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2009-2010 Graduate Studies Bulletin 
    
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2009-2010 Graduate Studies Bulletin [ARCHIVED BULLETIN]

**Course Information**

 

Creative Writing (CRWR)
  

  • CRWR 289 - Writing for Stage, Screen and Television


    Semester Hours: 3
    Periodically
    Discussion includes techniques used in contemporary scripts for theater, film and television.

    Prerequisite(s)/Course Notes:
    CRWR 133 or permission of the Director of the Conference. Summer Writer’s Conference designed to help developing writers sharpen their powers of expression including reading and discussion of student’s work, and analysis of themes and techniques. Does not count toward 33 total s.h. required for the M.A. in English Literature and the M.A. in English and Creative Writing. (Formerly ENGL 289, Workshop: Writing for Stage, Screen and Television.)
  
  

  • CRWR 302 - Master’s Project in English and Creative Writing


    Semester Hours: 3

    Fall, Spring

    The Master’s Project in English and Creative Writing represents guided instruction leading to the completion of an extended creative writing project of at least 50 pages in fiction, literary non-fiction, or dramatic writing, or at least 35 pages in poetry. The master’s project is required of all candidates nearing the conclusion of their master’s program in English and creative writing. The manuscript may be defined as a complete draft of a novella, the first chapters of a novel, a series of short stories, personal essays, or literary non-fiction, a cycle or series of poems, a full length or an extended one-act play or a set of one-acts or screenplay. Along with addressing the quantifiable requirements for length, the Master’s Project should reflect the candidate’s best effort to compose a work of depth and breadth, of exploration and revision. It could consist of work generated from the beginning of the semester, or it may constitute a comprehensive development of previous material, culminating in a broader, deeper exploration of earlier work. At the conclusion of the Master’s Project, the candidate will offer a defense of his or her work before the project adviser and one to two other members of the English department faculty. The satisfactory completion of the written work, as well as the defense, will conclude the requirements for the master’s project. A copy of the project is retained in the English department files.

    Prerequisite(s)/Course Notes:
    (Formerly Master’s Project.)

Curriculum and Teaching (CT)
  

  • CT 200 - Introduction to Computer Technology in Education


    Semester Hours: 3
    Fall, Spring, Summer
    A course for educators PreK-12. Focuses on methods for integrating computer technology across the school curriculum. Social, ethical, political, and philosophical implications of computers on instruction are considered. Includes familiarization with major types of software used in instruction and professional practice, computer operations, problem-solving applications, and evaluations of computer-related materials, and applications of the Internet in educational settings.
  

  • CT 208 - Multicultural Curriculum and Teaching


    Semester Hours: 3
    Fall, Spring, Summer
    Course provides education students with an introduction to multiple multicultural education curriculum approaches, situating multicultural curriculum and teaching within a broader discussion of educational philosophy, current debates on learning standards, evolving technological and non-technological resources, and the curriculum implications of the diverse nature of the population of the United States.

    Prerequisite(s)/Course Notes:
    Prerequisites or corequisites for M.S. in Ed. students: SED 205 , 213 , 264 . M.A. students should consult with their advisers. Same as SED 208 .
  

  • CT 210A - Emerging Technologies for Teaching and Learning


    Semester Hours: 3
    Fall, Spring
    Explores contemporary trends in telecommunication, multimedia, and computer software application within educational settings. Focuses on the ways technology-enhanced environments can support teaching, learning and research. Students gain experience using hypermedia, intelligent tutoring systems, multisensory immersion, computer-supported collaborative learning, simulation, and computer visualization. Includes implications for education change.

    Prerequisite(s)/Course Notes:
    CT 200  or permission of instructor.
  

  • CT 211A - Computer Authoring and Scripting Environments


    Semester Hours: 3
    Fall, Spring
    Provides experience in web-based software design for effective teaching and learning with technology. Students learn a scripting language to design web pages that integrate text, graphics, multimedia and interactive elements for application in classrooms. They become familiar with the process, promise, and limitation of educational software design and application.
  

  • CT 212 - Computer-Assisted Instruction


    Semester Hours: 3
    Periodically 
    Impact of use of computer technologies on curriculum and assessment in classrooms and other educational settings, with emphasis on strategies for computer-assisted instruction, design strategies for development environments such as the World Wide Web, and practical aspects of computer use in the classroom and workplace.

    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis.
  
  

  • CT 214A - Information Technology in Elementary Education


    Semester Hours: 3

    Fall, Spring
    Advanced course which treats the application of information technology within elementary educational environments (grades PreK-6). Includes the critical evaluation of technological resources in elementary education. Students design lessons that implement the Internet, constructivist technologies, computer software, and cooperative learning activities to enhance the teaching and learning of elementary school curriculum.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.

