaluations of their counseling techniques and development in class presentations, peer, and individual supervision. Students are evaluated by the instructor and the field supervisor and also have the opportunity to evaluate their site and field supervisor as well. Students spend a minimum of 180 hours/semester in a school setting under a school certified, tenured school counselor. Students will be expected to complete and display their counseling portfolios by the end of practicum. Students must attend a mandatory pre-practicum orientation the semester before they plan to do Practicum and must meet specific guidelines regarding placement. Practicum grade must be “B” or better to complete the degree program.
Prerequisite(s): SCNS Degree student status, permission of instructor, CNED 500 (with a minimum grade of “B”), CNED 502 , CNED 540 , CNED 541 (with a minimum grade of “B”), 560 (with a minimum grade of “B”), and EPSY 530 . Students who are on Academic Probation will not be permitted to take Practicum.
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CNED 597 - Seminar in Counselor Education 1 s.h. - 3 s.h.
The seminar provides an opportunity for continued study, research and discussion which is directly related to professional growth in the areas of school counseling, marriage, and family therapy, and community health counseling. Seminar topics will be identified by an appropriate sub title, i.e., Topics in Multicultural Counseling. Scheduling of seminars will depend on availability of faculty and evidence of need.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair. Additional prerequisites vary depending on the particular seminar topic. (Note: A maximum of 9 s.h. in Seminars may be credited toward the Certificate of Advanced Study.)
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CNED 599 - Independent Graduate Study 1 s.h. - 3 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): SCNS or SCHC Degree student status. Must have successfully completed at least 6 s.h. of coursework, with a G.P.A. of at least 3.0, toward their graduate degree in School Counselor before taking this course and comply with all other requirements as printed on the Graduate Independent Study form.
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CNED 602 - Consultation in Educational Settings 3 s.h.
This course is designed for graduate students preparing for careers as school counselors, educators, and school administrators. Using a systems approach, its context transcends the conventional boundaries of the school, as we know it. The course is viewed as one in which equilibrium between the various players is essential for optimum “health.” Learning effective consultation skills vis-à-vis understanding each other’s roles is a broad-based strategy necessary for achieving/maintaining that balance. Students will learn about different models of consultation, internal and external consultation, collaborative work, empowerment, and successful intervention techniques. Literacy graduate students may take this course as an elective only when space is available. Offered at least once a year.
Prerequisite(s): Literacy (L512 or LB6), EDUC, SCNS or SCHC Graduate Degree student status or permission of department chair.
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CNED 603 - Play Techniques for the School Counselor 3 s.h.
In this course students will be exposed to various theoretical models of play therapy, with particular attention paid to the nondirective approach. The uses of play, selection of appropriate materials, and issues of limit setting within the context of the school environment will be addressed. Students will not be trained as play therapists but will be expected to participate in mock play sessions and will be required to submit videotapes of practice play sessions.
Prerequisite(s): SCNS or SCHC Degree student status, CNED 540 and CNED 541 .
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CNED 604 - Developmental Counseling 3 s.h.
A survey of the guidance services and their implementation in the school setting. Emphasis is placed on preparing candidates for their prevention roles through exposure to and practice with curriculum, through establishing concrete standards-based programs, and servicing the guidance needs of developing children and adolescents. The organization and administration of guidance services as well as the most frequently used tools and techniques of guidance are considered.
Prerequisite(s): CAS student status or permission of department chair with minimum of CNED 500 , CNED 530, CNED 540 , CNED 541 .
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CNED 655 - Brief Approaches to Counseling 3 s.h.
This course is designed to provide students with the knowledge and understanding of a variety of short-term, strategic approaches to change. Students will become familiar with a variety of authors/therapists who specialize in brief approaches to counseling. These approaches provide a necessary foundation for working with individual and family problems as they are presented to counselors in a variety of school and clinical settings.
Prerequisite(s): SCNS or SCHC Degree student status or permission of department chair, CNED 540 and CNED 541 .
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CNED 690 - Current Problems and Issues in Counseling 3 s.h.
