May 17, 2024  
2014-2015 Graduate Studies Bulletin 
    
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2014-2015 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

NOTE: Effective January 2014, all SPCM courses are now coded with the subject RHET for Rhetoric.
 

Legal Studies in Business (LEGL)
  

  • LEGL 205 - Law of Business Organizations and the Uniform Commercial Code


    Semester Hours: 3
    Once a Year
    Overview of key aspects of the Uniform Commercial Code, including contractual purchases and transactions in goods under Certificate 2 of the U.C.C.; negotiable instruments and commercial paper under Article 3 of the U.C.C.; product liability; and legal principles of agency, partnership, corporations. The course also discusses the court system and alternative methods of dispute resolution.

    Prerequisite(s)/Course Notes:
    LEGL 200  or approved equivalent. Open only to matriculated graduate students in the Zarb School of Business  and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • LEGL 210 - Accountants’ Liability and Ethics


    Semester Hours: 3
    Periodically
    Focus on various types of legal liability to which accountants may be exposed including common law liability and statutory liability under federal statutory law and blue sky laws. Various ethical issues that accountants face in their practices are also discussed.

    Prerequisite(s)/Course Notes:
    Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • LEGL 224 - Real Estate Law


    Semester Hours: 3
    Periodically
    Legal theory of title, liens and other property interests.  Topics include: deeds and conveyances; easements; mortgages and installment contracts, including the nature of claims in default and foreclosure; financial and operating leases; legal considerations related to the development of residential and commercial property; and environmental issues and land use controls.

    Prerequisite(s)/Course Notes:
    LEGL 200  or equivalent. Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements. Same as FIN 224 .
  

  • LEGL 225 - Sports and Entertainment Law


    Semester Hours: 3
    Fall, Spring

    This course examines the impact of the business opportunities, economic risks, legal structures and regulatory environment associated with the entertainment business. The diverse elements of our legal system, such as contracts, employment, intellectual property, torts, etc., are applied to each of the major fields of entertainment, i.e., theater, motion pictures, television, music, publishing and advertising; and review of sports contracts, negotiation and arbitration. Further, the entertainment and sports industries are studied in conjunction with the business practices and industry standards of each particular field.

    Prerequisite(s)/Course Notes:
    LEGL 200 . Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
  

  • LEGL 401 - The Legal and Regulatory Environment


    Semester Hours: 2

    Periodically

    Overview of the United States legal and political systems and governmental regulation as they relate to modern business practice. Case analyses are actively used for discussions of business contracts, partnerships, ethics, the Uniform Commercial Code, negotiable instruments, property and banking transactions, and compliance with local, state, federal, and emerging international regulations.

    Prerequisite(s)/Course Notes:
    Open only to matriculated Zarb School of Business E.M.B.A. students.

Library (LIBR)
  

  • LIBR 201 - Independent Study in Special Collections


    Semester Hours: 3

    Fall, Spring

    This course gives students an opportunity to work with manuscripts and rare books in the University’s Department of Special Collections to create an annotated bibliography, biographical sketch and careful cross-referencing using primary source documents and secondary sources. Prospective students must meet with the instructor to discuss course requirements.

    Prerequisite(s)/Course Notes:
    Recommendation of an instructor from the student’s department; permission from the chair of student’s department and LIBR 201 instructor.
    May not be taken on a Pass/Fail basis. May be repeated for credit if content varies.





Linguistics (LING)
  

  • LING 201 - Introduction to Linguistics


    Semester Hours: 3
    Fall
    Introduction to theory and methods of linguistics: universal properties of human language; phonetic, phonological, morphological, syntactic, and semantic structures and analysis; nature and form of grammar.                                                            

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

  • LING 203 - Morphology and Syntax


    Semester Hours: 3
    Fall
    This course is a descriptive analysis of morphological and syntactical structures in natural languages. It is an introduction to the study of morphology, the role of phonology in morphology, derivational versus inflectional morphology, and linguistic study of syntax, with an emphasis on practical skills with problem sets.

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

  • LING 204 - Introduction to Historical Linguistics


    Semester Hours: 3
    Spring
    All languages change and evolve over time. This course studies the dynamics of language change using time-honored techniques such as the comparative method and internal reconstruction.  Theories of sound change, grammatical change, and semantic change will also be presented. 

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

  • LING 207 - Dialectology


    Semester Hours: 3
    Fall
    This course concerns the scope and applications of dialect study; history of English dialects; standard versus non-standard varieties; linguistic geography of local or regional variations of a language or dialect; and non-standard dialects and their use in literature.

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

  • LING 211 - A Pedagogical Grammar for Teachers of English as a Second Language


    Semester Hours: 3
    Periodically    `                                   
    This course, designed primarily for teachers of English as a second language, will provide an introduction to the basic grammatical features of Standard American English, and the application of this explicit knowledge to the pedagogical needs of teaching adult and child learners of English as a second language.


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

  • LING 220 - Forensic Linguistics: Applications


    Semester Hours: 3
    Fall, Spring
    A case-based approach to solving legal and law enforcement problems through linguistic analysis.  This course augments legal analysis by applying rigorous, scientifically accepted principles of linguistic analysis to legal evidence such as letters, confessions, contracts, and recorded speech.  Topics include linguistic theory, the structure of meaning systems and their arbitrary nature, sociolinguistic analysis of variation in dialect and language, the apparent “sub-dialects” of  American males and females, gestures, inter-cultural communication, language and social organization, and the role of standard dialects, non-standard varieties, and slang in delineating social groups.  We examine schema, background knowledge, the indeterminacy of meaning, indirect speech, the role of context and inference, discourse analysis, the confession as speech event, conversational analysis, speech acts, the structure of narratives, and how these specifically relate to legal cases.                                   