     
  

  • CT 215A - Cognition and Artificial Intelligence


    Semester Hours: 3
    Fall, Spring
    Theoretical and practical applications of artificial intelligence are explored. Topics include natural language processing, neural computing, robotics, and social issues associated with artificial intelligence. Students learn an artificial intelligence programming language and develop a curriculum project using the language.

    Prerequisite(s)/Course Notes:
    CT 200  or permission of instructor.
  

  • CT 216 - Information Technology in Mathematics Education


    Semester Hours: 3
    Fall, Spring
    Advanced course which treats the development and application of information technology within middle-level and secondary mathematics education (grades 5-12). Topics include dynamic software for geometric explorations, graphing calculators for algebraic investigations, statistical packages and probeware for data analysis, graphics packages for design and data representation, and the Internet for information access. The mathematical foundations for computer architecture are examined.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.
  
  

  • CT 218 - Teaching Immigrant Children


    Semester Hours: 3
    Fall, Spring
    Exploration of TESOL curricula, methodology and evaluation in public school settings under close clinical supervision.

    Prerequisite(s)/Course Notes:
    CT 226 , ELED 225 , and SED 267 . Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Pass/Fail Grade only. The course includes 20 days of supervised ESL teaching at the elementary and secondary levels and is open to CAS TESOL, ITI  candidates only.
  
  

  • CT 221 - Middle Childhood Philosophy and Teaching


    Semester Hours: 3
    Fall, Summer
    The first of two required courses leading to a middle childhood extension certification. Course topics include the rationale, philosophy, and foundations for middle schools; sociocultural influences on middle level schooling and students; developmental aspects of young adolescents and their needs for personalization and community; restructuring, block scheduling, and departmentalization; small communities of learning, teaming concepts and instructional delivery through teaming; advisories; gender and diversity issues; integrated curriculum development; community service learning; new New York standards and assessments at the middle school level.

    Prerequisite(s)/Course Notes:
    Same as SED 221 .
  

  • CT 226 - Linguistics for Teachers of English-Language Learners


    Semester Hours: 3
    Fall
    This course focuses on the pedagogical implications of linguistic theory and SLA research. The nature of language proficiency on the level of sound, word, sentence, meaning encoding and meaning interpretation is examined. The course also investigates historical and philosophical perspectives in language policy and language education.
  

  • CT 227 - Student Teaching


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching in cooperating schools with direction and supervision of cooperating teachers and college field supervisors. For teachers in art, and music education only. Students are placed at both elementary and secondary levels. During the student-teaching experience, prospective teachers gradually assume more responsibility for organizing and teaching classes. Weekly seminars are required on topics including teaching methods, curriculum design, technology, and assessment in the content area. Also required are special State-mandated seminars on the following issues: child abuse and maltreatment, prevention of alcohol, tobacco and drug abuse, safety education, fire and arson prevention, and violence prevention.

    Prerequisite(s)/Course Notes:
    Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Must be taken concurrently with SED 201 . Pass/Fail grade only.
  

  • CT 228 - Supervised Teaching


    Semester Hours: 6
    Fall, Spring
    Close clinical supervision of M.S. in Education students who are currently working on a full-time basis teaching either art or music in an accredited elementary or secondary school. Arrangements are made for supervised teaching at both elementary and secondary levels. Weekly seminars are required on topics including teaching methods, curriculum design, technology, and assessment in the content area. Also required are special state-mandated seminars on the following topics: child abuse and maltreatment, prevention of alcohol, tobacco, and drug abuse, safety education, fire and arson prevention, and violence prevention. Admission by application.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only.
  

  • CT 229 - Development and Learning in Childhood and Adolescence


    Semester Hours: 3
    Fall, Spring, Summer
    Human development and learning processes from birth through adolescence with implications for teaching in elementary and secondary schools. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment. Requires 20 hours of classroom observation and participation in elementary or secondary schools.
  
  

  • CT 231 - Methods and Materials for Teaching Computer Science in the Schools


    Semester Hours: 3
    Periodically
    Use of Pascal as an instructional tool. Course treats the mathematical and technological bases for computer education as it is implemented in the schools. Implications of the Regents’ Action Plan for using local-area networks, for curriculum design, teaching methods and student evaluation is investigated.

    Prerequisite(s)/Course Notes:
    Permission of instructor.
  