A consideration of current problems and issues on both national and state levels as well as to consider methods of handling practical problems faced by counselors and interns in the field.
Prerequisite(s): Matriculated SCHC Degree student status or permission of department chair.
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CNED 695 - Internship in School Counseling 3 s.h. or 6 s.h.
Supervised experience in an applied professional setting under the supervision of a college faculty member and a qualified site supervisor. The course emphasizes the development of skills and competencies expected of school counselors. The intern is expected to become involved in all aspects of the site’s functions. Students also attend a small group seminar that focuses on effective school counselor interventions, relevant readings, and professional development. Typically taken as a full-time placement over one semester for a total of 6 s.h.
Prerequisite(s): Matriculated SCHC Degree student status and permission of department chair.
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Education |
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EDUC 501 - Critical Thinking, Reading and Writing 3 s.h.
This course will help students develop their critical thinking, reading, and writing skills as they interact with texts relevant to current topics in education. Students will study critical thinking theory and learn strategies that will help them extend and express critical insights into academic discourse, utilize self-reflective evaluation of critical literacy skills, develop reading comprehension and scholarly critical writing skills through the writing process, construct well-written critical essays, and confer and collaborate with peers to improve critical literacy skills.
Prerequisite(s): Degree graduate student status.
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EDUC 505 - Early Childhood Curriculum and Assessment 3 s.h.
In this course foundations of early childhood education and the theoretical frameworks are discussed. Students develop projects in curriculum integration in the classroom including literacy, social studies, science, math and expressive arts. Strategies to meet the diverse needs of children and families are explored. The course includes a practicum component in an early childhood classroom.
Prerequisite(s): Degree graduate student status.
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EDUC 506 - Introduction to Educational Research 3 s.h.
This course is designed to provide foundation skills and understandings about educational research methodologies. The graduate student will locate and critically review primary sources of information and complete a review of literature on a topic related to education social policy. The course serves as an introductory course for majors in childhood education and adolescence education master’s degree programs. The course is evaluated by a letter grade.
Prerequisite(s): Degree graduate student status.
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EDUC 515 - Differentiating Instruction to Enrich Classroom Learning 3 s.h.
This course will provide instruction and practice in how to affect the learning and growth over time of all students through differentiated instruction. Educators will learn and practice how to analyze selected work samples to make instructional choices based on students’ learning profiles, readiness, and interests. Strategies and materials will be designed to develop the potential of all learners across content areas. Emphasis will be placed on practicality in developing plans and materials.
Prerequisite(s): Degree graduate student status.
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EDUC 516 - Selecting and Designing Enrichment Experiences for Children 3 s.h.
Designing an enriched program for elementary school children in all areas of the curriculum. Special attention will be given to development of creativity on the part of the educator. The course is designed to guide educatiors in developing specific materials/ program to address their needs and concerns.
Prerequisite(s): Degree graduate student status.
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EDUC 535 - Children’s Literature and Reading 3 s.h.
This course will examine the role of children’s literature in the curriculum and explore a wide variety of genres. Emphasis will be on the selection and examination of multicultural literature for children. Attention will be given to extending and evaluating children’s response to literature and planning a literature program that stimulates interest, motivation, and the ability to read for a wide variety of purposes.
Prerequisite(s): Degree graduate student status.
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EDUC 543 - Elementary Mathematics Curriculum and Assessment 3 s.h.
An experiential, research-based exploration on how to guide children’s meaningful learning of mathematics with a focus on classroom climate, children’s thinking, curriculum planning and performance assessment.
Prerequisite(s): Degree graduate student status.
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EDUC 545 - Content Literacy in the Elementary Classroom 3 s.h.
This course extends candidates’ understandings and applications of the foundational knowledge, elementary instructional strategies, and curriculum materials effective in integrating literacy into the content areas. Attention is given to seminal and historic studies in literacy and the content areas; the use of a wide range of curriculum materials, technology, and assessment tools to evaluate and meet the needs of all students across skill levels, content areas, and cultural and linguistic backgrounds; and methods to motivate all students. This course encourages candidates to develop as reflective educators and focuses on professionally developing the candidate as a reading specialist who leads and assists colleagues to expand their uses of knowledge-based practices when teaching across the content areas.