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

  • LING 221 - Linguistic Field Methods


    Semester Hours: 3
    Spring
    This course concerns field experience in collecting naturally occurring language data,  especially vernacular narratives, through Labovian elicitation techniques and interview schedules.  It includes pragmatic communicative analysis, including introduction to Columbia School theory of linguistic meaning and its application to Labovian “real data” versus analysis of data from novels.  Difference in analysis of spoken versus written data.

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

  • LING 231 - Discourse Analysis


    Semester Hours: 3
    Fall
    This course examines issues arising from the language-law interface, including speaker/author identification, interpretation and transcription of police interrogations, witness statements, trial discourse, and written legal language. 

    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis. (Formerly Discourse Approaches to Language Evidence.)
  

  • LING 239 - Language and the Law: Language as Evidence


    Semester Hours: 3
    Fall
    A linguistic casebook approach to examining cases – criminal and civil – in which language itself was crucial evidence. This course has an interdisciplinary focus on 1) linguistic analysis based on the theory of meaning in human language, pragmatic inference and context, schemata, the cooperative principle, speech events, conversational strategies, topic management and support, narrative construction, and speech acts; and 2) its intersection with the realities of court procedures, police work, intelligence analysis, applicable statutes, case law, the Constitution, and considerations through which judges weigh the admissibility of expertise and testimony through Daubert and Frye. Cases can involve the language of death threats and suicide letters, interrogations, undercover operations, valid and false confessions, authorship investigations, language crimes (e.g., bribery, extortion, perjury, solicitation to murder), interpretation of contracts, and trademark disputes.

    Prerequisite(s)/Course Notes:
    Warning: Some case studies contain very strong language, themes, and distressing, violent, and often gruesome details of crimes and motivations. May not be taken on a Pass/Fail basis. (Formerly Language and the Law: Linguistic Casebook.)
  

  • LING 250 - Corpus Linguistics


    Semester Hours: 3
    Spring
    This course explores the ways in which corpora–large electronic compilations of systematically collected texts for researching linguistic variation and change–are compiled, annotated, and analyzed. Students gain a working knowledge of a variety of corpus analysis tools and their application to existing and self-created corpora. The class also investigates current methods like authorship analysis — that is, the analysis of documents of questioned authorship. Students will be challenged to consider new ways in which corpus methods may be employed to further inform and advance this important analytical task.

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

  • LING 281 A-Z - Special Topics in Linguistics


    Semester Hours: 1-3
    Periodically
    Directed investigation of topics in any of the various subfields of linguistics or problems in the study of a selected foreign language. 

    Prerequisite(s)/Course Notes:
    May be repeated for credit when topics vary. As individual subjects are selected, each is assigned a letter (A-Z) which is affixed to the course number. Specific titles and course descriptions for special topics courses are available in the online class schedule. May not be taken on a Pass/Fail basis.
  

  • LING 290 - Internship in Forensic Linguistics


    Semester Hours: 3
    Fall, Spring,
    This course is designed to provide supervised practical experience in the area of forensic linguistics via placement in an appropriate nonprofit, public-sector, or private-sector organizational setting, in which students will perform a minimum of 20 hours per week of service. Weekly classroom meetings for students in internships will be utilized to discuss substantive, professional, and logistical issues associated with their individual experiences. 

    Prerequisite(s)/Course Notes:
    A research paper linked to internship activities is required. Grading is mandatory Pass/Fail. May be repeated once for credit, with permission of the graduate program director.
  
  

  • LING 301 - Master’s Essay


    Semester Hours: 3
    Fall, Spring
    This concerns the development of a substantial thesis based upon original research and theoretical conceptualization. The student will work under the supervision of an appropriate faculty member.

    Prerequisite(s)/Course Notes:
    Open only to students in the graduate program in forensic linguistics . Students who do not complete the thesis within the semester for which they first registered for it, must re-register in subsequent semesters. The additional semester hours do not count toward any degree requirements. Pass/Fail grade only.

Literacy Studies (LYST)
  

  • LYST 200A - Introduction to Literacy Studies


    Semester Hours: 3
    Fall, Spring, Summer
    This course seeks to unravel some of the meanings we give to “literacy,” through an investigation of key assumptions, including socio-cultural, historical, and political learning theories. Reading selections and reflective writing focus on personal literacies, the interrelationships of language, culture, and schooling, and major thinkers.
  

  • LYST 201 - Long Island Writing Project Invitational Summer Institute


    Semester Hours: 3/6
    Summer
    The Long Island Writing Project Summer Institute is an intensive summer program designed to assist practicing K-12 teachers from all subject areas in deepening their theoretical understandings of writing processes and writing as a cross-disciplinary tool of inquiry, within the context of exploring their own writing and by developing suitable instructional approaches/activities for the students they teach. Conducted as an experiential workshop and professional seminar.

    Prerequisite(s)/Course Notes:
    Permission of instructor. Students taking the course for 6 s.h. of credit are required to complete additional course work.
  

  • LYST 202 - Literacy for Special Subjects Teachers


    Semester Hours: 1
    Fall, Spring, Summer
    This course addresses current issues in literacy studies of concern to teachers of art, music, health or physical education. The course addresses: reading and writing as constructive language processes; language and literacy learning; and the relationship between literacy and other sign systems (such as art, music, or movement). Pre-service and in-service special subjects teachers will explore how they can collaborate with classroom teachers to provide opportunities for students to construct meaning in a variety of expressive systems.
  

  • LYST 208 - Language, Culture and Identity: Literacy Issues for Teachers and Children


    Semester Hours: 3
    Spring, Summer
    This course focuses on how people use language and learn language in the communities where we live and teach. Sociolinguistic perspectives on language variation among diverse populations are examined to expose common myths and to understand the language experiences of students from multilingual and multidialectical urban settings. Course topics include language systems (phonological, orthographic, syntactic, semantic, pragmatic), language variation, language learning/language acquisition, and discourse in and outside of classrooms. Attention is given to the construction of pedagogies that promote access to language and literacy in schools. A ten hour field experience is required.