  

  • CT 238 - Curriculum Design in Art Education


    Semester Hours: 3
    Fall
    Examine historical and current trends in art education curriculum design theory. Develop curriculum philosophy for grades PreK-12. Study actual curriculum guides from different parts of the United States. Create complete curriculum design for an entire school district, for PreK-12.

    Prerequisite(s)/Course Notes:
    (Formerly Current Issues in Art Education Curriculum.)
  
  
  

  • CT 247A - Middle Childhood Curriculum: 5-6


    Semester Hours: 3
    Spring
    This course emphasizes the interdisciplinary nature of the New York State standards and assessments on the 5-6th grade levels. Course work focuses on a more global approach to academic curricula, the philosophy and practice of interdisciplinary and thematic integrated curriculum and the skills that need to be taught and infused into all subjects taught on these levels within the K-12 scope and sequence to provide continuity and articulation. Instructional strategies and models, teaming of students and faculty, grade-level configurations, and diverse assessments are emphasized.
  

  • CT 248A - Middle Childhood Curriculum: 7-9


    Semester Hours: 3
    Spring
    This course emphasizes both teaching as a specialist in a subject area and understanding a more global approach to academic curricula. The course includes the structures and curriculum approaches students have already experienced and how to foster a smooth transition for students into a full teaming structure. Course work focuses on the philosophy and practice of interdisciplinary and thematic integrated curriculum and the skills that need to be taught and infused into all subjects taught on these levels within the K-12 scope and sequence to provide continuity and articulation. The interdisciplinary nature of the New York state standards and assessments is stressed.
  
  
  

  • CT 252 - Portfolios and Authentic Assessment


    Semester Hours: 3
    Periodically
    This course is designed primarily for teachers K-12 teaching subjects across the curriculum, school administrators, and pre-service teachers to address the implications of authentic assessment strategies on curriculum and evaluation. Unlike standardized tests, forms of authentic assessment, including portfolios, performance-based criteria, and holistic scoring rubrics, provide opportunities to examine student work and progress without taking time away from classroom instruction. Authentic assessment strategies can validate and encourage respect for all student voices in the classroom and provide a rich source of evidence of growth and understanding not available through traditional assessment methods.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only.
  
  

  • CT 256 - The Newspaper as a Teaching Tool


    Semester Hours: 3
    Summer
    This course introduces students to the newspaper as an educational tool for children of all grade levels, K-12, and in every subject area. The newspapers on Long Island and the metropolitan area contribute editors, Newspaper in Education coordinators, and NIE managers as speakers in the workshop. Students tour Newsday and see the newspaper in production. The history and background of Newspapers in Education are presented. Students receive a comprehensive overview of NIE and the practical means to implement in their classrooms. Curriculum materials and teaching strategies relating to the newspaper are employed.

    Prerequisite(s)/Course Notes:
    Same as ELED 256 /SED 256 .
  

  • CT 260 - Foundations, Theory and Practice of Bilingual Education


    Semester Hours: 3
    Summer
    Consideration of the sociocultural, linguistic, and educational needs of language minority students and the programs designed to respond to their needs. Attention given to the history of bilingual education in the United States, including relevant legislation and litigation, as well as research that relates to the development of effective bilingual/bicultural education programs. Bilingual, bicultural education program models are presented and analyzed.
  

  • CT 265 - Methods and Materials in Bicultural Education


    Semester Hours: 3

    Once a Year

    This advanced course provides analysis of current teaching methods and materials in bilingual education. The impact of cross-cultural learning styles on teaching and learning processes is explored. Special attention is given to ways of adapting instruction to the linguistic and cultural characteristics of students in dual language contexts. Supervised classroom observation in designated school settings are required.

    Prerequisite(s)/Course Notes:
    CT 260.
  

  • CT 266 - Immigrant Children in the U.S. School


    Semester Hours: 3

    Spring

    An in-depth exploration of immigrant children’s schooling experiences. Examination of immigration-related phenomena, such as nativism, role reversal, cultural incompetence, first language attrition as they affect language learning in young and adolescent students. Analysis of the impact of structural characteristics of U.S. schools on immigrant children’s language learning experiences. Implications of the sociocultural background of students, the socioeconomic patterns of the school, and students’ affective and cognitive development for curricula design and implementation.

    Prerequisite(s)/Course Notes:
    (Formerly The Learner in the School.)