Prerequisite(s): Degree graduate student status.
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EDUC 546 - Reading and Writing to Learn in the Content Areas 3 s.h.
This course extends candidates’ understandings and applications of the foundational knowledge, instructional strategies, and curriculum materials effective in teaching literacy skills across the content areas in middle- and high-school settings. Attention is given to seminal and historic studies in literacy and the content areas; the use of a wide range of curriculum materials, technology, and assessment tools to evaluate and meet the needs of all students. This course encourages candidates to develop as reflective educators and focuses on professionally developing the candidate as a reading specialist who leads and assists colleagues to expand their uses of knowledge-based practices when teaching across the content areas.
Prerequisite(s): Degree graduate student status.
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EDUC 552 - Elementary Social Studies Curriculum and Assessment 3 s.h.
The student will develop an understanding of the contents of the social studies, integrating the most current methods of teaching social studies in the elementary school. Students will model strategies and techniques, develop materials and activities for use and explore technology related to current practices.
Prerequisite(s): Degree graduate student status.
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EDUC 577 - Issues in Diversity, Multicultural Education and Bilingualism 3 s.h.
This course prepares teachers to be global citizens of the 21st century who are aware of diversity issues that touch the individual learners as well as educational institutions, and to use that understanding to improve teaching and learning. Issues to be discussed include ethnicities, races, languages, socioeconomic status, regional/geographic backgrounds, and exceptionalities (physical, mental, emotional), and teaching for social justice, with a special focus on emergent bilingual learners.
Prerequisite(s): Degree graduate student status.
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EDUC 580 - Integrating Technology in Education 3 s.h.
A hands-on laboratory experience exploring the potential of computer technology and a multimedia approach to facilitate curriculum integration, problem-solving and the teaching and learning of various content area knowledge. The focus is on software exploration and facilitation, the development of technology integration plans, and a review of current research pertaining to technology in education.
Prerequisite(s): Degree graduate student status.
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EDUC 581 - Instructional Technology Design Principles 3 s.h.
This course focuses on the varied relationships between learning theory and human-computer interaction. Students investigate interactions of learning theories, human-computer instructional design, and evaluating various methods of student achievement when computer-based technologies are utilized. Students will examine the value of computing technology as instructional methods for modeling learning theories. There will be an emphasis on current trends and issues within the exponential growth of technology. This course includes a supervised field experience with accomplished technology facilitators and/or directors.
Prerequisite(s): EDUC 506 and EDUC 580 .
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EDUC 583 - Telecommunications and Online Learning 3 s.h.
This course explores a variety of communications systems and their impact on online learning design. Students will explore the theory and practice of networking and data communications in an educational environment. Topics include: network design and protocols, hardware, software, Learning Management Systems (LMSs), trends in online learning research, successful online learning characteristics, the teaching and learning process in an online learning environment, and transitioning to online teaching.
Prerequisite(s): Graduate status and EDUC 580 (can be taken concurrently).
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EDUC 584 - Language Acquisition and Emergent Literacy 3 s.h.
This course focuses on the relationship of language, cognition, and culture. Language acquisition theories, linguistic and ethnic diversity, the effects of home environment on language acquisition, and the stages of oral and written language development will be addressed. The course content includes the history of language, uses of language for a variety of purposes, grammar, dialect, and language usage within a global society. A focus will be on critical analysis of current research literature on language acquisition and emergent literacy and its implications for best teaching practices. Includes a field component.
Prerequisite(s): Degree graduate student status.
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EDUC 586 - Multimedia and Instructional Design 3 s.h.