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

  • LYST 209 - Language, Culture and Identity: Literacy Issues for Adolescents and Young Adults


    Semester Hours: 3
    Fall, Spring, Summer
    Course examines the ways in which writing, as well as reading and other language processes, can become tools with which adolescents and young adults negotiate socially imposed linguistic borders based on class, race, ethnicity, previous educational attainment and/or expectation, peer regard, gender, country of origin, etc. Course explores the roles of writing, reading, and related language processes, in identity formation, values clarification, and critical consciousness. Topics include discourse theory, oral and written language variation, as well as close examination of the language strengths and needs of learners who are biliterate, bilingual, and/or bidialectical. A ten hour field experience is required.
  

  • LYST 212 - Family, Community, and School Literacies: Cultural Perspectives


    Semester Hours: 3
    Fall, Spring, Summer
    Participants in this course consider the research on family literacy and explore pedagogical practices that are sensitive to the local and vernacular literacies of families and their children. Emphasis is placed on the importance of culturally responsive literacy instruction and on the importance of encouraging families to participate in the education of their children who are attending public schools. Field experiences are intended to provide participants with theoretically grounded pedagogical practices, which lead to more people working together, celebrating their own literacies while at the same time using the many forms of literacy available to them to support the literacy learning of all children in school. A ten-hour field experience is required.
  

  • LYST 213 - Introduction to Bilingual and Biliteracy Instruction for Children and Adolescents


    Semester Hours: 3
    Fall, Spring, Summer
    This course explores the cultural, linguistic, political and pedagogical aspects involved in the process of developing school literacies in bi/multicultural classrooms. Literacy development is discussed in the perspective of supporting learners to use biliteracy as a tool to understand, to extend, and to act upon their worlds. Topics include the relationship between oral and written language processes in bilingual/biliterate students, and the interaction between languages during literacy and language learning. The course examines the literate pedagogical needs and assessment procedures of bilingual and biliterate learners within special and general education contexts. All theoretical explorations are nested in the learning processes of individuals with bicultural literacy experiences, including students who are considered to have special education needs. A ten hour field experience is required.
  

  • LYST 213A - Introduction to Bilingual and Biliteracy Instruction for ESL Teachers


    Semester Hours: 3
    Fall, Spring, Summer
    This course explores the cultural, linguistic, political and pedagogical aspects involved in the process of developing school literacies in bi/multilingual and multicultural classrooms. Literacy development is discussed within the perspective of supporting learners to use biliteracy as a tool to understand, to extend, and to act upon their worlds. Topics include the relationships between oral and written language processes in bilingual/biliterate students and the interaction between languages during literacy and language learning. This course examines the literate pedagogical needs and assessment procedures of bilingual/biliterate learners within general and special education contexts. All theoretical explorations are nested in the learning processes of individuals with bicultural literacy experiences, including students who are considered to have special education needs. This course involves a 30-hour field experience.
  

  • LYST 214 - Language and Literacy in Early Childhood and Childhood


    Semester Hours: 3
    Fall, Spring, Summer
    This course investigates issues in language and literacy for children from birth to grade six. Readings and discussions of the language processes (listening, speaking, reading, and writing) are grounded in theoretical perspectives in the areas of psychosociolinguistics, social/cultural literacies, the transactional nature of literature, and critical literacy. Teaching methodologies that support language and literacy development of early childhood and elementary students are studied through readings and field experiences. There is an emphasis on the role of cultural and linguistic diversity in literacy learning and teaching and how teachers can serve as advocates by working in both schools and communities. A 10-hour field experience is required.
  

  • LYST 215A - Language and Literacy in Middle Childhood and Adolescence


    Semester Hours: 3
    Fall, Spring, Summer
    This course investigates issues in language and literacy, focusing on grades 5-12. Readings and discussion of the language processes (listening, speaking, reading, and writing) are grounded in the theoretical perspectives in the areas of psycho-sociolinguistics, social/cultural literacies, the transactional nature of literature and critical literacy. Teaching methodologies that support language and literacy development of middle school and high school students are studied through readings and field experiences. There is an emphasis on the role of cultural and linguistic diversity in literacy learning and teaching. Students are expected to develop their own theories of literacy learning in school and communities. A 10-hour field experience is required.
  

  • LYST 216 - Literacy Learning at Home and in School: Social Contexts of Young Children Learning to Read and Write


    Semester Hours: 3
    Fall, Spring
    This course explores how the many literacies that occur in family settings can inform the ways in which we create literacy environments for children in school. Focuses on the social processes and ways of knowing through which parents and children create personal and shared literacy configurations. Explores the complexities of young children’s uses of print and the functions and forms of their early symbolic representations. The interrelationships between children’s early writing development and the emergence of phonemic awareness are examined. Particular attention is given to the literacy learning at home and in school of children of special needs. A ten hour field experience is required.
  

  • LYST 217A - Reading and Writing With Adolescents


    Semester Hours: 3
    Fall, Spring, Summer
    Focuses on current theory about the nature of the reading and writing processes, and ways in which reading, writing, and literacy theory can be developed into effective reading, writing, and/or English education instruction for adolescents and children in middle childhood. Includes critical perspectives on canonical and academic literacies, language variation, standardized testing, censorship, assessment and “remediation,” student reading/writing choice, avid reading/writing, disenfranchised readers/writers, and personal literacies. A ten hour field experience is required.
  

  • LYST 218 - Reading and Writing Practices in Early Childhood and Childhood


    Semester Hours: 3
    Fall, Spring, Summer
    This course investigates reading and writing practices in the early and childhood years. The focus is on developing teaching strategies and learning experiences for engaging children in reading and writing a wide variety of meaningful texts, including media and technology across the curriculum. Students explore the connections among oral language, reading, writing, and children’s literature in a theoretically grounded literacy framework. Teaching strategies and learning practices focus on recognizing learners’ linguistic understandings and reading and writing strategies, and developing opportunities for all readers to interrogate their world, explore their questions, and use language to act upon their learning. A ten hour field experience is required.
  