  

  • CT 267 - Promoting Algebraic Ideas in K-8 Classrooms


    Semester Hours: 3
    Spring, Summer
    This course is designed to explore how algebraic thinking does fit into the elementary school mathematics curriculum. Both content and pedagogy will be explored simultaneously. Algebra in this context is treated as way of thinking about number and mathematical relationships and as a powerful tool for deepening students’ understanding of mathematics lessons and investigate a variety of problems that can be used with students to foster their algebraic reasoning. Participants will read and discuss relevant research on the importance of promoting algebraic thinking and organize algebraic activities using the Principles and Standards for School Mathematics and the New York State Mathematics Learning Standards as guides.

    Prerequisite(s)/Course Notes:
    Same as ELED 267 .
  

  • CT 268 - Practicum: Teachers of Non-English Speaking Students


    Semester Hours: 3
    Fall, Spring, Summer
    Extended teaching practice under close clinical supervision of M.S.Ed. TESOL  and TESOL Certification  candidates in appropriate level public school settings.Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Seminars meet weekly with supervisory personnel from the curriculum and teaching department and public school districts to work intensively with specific student problems.

    Prerequisite(s)/Course Notes:
    CT 213 ; SPED 264 ; LYST 213 ; ELED 225  and SED 267 . This course is only open to certified teachers. Pass/Fail grade only.
  

  • CT 268A - Supervised Teaching Practicum: Teachers of Non-English Speaking Students


    Semester Hours: 1
    Fall, Spring
    Practicum under close clinical supervision of supervision of M.S.Ed. TESOL  and TESOL Certification  candidates in appropriate level public school settings. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Seminars meet weekly with supervisory personnel from the curriculum and teaching department and public school districts to work intensively with specific student problems. Students are placed at the level of their current certification.

    Prerequisite(s)/Course Notes:
    ELED 225  and SED 267 . This course is only open to certified teachers. Pass/Fail grade only.
  

  • CT 268B - Summer Supervised Practicum Extension: Teachers of Non-English Speaking Students


    Semester Hours: 2
    Summer                                                       
    Practicum under close clinical supervision of M.S.Ed. TESOL  and TESOL Certification  candidates in appropriate level public school settings. Admission by interview and application to the Office of Field Placement by February 15 for summer teaching. Seminars meet weekly with supervisory personnel from the curriculum and teaching department and public school districts to work intensively with specific student problems. This course is only open to certified teachers. Students  are placed at a level other than the level of their current certification.

    Prerequisite(s)/Course Notes:
    ELED 225  and SED 267 . Pass/Fail grade only.
  
  
  
  

  • CT 273 - Instruction of Foreign Languages at the Elementary School Level


    Semester Hours: 3
    Periodically
    This course will address the goals of certified secondary teachers of foreign languages, grades 7-12 interested in extending their certification to include the instruction of foreign languages in grades 1-6. Students currently enrolled in a certification program for foreign languages, grades 7-12 may take this course and apply for an addendum on the 7-12 certification. Certification will be granted by the New York State Education Department upon completion of requirements and submission of appropriate application and fees. The focus of the course is application of theories of second language learning to instruction at the elementary school level, understanding of developmental issues for teaching young children, and the designing of effective curriculum, instructional practice, and assessment appropriate for world languages at the elementary-school level.
  

  • CT 275 - Selected Topics in Educational Software Development


    Semester Hours: 3
    Periodically
    This course is for people who plan involvement with software development for use in educational settings (PreK-12). Although topics vary, the course treats the education applications of algorithm analysis, data structures, recursion, graphics interface design, and adaptation of educational software among various languages and platforms. Requires no prior programming or design experience.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.
  

  • CT 276 - Educating for Civic Engagement


    Semester Hours: 3
    Periodically
    Theory and practice concerning how teachers, curricula, and schools can educate students for civic engagement. Participants will explore the literature on democratic education, its relationship to multicultural education, and the content, skills, and dispositions of civic engagement. Participants will create curriculum designs with the goal of fostering a just democracy in a diverse society.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 277 - Middle Level Mathematics Curriculum


    Semester Hours: 3
    Periodically            
    Trends in curriculum, instruction, and assessment that impact middle-level mathematics instruction, with emphasis on the standards published by the National Council for Teachers of Mathematics, integrated thematic instruction in mathematics, and connecting mathematics to the real world using a variety of mathematical activities and tools in problem solving.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 279 - The Psychology of Music Learning and Teaching


    Semester Hours: 3
    Periodically
    Theory and research in the psychology of music with emphasis on the educational implications of this work. Topics include: processes of musical cognition, including perception, production, and reflection; biological and cultural influences on musical cognition and development; and relationship of musical cognition to other cognitive abilities. 

    Prerequisite(s)/Course Notes:
    Open only to musicians and music educators. May not be taken on a Pass/Fail basis.
  