This course explores the use of multimedia platforms utilized in support of learning. Students will be introduce to theory, ethics, and trends in the design and use of multimedia educational computing. Students will investigate techniques of courseware applications throughtout grade levels and content, planning, designing, and creating a content-rich, progressive, interactive instructional product. Evaluation of the product will include: adaptation to learners and learning environments, curricular relevance, integration applicability, and usability.
Prerequisite(s): Graduate status and EDUC 580 .
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EDUC 587 - Integrated Technology Applications and Issues 3 s.h.
This course focuses on advanced strategies for technological integration into the classroom curriculum within elementary/ adolescent environments. Hands-on experiences allow students to apply teaching practices, curricular standards, and research to specific learning needs of all learners. Topics include an in-depth study of education technologies with emphasis on the selection of appropriate education technologies, various uses of infusing software applications into the classroom, and the impact of technologies to develop and deliver instruction.
Prerequisite(s): Graduate status and EDUC 580 .
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EDUC 588 - Instructional Technology – Management and Evaluation 3 s.h.
This course explores methods and options for evaluating the technological needs of schools, how school administrators, teachers, and students can best utilize available technologies to meet the multiple needs of staff and students. Hands-on experiences allow students to apply teaching practices, curricular standards, and research to specific learning needs of all learners. Topics include an in-depth study if education technologies with emphasis on various uses of software applications for administrative and classroom assessment, selection of appropriate education and assessment technologies, and the impact of technologies to develop and deliver instruction as well as for professional development.
Prerequisite(s): Graduate status and EDUC 580 .
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EDUC 592 - Expressive Arts in the Elementary Classroom 3 s.h.
Designed to help students to articulate the value of expressive arts in the classroom and to integrate the various expressive arts into the content areas. The Reggio Emilia model and its relevance to early childhood education in the US is discussed. A workshop format is utilized to explore the following: art, music, movement, dance, creative drama, dramatic play, puppetry, storytelling, children’s literature, and language arts.
Prerequisite(s): Degree graduate student status.
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EDUC 594 - Graduate Special Topics in Education 3 s.h.
Students choose to pursue topics of special interest or to overcome designated areas of weakness.
Prerequisite(s): Degree graduate student status.
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EDUC 595 - Methods of Teaching and Assessing Core Subject Areas in the Native Language and English 3 s.h.
Curriculum, assessment and methods of teaching used to teach core subject areas (mathematics, science, and social studies) to students who are English Language Learners, including those with disabilities, at both the elementary and secondary levels. This course content includes adapting methodologies to meet the language arts modalities (listening, speaking, reading, and wiring) for Native Language (NL) and English as a Second Language (ESL) instruction. Offered summer only.
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EDUC 599 - Education: Independent Research and Study 3 s.h.
Students may pursue independent research and study of topics of individual interest. This elective is pursued with the consent of the department chair and the appropriate instructor. 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.
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EDUC 623 - Foundations of Literacy Development 3 s.h.
This course in literacy development will provide the philosophical, psychological, social, and cognitive foundations for the study of the many facets of literacy. Students will gain an understanding of the relationship between students’ learning and the many factors in language development, literacy acquisition, and technology.
Prerequisite(s): Degree graduate student status.
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EDUC 626 - Technology and Literacy in the Classroom 3 s.h.
This course will examine the professional issues related to literacy, technology, and instruction. The impact of new literacies, media, and other technologies on school and literacy is a focus. Emphasis is also placed on developing understandings of what it means to be literate in a multimedia culture and integration of technology to enhance literacy skills.
Prerequisite(s): ETEC Degree graduate student status.
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EDUC 631 - Writing Process in Literacy Programs 3 s.h.
This course will focus on 1) developing students’ confidence and skills in writing, 2) expanding students’ understanding and knowledge of the writing process, 3) the relationship between writing and reading, and 4) current instructional approaches to teaching writing at all grade levels. Students will engage in the writing process throughout the course, and examine current theory and research related to instruction and assessment. The course will include observation and documentation of the writing process and writing development of a young writer/learner.
Prerequisite(s): Degree graduate student status.
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EDUC 634 - Trends and Issues in Literacy 3 s.h.