  • LYST 219 - Creating a Reading and Writing Workshop for Teachers


    Semester Hours: 3
    Summer
    This experiential course allows pre- and in-service teachers to become participants in a socio-psycholinguistic literacy classroom in which reading and writing instruction are integrated. The pedagogical approach modeled, a “reading and writing workshop,” is grounded in socio-psycholinguistic understandings of reading and writing and provides students with an opportunity: 1) to experience the learning benefits of theoretically grounded, purpose-driven, student-centered, engaging, and authentic reading and writing instruction, and 2) to adapt/adopt the underling theoretical and/or philosophical elements of this pedagogical approach into their own literacy teaching or content-area applications of reading and writing.

    Prerequisite(s)/Course Notes:
    (Formerly Reading and Writing Workshop for Teachers.)
  

  • LYST 220 - Literature in the Lives of Young Children


    Semester Hours: 3
    Fall, Spring, Summer  
    This course engages readers in meaningful response through reading, talking, and writing about literature for children. Understandings of identity, social justice, and equity are investigated through discussions of what counts as literature, whose stories are told, and who gets to tell them. Objectives for this course include read critically and aesthetically reading from a wide variety of texts, while also participating in intensive reading with others in literature groups. This course focuses on children from birth to sixth grade. 

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

  • LYST 221 - Literature for Adolescents and Young Adults


    Semester Hours: 3
    Fall, Spring, Summer
    This course is designed to help teachers combine a knowledge of a reader’s interests, as well as awareness of the reader’s strengths and needs, with a transactive, socio-psycholinguistic understanding of the reading process, in order to pair readers with books that will foster successful, engaging, and willing reading practice, as well as lifelong literacy. Course explores pre-reading, during-reading, and post-reading strategies that generate, sustain, and extend readers’ interest and understanding. Students will read from a wide variety of traditional texts, as well as popular alternatives to print media, including e-books, interactive texts, and digital media. Students will also create and participate in digital reader response activities, such as social networking and blogging.

    Prerequisite(s)/Course Notes:
    This course is recommended for students interested in working with readers from fifth grade to young adult.
  

  • LYST 223 - Introduction to Critical Literacy and Critical Media Studies


    Semester Hours: 3
    January
    Exploration of literacy instruction in relation to larger social purposes of teaching, and in relations to the forces of acculturation in society. Information received from print and electronic media sources is critiqued and ways in which the words we hear and read, and the images we view, shape our subjectivities and our understanding of the world around us are explored. Participants engage the possibilities of teaching in ways that open up a more conscious and liberating approaches to literacy instruction in schools and society.
  

  • LYST 240 - Assessment and Evaluation of Reading and Writing


    Semester Hours: 3
    Fall, Spring, Summer
    This course provides participants with an overview of ethnographic literacy assessment theory and practice. Topics for study include ethnography, authentic classroom assessment, transactional view of language, and a critical examination of standardized tests and testing practices. Participants consider teaching, learning, and schooling from the perspective of the learner as they develop and put into practice a student advocacy model of instructional assessment which values ethnic and linguistic diversity.

    Prerequisite(s)/Course Notes:
    M.S.Ed. students must complete all of Phase I literacy studies courses before taking this course; M.A. students must complete 18 s.h. of course work before taking this course.
  

  • LYST 241 - Miscue Analysis and Retrospective Miscue Analysis


    Semester Hours: 3
    Fall, Spring
    This course takes a sociopsycholinguistic perspective on the reading process and recognizes that the meanings that readers construct are both personal and social. By engaging in several close-grained observations of oral reading events, participants use miscue analysis techniques to document readers’ uses of cognitive strategies and language cue systems. Additionally, participants select and teach strategy lessons and conduct retrospective miscue analysis sessions with one student.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses.  LYST 214  or 215A .
  

  • LYST 242 - Literacy Practicum: Assessing the Complexity of Student Learning (Birth Through Grade 6)


    Semester Hours: 3

    Fall, Spring, Summer
    This practicum provides participants with the opportunity to establish a critical site of inquiry for the study of ethnographic approaches to literacy assessment. Participants develop biographic literacy profiles by using close-grained observations of literacy processes (ethnographic assessment, miscue analysis, retrospective miscue analysis and strategy lessons) to determine how individuals use literacy to solve problems in community and school settings. Participants develop and put into practice a student advocacy model of instructional assessment that values ethnic and linguistic diversity. Emphasis on grades K-6. A 30-hour practicum at the Saltzman Reading/Writing Learning Clinic is required.


     

     

    Prerequisite(s)/Course Notes:
    Completion of Phase I Literacy Studies courses and LYST 240 , 241 .
  

  • LYST 243 - Literacy Practicum: Assessing the Complexity of Student Learning (Grades 5-12)


    Semester Hours: 3
    Fall, Spring, Summer
    This practicum provides a critical site of inquiry for the study of ethnographic approaches to literacy assessment for grades 5-12 learners. Participants create biographic literacy profiles by using close-grained observations, miscue analysis, writing document analysis, retrospective miscue analysis and strategy lessons to solve problems in community and school settings. Participants develop and put into practice a student advocacy model of instructional assessment that values ethnic and linguistic diversity. Emphasis on middle school, high school, and young adult students. A 30 hour practicum - Middle Childhood (6-8) - at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses, LYST 240  and 241 .
  

  • LYST 244 - Advanced Retrospective Miscue Analysis


    Semester Hours: 3

    Summer
    Retrospective Miscue Analysis is a powerful tool, which enables teachers and researchers to engage in a close-grained study of a reader’s processing of written text. In this procedure, the teacher/researcher employs miscue analysis techniques to engage readers to bring the use of reading strategies at a conscious level. Teachers and students work together as co-explorers of the reading process. In this course participants are involved in planning and executing several RMA sessions and associated reading strategy lessons with a specific instructional or research focus in mind.