  • CT 280-289 A-Z - Special Topics


    Semester Hours: 1-3
    Periodically
    Specific courses designed to explore emerging topics in education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.

    Prerequisite(s)/Course Notes:
    (Formerly Advanced Workshops.)
  

  • CT 297A - Advanced Studies in Art Education: Elementary


    Semester Hours: 3
    Fall
    An advanced course in elementary-level art education focusing on skills of artistic production, aesthetics/perception, and reflection among students from Pre-K to grade six. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment in the elementary art classroom.

    Prerequisite(s)/Course Notes:
    Initial or provisional certification in art education.
  

  • CT 297B - Advanced Studies in Art Education: Secondary


    Semester Hours: 3
    Spring
    An advanced course in secondary-level art education focusing on skills of artistic production, aesthetics/perception, and reflection among students from grades 7 to 12. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment in the secondary art classroom.

    Prerequisite(s)/Course Notes:
    Initial or provisional certification in art education.
  

  • CT 298A - Curriculum and Instruction in Art: Elementary


    Semester Hours: 3
    Fall
    Prospective teachers study the impacts of socio-cultural, perceptual and cognitive changes during elementary school on children’s artistic-aesthetic development. The course links theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for elementary school students. Lesson planning, classroom management and diverse assessment practices will be examined. Requires 20 hours of participation-observation in an elementary classroom.

    Prerequisite(s)/Course Notes:
    SED 200 , 205 , 264 ; CT 229 . Same as SED 298A .
  

  • CT 298B - Curriculum and Instruction in Art: Secondary


    Semester Hours: 3
    Spring
    Prospective teachers study the impacts of socio-cultural, perceptual and cognitive changes during adolescence (grades 7-12) on students’ artistic-aesthetic development. The course links theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for middle and secondary school students. Lesson planning, classroom management and diverse assessment practices will be examined. Twenty hours of participation and observation in a secondary school is required.

    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis.
  

  • CT 299A - Developing Creative Music Strategies


    Semester Hours: 3
    Fall
    This course is designed to provide music students seeking teacher certification the opportunity to explore the principles of problem solving which underlie the educational, philosophical and psychological rationale for teaching music. Musical strategies that encourage divergent and analytical thinking are explored for their potential in establishing a framework for musical learning at all levels. Classroom observations (20 hours) and lesson demonstrations are required.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee. This course is not for elementary/secondary classroom teacher.
  
  

  • CT 300A - Curriculum Project (Part I)


    Semester Hours: 1
    Fall, Spring, January, Summer
    This course serves an integrative and culminating function in the Master of Science in Education Curriculum Studies program. Emphasizes curriculum themes that may cross traditional course lines. Students produce a curriculum project that integrates curriculum, theory, and teaching practice.

    Prerequisite(s)/Course Notes:
    Completion of all required courses in the Master of Science in Education Curriculum Studies program (excluding CT 300B ). Pass/Fail grade only.
  

  • CT 300B - Curriculum Project (Part II)


    Semester Hours: 2
    Fall, Spring, January, Summer
    This course serves an integrative and culminating function in the Master of Science in Education Curriculum Studies program. Emphasizes curriculum themes that may cross traditional course lines. Students produce a curriculum project that integrates curriculum, theory and teaching practice.

    Prerequisite(s)/Course Notes:
    Completion of CT 300A  and all other professional education courses in the Master of Science in Education Curriculum Studies program.
  

  • CT 320 - Locating Ourselves in the Transformative Curriculum in Urban and Multicultural Communities


    Semester Hours: 3
    Periodically
    This course examines paradigms of effective, culturally consonant teaching through theoretical and narrative research on Whites and multicultural education; the experience of African American teachers in historically Black schools; and school-community relations. Course content includes autobiography and reflection on the implications of race, class, gender, and sexual orientation, and action research in local communities.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 321 - Analysis and Development of Curriculum for Urban and Multicultural Communities


    Semester Hours: 3
    Periodically
    This course explores the history of school integration and multicultural education in the United States and examines contemporary educational issues confronting urban and multicultural communities. Participants will analyze curriculum models and develop differentiated and demographically sensitive approaches to curriculum, instruction, and assessment.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  
  
  
  
  

  • CT 362 - Advanced Curriculum Theory and Development


    Semester Hours: 3
    Periodically                                         
    This course is designed to provide an advanced knowledge of curriculum theory, allowing students to pursue inquiry into curriculum design and implementation from multiple perspectives, with particular attention to critical contexts, multicultural perspectives, and contemporary theories. The course is focused on major trends and issues in curriculum theories and how enduring curricular ideas are applied and assessed in classrooms.