This course explores historical and current trends and issues in literacy education, with a focus on the impact that diverse learners and the growing cultural diversity in a global society have upon literacy instruction and learning in today’s schools. An opportunity to work with literacy curriculum design and professional development plans will be provided. Includes a field component.
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EDUC 636 - Literacy Coaching and Assessment 3 s.h.
Emphasis will be on acquiring knowledge from the research literature and examples from the field of reliable, valid and fair assessment procedures that are available to inform literacy instruction. Candidates will come to understand standardized tests and informal assessments, including technology-based assessments, and to develop the knowledge, skills, and dispositions that will enable them to coach classroom teachers in the administering and interpreting of these assessments. Included will be guidance in writing appropriate reports for various audiences and learning methods of diagnosis and assessment for both accountability and instructional reasons, with a focus on looking critically at the purposes and uses of assessment. Field component is required.
Prerequisite(s): EDUC 584 or EDUC 623 , EDUC 545 or EDUC 546 .
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EDUC 641 - Literacy Coaching and Assessment Practicum (Birth – Grade 6) 3 s.h.
This practicum course is designed to provide students with first-hand experience in utilizing knowledge, skills, and dispositions obtained in EDUC 636 . Candidates will work in supervised instructional settings with the goal of coaching classroom teachers. Coaching will focus on using assessments to evaluate and revise effective instruction and to facilitate classroom teachers’ administration and interpretation of assessment. Included will be guidance in communicating with a variety of audiences, such as administration and families. Experiences will involve the completion of a case study.
Prerequisite(s): EDUC 636 .
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EDUC 645 - Literacy Coaching and Assessment Practicum (Grades 5 – 12) 3 s.h.
This practicum course is designed to provide students with first-hand experience in utilizing knowledge, skills, and dispositions obtained in EDUC 636 . Candidates will work in supervised instructional settings at the middle school and high school level with the goal of coaching classroom teachers. Coaching will focus on using assessments to evaluate and revise effective instruction and to facilitate classroom teachers’ administration and interpretation of assessment. Included will be guidance in communicating with a variety of audiences, such as administration and families. Experiences will involve the completion of a case study.
Prerequisite(s): EDUC 636 .
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EDUC 655 - Seminar in Graduate Study: Project Proposal 3 s.h.
This course is designed to develop students’ skills and understandings in education research developed in EDUC 506 - Introduction to Educational Research 3 s.h. . Students will have an opportunity to explore research interests, become actively involved in the research process, and examine their roles as effective teachers, researchers, and evaluators. Each student will select a topic, choose a research methodology, and prepare a research proposal to be implemented in EDUC 695 - Seminar in Graduate Study: Master’s Project and Practicum 3 s.h. . In addition, each student will collaborate with peers in the process of analyzing and reflecting upon teaching practice.
Prerequisite(s): Graduate degree status, completion of 12 s.h. in a graduate program.
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EDUC 660 - Elementary Science Curriculum and Assessment 3 s.h.
Designed for elementary school teachers and others interested in the development of learning centers, science corners and appropriate materials for the informal classroom situation. Emphasis will be given to the development of laboratory situations which promote inquiry and discovery, with some attention to new programs.
Prerequisite(s): Degree graduate student status.
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EDUC 695 - Seminar in Graduate Study: Master’s Project and Practicum 3 s.h.
This course consists of two integrated components: a) Research Project – The student will conduct the research study designed in EDUC 655 , and b) Professional Development – The student will engage in an on-going process of reflection and self-evaluation to monitor teaching behaviors and to document professional growth. Class time will consist of four to five large group sessions, at least seven small group meetings, and a final conference. Individual meetings will also be held as needed. In addition to meeting with the course instructor(s), students will also be encouraged to solicit advice and feedback from their advisors and from other faculty members. Students should be prepared to revise the initial proposal, as recommended. The purpose of this course is to actively engage beginning and practicing teachers in the research process. Each teacher will plan, design, and carry out a research project based upon current research practices and the teacher’s own professional background and experience. Current national standards emphasize the role of the teacher as an agent of change in creating a meaningful learning environment. To adopt this role, the teacher must engage in an on-going process of analysis and self-evaluation. It is the intent of this graduate program to assist the student in connecting theory and practice to enable him/her to perform the dual roles of researcher and reflective practitioner. As with all teaching and learning, most of the responsibility falls upon the student. The course professor is but one of many resource people that the student should call upon for assistance; e.g., student advisor, other faculty.