     

    Prerequisite(s)/Course Notes:
    Phase I courses and LYST 241 .



  

  • LYST 245 - Revaluing Readers and Writers


    Semester Hours: 3 s.h.

    January

    In this course, the construct of learning disability is critically examined in terms of its social contexts and the cultural space in which it operates. This course embraces social, linguistic and transactional views of reading and writing, language, learning, teaching, and how curriculum and “normality” shape our responses to those perceived as “struggling.” This course addresses the following strands: revaluing students who struggle with reading and writing; strategies for supporting and scaffolding meaning-making processes; and the nature of reading and language.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses.
  

  • LYST 247 - Language, Discourse, and Cinema: Implications for Schooling


    Semester Hours: 3

    January
    By examining a number of English-language films and television shows, students will explore American-language variation (accent, dialect, and second-language use) and other linguistic features (such as discourse communities and biculturalism) to learn more about the relationships between language, culture, identity, and learning, as well as to examine the ways in which film entertainment has shaped perceptions about different varieties of English. Course features an exploration in the pedagogical implications of these linguistic insights on language and literacy instruction in American schools.

     
  

  • LYST 248 - Writing Practicum: Assessing and Supporting Children as Writers


    Semester Hours: 3
    Fall, Spring, Summer
    This practicum provides participants with a critical site of inquiry for the study of ethnographic approaches to literacy assessment and teaching. Participants develop biographic profiles of young writers by using close-grained observations of literacy processes (ethnographic observations, document analysis, developmental portfolios, etc.) to determine how children use writing to solve problems in community and school settings. Participants develop and put into practice a student advocacy model of evaluation and instruction that values ethnic and linguistic diversity. Emphasis on K-6. A 30 hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses in M.A. in Teaching of Writing , LYST 240  and 262  .
  

  • LYST 249 - Writing Practicum: Assessing and Supporting Adolescent Writers (Grades 5-12)


    Semester Hours: 3
    Fall, Spring, Summer
    This practicum provides a critical site of inquiry for the study of ethnographic approaches to literacy assessment. Participants create biographic literacy profiles of writers using close-grained observations of literacy processes (ethnographic observations, writing document analysis, developmental portfolios, interview and conferences, etc.) to determine how individuals use writing to solve problems in community and school settings. Participants develop and put into practice a student advocacy model of instructional assessment that values ethnic and linguistic diversity. Emphasis on middle school, high school, and young adult students. A 30 hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses in Writing (Grades 5-12), The Teaching of, M.A., LYST 240  and 262 .
  

  • LYST 250 - Literacy Teacher as Researcher


    Semester Hours: 3
    Fall, Spring
    This course explores classroom-based teacher inquiry in literacy education as a method of professional development and responsive teaching. Students develop a baseline knowledge of the philosophical underpinnings and methodological techniques for conducting and critically responding to teacher research. A ten hour field experience is required.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses.
  

  • LYST 251 - Children and Adolescents as Ethnographers in Communities and Schools


    Semester Hours: 3
    Fall, Spring
    This course focuses on the ways in which teachers can engage children and adolescents in ethnographic and sociolinguistic research to explore the literacies of their communities and schools. Focuses on how ethnographic and sociolinguistic research is linked to social action and can become an essential part of reading and writing instruction in schools. A ten hour field experience is required.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses.
  

  • LYST 252 - Digital Literacies: Implications for Research and Pedagogy


    Semester Hours: 3
    Periodically
    This course is designed to help educators explore the ways in which new digital technologies affect students’ literacy uses and learning, and have fostered new modes of textual practices. The course will provide participants with an overview of research and pedagogical implications of the new digital literacy practices. Specifically, course participants will investigate the hybrid nature of online textual forms, and examine the complex understanding of the relationship between verbal and visual images. Additionally, course participants will discuss and examine the ways digital literacies have become a part of children’s everyday lives and identities. 

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

  • LYST 260 - Cultural and Historical Perspectives of Writing


    Semester Hours: 3
    Periodically
    This course explores the cultural and historical roots of written language as well as the social practices which help shape the use of written language in society. The course investigates how written conventionalities emerge from the shared uses of written language, as well as the interplay between individual and social development of writing in sociocultural settings. Following the theoretical premise that writing is a complex symbolic and representational system, students in this seminar engage in learning experiences where they are asked to reflect about the nature of written language and its role in the organization of social life.
  

  • LYST 261 - Writing Pictures Painting Stories as Mindful Social Practice


    Semester Hours: 3
    Periodically
    This research course focuses on the interrelationships between literacy and creativity.  Students will participate in research projects which explore the interface between functional texts and aesthetic scripts, illustration as visual story, photography as visual poetry, writing as an art form, lettering as design, the physicality of print, how tools and materials influence composition, and the production of texts as mindful social practice.  Students will participate in: [1] studio activities which focus on the construction of a variety of functional and aesthetic texts; [2] research seminars which focus on the implications for pedagogy of the physical, technological and social practices associated with multi-media text construction; and [3] ethnographic field work at the Metropolitan Museum of Art.  A ten-hour field experience is required. 

    Prerequisite(s)/Course Notes:
    There is an additional materials fee. Completion of Phase I in the MA in the Teaching of Writing  Program, or completion of Phase I in the MSED in Literacy Studies  Program; or permission of the instructor.
  

  • LYST 262 - Understanding What a Writer Knows


    Semester Hours: 2
    Periodically
    This course addresses writing assessment, focusing specifically on the ways in which writing assessment is linked to instruction, and the manner in which writing serves as a means of identity development in young writers. The course addresses standardized and mass writing assessments and provides practice with descriptive assessment procedures, such as writing process observations, document, narrative and discourse analysis, linguistic analysis, portfolio, and self-evaluation. A module on reading process evaluation, specifically reading miscue analysis, is included. This course provides a seminar for a 20-hour practicum internship, LYST 262A  or 262B , taken concurrently.