    Prerequisite(s)/Course Notes:
    Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 363 - Models of School and Classroom Inquiry


    Semester Hours: 3
    Periodically      
    This course explores the field of practitioner research, also called action research or teacher research, as a tool for understanding the conditions of learning in the classroom and the social context of the school. The course requires students to select a problem for study, explore qualitative and quantitative methodologies for collecting data, and analyze/interpret data. 

    Prerequisite(s)/Course Notes:
    Corequisite: CT 362 . Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis. 



  

  • CT 364 - Mentorship and Staff Development in Learning and Teaching


    Semester Hours: 3
    Periodically
    This course explores theory, research, and practice in adult learning, with the goal of preparing participants to serve as mentor teachers, coaches, and staff developers in schools and other educational institutions. The course emphasizes teachers assisting teachers in analysis and design of vehicles for curriculum, instruction, and assessment in light of emerging pedagogies.

    Prerequisite(s)/Course Notes:
    CT 360  and 361 . Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis. 
  

  • CT 371 - Current Trends in Early Childhood Curriculum Development


    Semester Hours: 3
    Periodically    
    This course focuses on the contexts and contents of current research findings in early childhood curriculum development. Participants will develop a review of the current literature and trace its roots as relevant to their long-term projects.

    Prerequisite(s)/Course Notes:
    Intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis. 
  

  • CT 372 - Model Building and Curriculum Development in Early Childhood Education


    Semester Hours: 3
    Periodically                           
    This course focuses on a variety of contemporary models of early childhood curriculum as well as models that inform them, such as script theory, perceptual models, theory of mind, chaos/complexity theory, and other dynamic approaches to integrated curriculum development in early childhood education. Participants will review related theory, programs, and research and design curricular models for use in early childhood curriculum intervention projects.

    Prerequisite(s)/Course Notes:
    Intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 373 - Advanced Curriculum Development in Early Childhood Settings


    Semester Hours: 3
    Using a variety of early childhood sponsorships and structures, participants will study the issues of early childhood curriculum policy, advocacy, and family and community involvement pertinent to the work of advocates in early childhood curriculum development. Participants study the relationships of inservice staff development, career ladder issues, and multicultural family and community involvement. Participants will design and implement related proactive projects.  

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 390 - Theories of Learning Mathematics


    Semester Hours: 3
    Periodically
    This course explores mathematical learning theories and their influence on mathematics instruction. Topics include the historical development of mathematical learning theory, the characteristics of mathematics learners, and the nature of learning processes in mathematics. Research from cognitive science and psychology are included.  In-service teachers will connect mathematics learning theory to their teaching practice. 

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 391 - Assessment and Evaluation in Science


    Semester Hours: 3
    Periodically
    Design, analysis, and evaluation of procedures for assessing learning in the science classroom. Topics include summative and formative uses of assessment data, impact of learning standards on science assessment, standardized testing, performance assessments, techniques for evaluation of students’ laboratory performance, and use of technologies in assessment of science learning. 

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 392 - Curriculum and Instruction in Science in Middle Level and High School Education


    Semester Hours: 3
    Periodically
    Design and analysis of multiple approaches to curriculum and instruction in secondary science education. Topics include national and state standards in science, lesson and unit planning, instructional techniques, reflective practice, and research on student learning in science classrooms.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 393 - Constructivist Science Education


    Semester Hours: 3
    Periodically
    Development of instructional strategies that are consistent with a constructivist approach to science teaching and aligned with the standards of learning published by the National Science Teachers Association. Emphasis on principles of constructivist pedagogy and application of this pedagogy in design and implementation of lessons and units in science.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 394 - History of Science Education in the United States


    Semester Hours: 3
    Periodically
    The history of science education in the United States with emphasis on the development of the sequence of courses in earth science, biology, chemistry, and physics that predominates in secondary schools. Controversies in science education such as the debate between evolutionary biologists and advocates of creationism or intelligent design.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 400 - Qualitative Methods of Inquiry in Learning and Teaching


    Semester Hours: 3

    Periodically
    An introduction to qualitative/interpretive research as it applies to learning and teaching in schools and alternative educational settings. Topics include methodologies and paradigms in qualitative research, modes of qualitative inquiry, design of qualitative research projects, collection and interpretation of qualitative data, and ethical issues inherent in qualitative research. Students will complete a small-scale qualitative study based in a classroom or alternative educational setting. 