Prerequisite(s): EDUC 655 , and permission of the department.
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EDUC 699 - Advanced Independent Study: 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.
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EPSY 515 - Measurement in Instruction 3 s.h.
This course focuses on basic measurement concepts, design of classroom assessments, interpretation of results from traditional or alternative assessments and their application in instructional planning and evaluating student performance. It develops skills in: the use, construction, and interpretation of teacher made tests; the patterns of norm and criterion referenced tests; construction of test items, their analysis, and revision; and the enhancement of content validity.
Prerequisite(s): MST, ADOL, CHED, or Literacy (L512 or LB6) graduate status and EPSY 506.
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EPSY 525 - Measurement and Appraisal for Teachers 3 s.h.
Basic principles of test construction and use are illustrated principally by reference to standardized tests. Such major fields of measurement as achievement, intelligence, personality, interest, and aptitude are considered. Test results are summarized and interpreted in terms of pupil guidance. The use of standardized tests in school settings is examined.
Prerequisite(s): EDUC or FCSE or ADOL graduate status and EDUC 506 .
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EPSY 530 - Human Development Across the Life Span 3 s.h.
This course introduces students to the theories, models, and perspectives associated with life span human development. Emphasis is placed on cognitive, social, emotional and physical changes throughout the life span, their causes and their influence on subsequent development. Special attention is given to applied aspects of developmental psychology, especially as they pertain to children and families.
Prerequisite(s): SCNS or EDUC Degree student status or departmental approval.
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EPSY 531 - Advanced Educational Psychology 3 s.h.
A course concerned with developmental aspects of behavior, principles, and problems of learning, the nature and control of learning, and assessment of pupil progress. Selected research in educational psychology is examined in terms of its application to teaching.
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EPSY 532 - Cognition and Motivation in Instruction 3 s.h.
Review of recent advances in cognitive and motivational psychology as applied to instruction. Emphasis is placed on two topics: 1) how to adapt these advances to design effective instruction, and 2) how to help students become autonomous learners.
Prerequisite(s): EDUC Degree student status and EDUC 506 or EDUC 507 .
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EPSY 541 - Advanced Child Growth and Development 3 s.h.
A study of human development from infancy through early adolescence, including the physical, intellectual, social and emotional aspects. Consideration is given to the nature of learning as it applies to the growing child.
Prerequisite(s): Graduate student status.
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EPSY 551 - Advanced Adolescent Growth and Development 3 s.h.
Physical, intellectual, social, and emotional development of youth, with emphasis on adjustment and learning, attitudes, interests and problems of the home, school and community as they relate to the teenager.
Prerequisite(s): SCNS, SCHC or EDUC Degree student status.
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EPSY 590 - Educating Children with Special Needs 3 s.h.
Education policy and procedures addressing all categories of special needs under Pl 94-142 are addressed. In addition, curricular adaptations, classroom environmental conditions and relations with family and other service-providers are considered. Various models for providing services are evaluated: mainstreaming, inclusion, resource room, self-contained programs and treatment centers.
Prerequisite(s): SCNS or EDUC Degree student status.
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EPSY 594 - Graduate Special Topics in Educational Psychology 3 s.h.
Exploring historical, contemporary, and controversial issues in Educational Psychology; topics and instructors announced prior to pre-registration.
Prerequisite(s): SCNS or EDUC Degree student status.
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EPSY 599 - Independent Graduate Study 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): EDUC Degree student status and compliance with all other requirements as printed on the Graduate Independent Study form.
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