    Prerequisite(s)/Course Notes:
    Completion of Phase I courses in the M.A. in The Teaching of Writing .
  

  • LYST 262A - Writing Internship: Evaluating Young Writers


    Semester Hours: 1

    Periodically

    In this 20-hour practicum internship, M.A. in the Teaching of Writing students work closely with one or more young writers (Pre-K-2).  Graduate interns document the writing processes and practices of young writers within home, community, and school settings, with a focus on students’ strengths and abilities and communicating information to families and other professionals. Interns prepare instructional support that is informed by writing assessment.

    Prerequisite(s)/Course Notes:
    This course is normally taken concurrently with LYST 262 . Pass/Fail grade only.
  

  • LYST 262B - Writing Internship: Evaluating Adolescent Writers


    Semester Hours: 1

    Periodically

    In this 20-hour practicum internship, M.A. in the Teaching of Writing students work closely with one more adolescent writers (grades 7-12). Graduate interns document the writing processes and practices of writers within home, community, and school settings, with a focus on documenting strengths and abilities and communicating information to families and other professionals. Interns prepare instructional support informed by writing assessment.

    Prerequisite(s)/Course Notes:
    This course is normally taken concurrently with LYST 262 . Pass/Fail grade only.
  

  • LYST 263 - Teachers as Writers


    Semester Hours: 3
    Periodically
    This experiential course provides teachers with opportunities to pursue their own writing strengths and interests. In a workshop setting, students write original fiction and non-fiction in order that they might find the rewards a writing life holds for them, as well as overcome reservations they have about their own writing. They engage in teacher and peer conferencing, revision, publishing, and reflection about their history as writers both within and beyond their formal education.
  

  • LYST 264 - Teachers as Poets


    Semester Hours: 3
    Periodically
    In this course, students experience reading and writing poetry in a classroom workshop environment. In order to develop understandings of poetry’s possibilities in the lives of the children we work with students work at seeing themselves as readers and writers of poetry through writing their own original poetry and developing their own abilities to identify poetry around them. The course provides opportunities for teacher and peer conferencing, revision, publishing, and reflection upon their experiences with poetry.

    Prerequisite(s)/Course Notes:
    An elective in Phase I of the M.A. in the Teaching of Writing .
  

  • LYST 265 - Introduction to the Teaching of Writing


    Semester Hours: 3
    Periodically
    The course is designed to help teachers of writing develop a theoretical framework that will inform their work in the classroom. Students will examine the ways in which writing is a transactive, social political, and personal process, and the implications of introducing process-oriented pedagogical practices in both receptive and non-receptive environments. Additional emphasis will be placed on the interrelationships among reading, writing, and other symbolic systems as communicative processes. 

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

  • LYST 270 - Revaluing Language, Language Learning, and Language Learners


    Semester Hours: 3
    Fall
    The primary purpose of this broad-based course is to engage Professional Diploma students in an intensive study of literacy as a language process and then to apply this information to constructing optimal classroom environments that support literacy growth. The course focuses on nurturing insights about how language works and how to document the development of learners. A primary mode for exploration is to study language in use-that is, how language works as we observe our students and ourselves using language.

    Prerequisite(s)/Course Notes:
    LYST 273A  is taken concurrently with this course. Admission to the Professional Diploma in Literacy Studies  or permission of instructor.
  

  • LYST 271 - Family, Community, School and Workplace Literacy


    Semester Hours: 3

    Spring
    In this seminar, participants explore how our understandings of the plurality of literacies in family, community, and workplace settings can inform the ways in which we create literacy environments: 1) for children in school; 2) for adults in “basic” education programs; 3) for students in college; and 4) for adults in the workplace. Participants are encouraged to establish critical sites of inquiry in which they can document the ways in which people use literacy in a variety of everyday settings. The underlying premise of the course is that 1) all literacies are situated; 2) all uses of written language can be seen as located in particular times and places; 3) all literate activity is indicative of broader social practices; and that 4) it is through literacy, in all its complexity, that difficult problems can become amenable to human action.

     

    Prerequisite(s)/Course Notes:
    LYST 273B  is taken concurrently with this course. LYST 270  or permission of instructor.
  

  • LYST 272 - Community Literacy Project


    Semester Hours: 3
    Summer
    In this course, professional diploma students teach collaboratively in the Summer Community Literacy Project. The project engages K-12 students in an investigation of literacy practices in their community. Course work includes collaborative planning for the project, child study discussions of K-12 grade students’ literacy practices and literacy development, experience based discussions of community literacy, and related readings on community literacy programs. The Summer Community Literacy Project and the course culminate with publication of writings.

    Prerequisite(s)/Course Notes:
    LYST 271  or permission of instructor. LYST 273C  is taken concurrently with this course.
  

  • LYST 273A - Supervised Field Work in Literacy: Teacher to Student I


    Semester Hours: 1
    Fall
    In this course, Professional Diploma students assume the role of educational advocate for a K-12 student having difficulties with reading and writing. Assessment and instruction build upon the linguistic understandings, strengths and abilities of the K-12 student. Students meet in small groups with a faculty member, functioning as a “child/learner study” team. This course includes a minimum of 10 hours of field work and 6 hours of supervision.

    Prerequisite(s)/Course Notes:
    Corequisite: LYST 270 . Pass/Fail grade only.
  

  • LYST 273B - Supervised Field Work in Literacy: Teacher to Student II


    Semester Hours: 1
    Spring
    In this course, Professional Diploma students continue to work as mentor and educational advocate for a K-12 student. The course focuses on assessment informed instruction. Students meet in small groups with a faculty member, functioning as a “child study” team. This course includes a minimum of 15 hours of field work and 6 hours of supervision.

    Prerequisite(s)/Course Notes:
    Corequisite: LYST 271 . Pass/Fail grade only.
  