    Prerequisite(s)/Course Notes:
    This course is intended for students admitted to the doctoral program in learning and teaching  but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis. 

    doctoral program in learning and teaching 
  

  • CT 500 - Internship in Learning and Teaching


    Semester Hours: 3
    Periodically
    Under the supervision of an adviser, participants design a curriculum-inquiry project, implement the project in a PreK-12 classroom or alternative setting, and prepare a final report that summarizes the project’s goals, activities, and outcomes.

    Prerequisite(s)/Course Notes:
    Matriculation in the doctoral program in learning and teaching ; successful completion of the doctoral candidacy examination; completion of 30 s.h. of coursework including 12 s.h. in the learning and teaching component, 9 s.h. in the research component, and 9 s.h. in the area of specialization. May not be taken on a Pass/Fail basis. 
  

  • CT 601 - Dissertation Seminar


    Semester Hours: 3
    Periodically    
    In this course students identify potential areas of study for their dissertation work, explore strategies for identification and review of relevant research literature, generate research questions growing out of this literature, and develop appropriate research methods for addressing these questions. 

    Prerequisite(s)/Course Notes:
    Matriculation in the doctoral program in learning and teaching ; completion of qualifying procedures; 48 s.h. of coursework including CT 500  and all courses in the Learning and Teaching Component. May be taken on a Pass/Fail basis only.
  
  
  

  • CT 604 - Dissertation Advisement


    Semester Hours: 3
    Periodically
    Through consultation with an adviser, each student a) collects and analyzes data from the approved research study, b) writes a dissertation describing the study’s theoretical framework, antecedent literature, research questions, methods, results and implications, and c) defends the project in an Oral Examination. May be taken three times. Three credits are applied toward the doctoral degree when the approved dissertation has been placed in the Hofstra University Axinn Library.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis.
  

Drama (DRAM)
  
  
  

Economics (ECO)
  
  
  

  • ECO 241 - Employment Policy Analysis


    Semester Hours: 3
    Once a Year
    Employment behavior, outcomes, institutions, and policies are the focus of this research course. The goals of the course are to build a conceptual foundation in economic and labor studies approaches to employment analysis and to develop the research skills needed to critically evaluate employment policy issues. The course explores a variety of interesting and controversial topics, including: changes in career opportunities and obstacles; unemployment; privatization of public sector jobs; pay and fringe benefit differentials; education and training effects; racial, ethnic, and gender discrimination; occupational health and safety; immigration’s job market impacts; international job shifts and global labor policies; and labor union organizing and relationships with employers and government.

    Prerequisite(s)/Course Notes:
    Same as ASR 241 .

Educational Administration (EADM)
  

  • EADM 200 - The School as an Organization


    Semester Hours: 3

    Once a Year

    Introductory course designed for master’s-level students on the school as a complex social organization. Concept, structure and functions of educational organizations, with special emphasis on elementary and secondary schools. Explores the formal structure of school systems including the roles of the federal government, state departments of education, local school boards, public interest groups and parent-teacher organizations. Analyzes the relationship between educational research, policy and practice in local schools. May not be used to fulfill requirements for the certificate of advanced study or doctoral programs.
  

  • EADM 210 - Core Theory in Educational Administration


    Semester Hours: 6
    Periodically
    A study of concepts, theories, research methods and findings drawn largely from the behavioral sciences which can be applied in the practices of educational administration at all levels. Emphasis is given to organizational behavior including the study of roles and relationships, scientific management, bureaucracy, social systems, human motivation, decision making, leadership, organizational change, communications, and situational influences which shape education and educational administration in the context of a multicultural society. Methods of instruction include lectures, class discussion, role-playing, student presentations, guest lecturers and use of audiovisual materials. Student achievement is evaluated on the content and quality of written papers, class participation and a final written exercise.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in CBAE educational administration programs.
  

  • EADM 211 - Core Practicum in Educational Administration


    Semester Hours: 6
    Periodically
    This course moves educational administration from advanced theory into action. Using simulated materials reflecting the problems and issues of a particular school district, the course deals with administrator decision-making behavior in the context of a community which reflects a variety of multicultural characteristics and values. Political, social and economic pressures as well as educational needs are considered, and the use of group dynamics in the decision-making process is highlighted. Achievement is determined primarily through peer group and evaluations of competencies.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in CBAE educational administration programs.
  

  • EADM 214 - Theories and Practices of Supervision


    Semester Hours: 3
    Periodically
    A systematic study of the theories and practices of supervision and the philosophies, rationales and assumptions upon which elementary and secondary school supervision is based. Theoretical concepts are conveyed by lectures and discussion; skills are acquired through role playing and case studies. Achievement is determined through papers and quality of class participation.

    Prerequisite(s)/Course Notes:
    Two years of teaching experience.
  