  

  • LYST 275 - Literacy Teaching and Professional Development


    Semester Hours: 3
    Fall
    This course explores structures that support literacy teachers in developing theoretically grounded, learner-centered literacy assessment and teaching practices through inquiry groups and other forms of professional development. For teachers in leadership roles in literacy education as teacher/consultants, mentor teachers, resource teachers, language arts supervisors, or curriculum specialists.

    Prerequisite(s)/Course Notes:
    LYST 272  or permission of instructor. LYST 278A  is taken concurrently with this course.
  

  • LYST 276 - Cultural Roots of Literacy Development


    Semester Hours: 3
    Spring
    This course explores the creation of writing systems by human beings and the social processes involved in written language acquisition in diverse cultural settings. It relates the history of writing to children’s literacy development. The cultural and historical roots of written language as well as the social practices which help shape the use of written language in society are discussed extensively. Following the theoretical premise that writing is a complex symbolic and representational system, students in this seminar engage in learning experiences where they are asked to reflect about the nature of written language and its role in the organization of social life.

    Prerequisite(s)/Course Notes:
    LYST 275  or permission of instructor. LYST 278B  is taken concurrently with this course.
  
  

  • LYST 278A - Supervised Field Work in Literacy: Teacher Project Design


    Semester Hours: 1
    Fall
    In this course, Professional Diploma students develop a professional development project for a school, school district, or community. Projects may include mentoring a beginning teacher, establishing a teacher study group, providing demonstrations and/or consultations, developing a staff development or parent workshop series, etc. The course involves a minimum of 10 hours of work onsite and 6 hours of supervision.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Corequisite: LYST 275 .
  

  • LYST 278B - Supervised Field Work in Literacy: Teacher Project Implementation


    Semester Hours: 1
    Spring
    In this course, Professional Diploma students implement a professional development project for a school, school district, or community. Projects may include mentoring a beginning teacher, establishing a teacher study group, providing demonstrations and/or consultations, developing a staff development or parent workshop series, etc. The course involves a minimum of 15 hours of work onsite and 6 hours of supervision.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Corequisite: LYST 276 .
  

  • LYST 280-289 A-Z - Special Topics


    Semester Hours: 1-3
    Specific courses designed to explore emerging topics in literacy. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for special topics courses are available in the online class schedule. 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 Workshop in Literacy Studies.)
  

  • LYST 290 - Literacy Studies Abroad in Guatemala


    Semester Hours: 3
    Periodically               
    This nine-day course meets during President’s week in February. After an orientation session in January, students travel to Guatemala, a country of immense biological, ethnic, cultural, and linguistic diversity. In Guatemala, students will visit both rural and urban schools; attend and participate in an international literacy conference in Guatemala City, and explore, through readings and day trips throughout Guatemala, the historical, political, sociological, linguistic, cultural, and economic issues at work in this nation and how these matters impact the educational opportunities for both adults and children. The course concludes with an exploration of the ways in which educators can make use of existing human, linguistic, and natural resources as the foundation for developing situational and responsive literacy, pedagogy, anywhere in the world. 

    Prerequisite(s)/Course Notes:
    Permission of instructor. NOTE: Travel to Guatemala requires a valid passport. Travel expenses in addition to course tuition.
  

  • LYST 293 - Adolescent Literature in London


    Semester Hours: 3
    Periodically
    When J.K. Rowling made Little Whinging, Surrey, home to Harry Potter, she brought renewed attention to literature written for young readers, especially that is written and set in England, where the genre is thought to have originated (as a written form) with the 1744 publication of John Newberry’s A Little Pretty Pocket-Book. The course, which will meet in London for 10 days and feature day trips to literary, cultural and historical sites such as Bath and Oxford, will give pre- and in-service teachers the opportunity to study adolescent literature from the UK, within the many rich and resonant contexts in which it was written and/or set. Readers will walk where the characters walked, see what they saw, and learn the principles of bringing fiction and nonfiction literature to life for the students they teach. Participants will select readings from among choices that include contemporary, classical and historical literature, written by authors living in England, Scotland, Northern Ireland, and/or Wales. Course requires a 10-hour community-based field experience and two pre- and one post-travel class meetings.

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

  • LYST 300 - Introduction to Portfolio Preparation


    Semester Hours: 1
    Fall, Spring, Summer
    This course examines the nature and purposes of portfolio evaluation and procedures for selection and compilation. Professional uses of portfolio assessment in educational settings are explored.

    Prerequisite(s)/Course Notes:
    This course is required in all Master of Science in Education in Literacy Studies programs, in all Master of Science in Literacy Studies and Special Education programs. Must be taken during the first 12 semester hours of course work. Pass/Fail grade only.
  

  • LYST 301 - Portfolio Advisement and Presentation


    Semester Hours: 1
    Fall, Spring
    This course provides individual and group advisement to graduating students in presentation of their portfolios to literacy studies faculty for evaluation.

    Prerequisite(s)/Course Notes:
    This course is required in all Master of Science in Education in Literacy Studies programs, and in all Master of Science in Literacy Studies and Special Education programs. Must be taken during the final semester of course work or with advisement of program director. Pass/Fail grade only.
  
  
  

  • LYST 303 - M.A. Portfolio Advisement and Presentation


    Semester Hours: 1
    Summer
    The purpose of this course is to provide an opportunity for graduating students in the Master of Arts in the Teaching of Writing program to reflect on their course work and make connections between what they have studied in their classes and the work they do as teachers in classrooms. Portfolios will contain artifacts from a wide variety of courses along with written reflections that demonstrate the individual’s developing theoretical framework. Students will receive both individual and group advisement as they develop their portfolios and prepare their presentations to faculty, classmates and family members.

    Prerequisite(s)/Course Notes:
    This course is required in both M.A. in the Teaching of Writing  programs. Must be taken during the first 12 hours of course work. Pass/Fail grade only.
  