  • EADM 219 - Patterns of Building Unit Administration


    Semester Hours: 3
    Periodically
    This course focuses on the administrative roles and functions of elementary and secondary school building administrators. The topics include tasks of a building administrator, school organization and staff utilization, curriculum development and improvement, leadership, supervision of individual performance, personnel management, facilities management, employee organization relations, student affairs, school public relations, basic school laws and sources of legal information. Methods of instruction include lecture and class discussion, small group exercises, student and guest presentations, written exercises and a final written exercise. Evaluation of student achievement is based on the quality of class participation and quality of written exercises.
  

  • EADM 222 - Human Relations in School Personnel Management


    Semester Hours: 3
    Periodically
    The areas of motivation, group dynamics and leadership theory as well as the tasks of staff recruitment, selection, orientation and development are treated. Competencies are developed through case studies, role playing, lecture-discussions and substantive readings and reactions. Achievement is determined through the quality of work in these activities.
  

  • EADM 223 - School Business Administration II


    Semester Hours: 3
    Periodically
    An examination of the duties and responsibilities including an understanding of the role in relation to other members of the administrative team and an exploration of aspects of the business administrator’s work in regard to office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service and transportation.

    Prerequisite(s)/Course Notes:
    EADM 270 .
  

  • EADM 231 - School Public Relations


    Semester Hours: 3
    Periodically
    Functions and responsibilities of the school administrator in the development and maintenance of effective school public relations. The meaning and purpose of school public relations, the public relations roles and functions of the board of education and all school personnel, school-community relations, communications processes, techniques and strategies, the preparation of communications materials, handling criticism and attacks, and relations with the news media. Questions and problems as they emerge during the semester. Illustrated lectures, class discussion, group interaction, role playing, student presentations, guest lectures and individual student reading, research and written assignments. Student achievement is measured by the quality of class participation, written assignments and a culminating written exercise.
  

  • EADM 233 - Educational Facilities Planning


    Semester Hours: 3
    Periodically
    Analysis of educational changes and architectural consequences, planning for flexible educational environments for present and future use, uses for underutilized schools, operation and maintenance, energy conservation and related problems. Slide lectures and visits to school are the principal methods of instruction. The achievement level of student is determined by application of the subject.
  

  • EADM 235 - Collective Negotiations in Education


    Semester Hours: 3
    Periodically
    The history of collective bargaining in the labor movement; comparison of collective bargaining, professional negotiation and collective negotiation, pertinent state legislation; representation and recognition procedures; scope and process of negotiations, impasse procedures; issues and outcomes of teachers’ strikes and sanctions; impact on administrative theory and practice. Lecture-discussion with some role playing of situations. Achievement is determined through term papers and student reports with competency assessed by course instructor.
  

  • EADM 241 - Supervision of Instruction and Curriculum Development


    Semester Hours: 3
    Periodically
    This course surveys the organization, supervision and evaluation of curricular innovations and instructional programs as administered at the elementary and secondary school levels. Types of classroom arrangements (traditional, cluster and open); organization and scheduling plans (continuous progress, cross-grade grouping, departmentalization, dual progress plans, house plans, integrated day, modular scheduling, multi-age grouping, multiunit plan, nongraded and self-contained classrooms); general instructional methods (computer-based, individualized, programmed, supervised independent study, supervised work experience and team teaching); and alternative approaches (alternative schools, community schools, mini-schools and school-within-a-school). Through reading assignments, peer presentations, class discussions and written examinations, students are expected to demonstrate to the instructor their competence in these four areas.

    Prerequisite(s)/Course Notes:
    EADM 214 .
  

  • EADM 243 - School Finance


    Semester Hours: 3
    Periodically
    Study of the economic, political and legal aspects of financing public education, both from a general point of view and with specific attention to New York state. Areas considered include basic economic principles; local, state and federal financial support; systems analysis; taxing systems; fiscal aspects of equal educational opportunities; budgeting; purchasing; accounting; and reporting and communication of fiscal information. Lectures, class discussions, student reports, case studies. Achievement is evaluated on the content and quality of written papers, oral reports, class participation and on a final written exercise.
  

  • EADM 244 - School Law


    Semester Hours: 3
    Periodically
    Study of the legal framework (national and New York state) within which public education operates. Areas considered are church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and constitutional rights and freedoms of students. Case studies, lectures, class discussions and reports. Achievement is determined by the quality of written papers, oral reports, class discussion and a final written exercise.

    Prerequisite(s)/Course Notes:
    School attendance officers are advised to enroll in EADM 246 .
 

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