  • LYST 351 - International Scholars Forum


    Semester Hours: 1
    Fall, Spring
    The International Scholars Forum in Literacy Studies brings to Hofstra University scholars and scholar practitioners whose work has made a difference to the lives of teachers and the students that they teach. The International Scholars’ Forum provides opportunities for students to enter into a conversation with the leading educators of our time, with the researchers and teachers who have shaped our thinking, who are activists and advocates, and who struggle for social justice.

    Prerequisite(s)/Course Notes:
    Course can be repeated for credit. Pass/Fail grade only.
  

  • LYST 352 - Literature and the Imagination Conference


    Semester Hours: 1
    Periodically
    This annual conference is an opportunity for students, scholars, practitioners, and all who are interested in young people and their literature to assemble for the following purposes: to 1) nurture our own needs for story and imagination; 2) support the work of teachers as they find time and space to share literature in classrooms with their children; and 3) create a culture of talk about books that might advocate for meaningful, thoughtful, and enjoyable experiences with children’s and young adults’ literature. Invited guests and speakers represent outstanding people from the field of children’s and young adults’ literature; authors, illustrators, poets, publishers, librarians, academics, and scholar-practitioners. Topics and guest speakers vary annually.

    Prerequisite(s)/Course Notes:
    Course may be repeated for credit, up to four times. Pass/Fail grade only.
  

  • LYST 353 - Reading Miscue Conference


    Semester Hours: 1
    Summer
    Miscue Analysis is a powerful tool for understanding, evaluating, and supporting reading and readers. The bi-annual Reading Miscue Conference includes keynote speakers and a range of conference sessions addressing applications of miscue analysis for classroom teaching, specialist settings, reading centers, professional development, teacher education and research. Participants are engaged in demonstrations and discussions of reading research with foremost scholars in the field.

    Prerequisite(s)/Course Notes:
    Course may be repeated for credit. Pass/fail grade only.
  

  • LYST 360 - Apprenticeship in the Ethnography of Literacy Research


    Semester Hours: 3
    Fall   
    This doctoral seminar focuses upon ethnographic perspectives of literacy research. Students will consider both social and individual perspectives on literacy, trace their own epistemologies, the history of their own theoretical and conceptual frameworks, and engage in a research project: observing, documenting, analyzing and interpreting the language and literacy practices in a family, school, or community setting. 

    Prerequisite(s)/Course Notes:
    Doctoral student or permission of instructor. (Formerly READ 362, Seminar: Evaluation of Research in Reading.)
  

  • LYST 361 A-Z - Literacy, Literature and the Imagination


    Semester Hours: 3
    Periodically   
    Courses in this doctoral core focus on the role of language, literature and the imagination in constructing knowledge of self and of understandings of the world in which we live, teach, and learn. Through transactions with socially-situated texts and scripts and other semiotic systems such as art, music, and dance, students consider the relationships between language and thought and literacy and the imagination. Specific titles and course descriptions for special topics courses are available in the online class schedule.

    Prerequisite(s)/Course Notes:
    Doctoral student or permission of the instructor.
  

  • LYST 362 A-Z - Sociolinguistic and Psycholinguistic Perspectives of Literacy


    Semester Hours: 3
    Periodically

    Courses in this doctoral core draw from the disciplines of sociolinguistics, psycholinguistics, developmental psychology and reader response theory. The focus is on understanding reading and writing processes embedded in social practices and the ways in which people construct and transact with written texts. Investigations of oral language, language learning, relationships between oral and written language, and relationships between semiotic systems (literacy, art, music) are integral to understanding literacy as a language process. Historic and current theoretical frameworks and models of reading and writing and related research practices within a variety of social contexts (classrooms, clinics, communities, families) are addressed. Specific titles and course descriptions for special topics courses are available in the online class schedule.


    Prerequisite(s)/Course Notes:
    Doctoral student or permission of the instructor. (Formerly READ, 256 Psycholinguistics, Sociolinguistics, and the Process of Reading and Writing).
  

  • LYST 363 A-Z - Literacy Learning and Pedagogical Practices


    Semester Hours: 3
    Periodically              

    Courses in this doctoral core focus on current trends in literacy learning, literacy teaching, curriculum development, language policies in schools and educational institutions, classroom research, professional development and teacher education in literacy. The history of literacy teaching is highlighted as well as the influence of current and past theoretical perspectives about language, literacy and literacy learning. Also examined are the historic tensions between varied and conflicting theoretical orientations toward literacy learning and teaching. Issues of diversity and inequity in literacy teaching and schooling (particularly in terms of race, gender, ethnicity, social class, sexual orientation and exceptionality) are critical in discussions of literacy learning, teaching and schooling. Research frameworks that address literacy learning and teaching are another focus area, with particular attention to teacher research. Specific titles and course descriptions for special topics courses are available in the online class schedule.


    Prerequisite(s)/Course Notes:
    Doctoral student or permission of the instructor. (Formerly READ 255, Psychological Foundations of Reading and Writing.)
  

  • LYST 364 A-Z - Sociopolitical Perspectives of Literacy


    Semester Hours: 3
    Periodically           

    Courses in this doctoral core provide students with the opportunity to investigate the contextualized nature of literacy practices and the ways these practices shape, and are shaped by, historical, cultural, social and political contexts in which they occur. Courses within this core will introduce students to the dialectical relationships that exist between local literacies and larger sociopolitical and ideological frameworks, and students will be invited to question and problematize taken for granted assumptions about the educational experiences of students from dominant and parallel cultures.Specific titles and course descriptions for special topics courses are available in the online class schedule.


    Prerequisite(s)/Course Notes:
    Doctoral student or permission of the instructor.
  

  • LYST 365 A-Z - Cultural Historical Perspectives of Literacy


    Semester Hours: 3
    Periodically
    Courses in this doctoral core area reflect the current trends in cultural and historical theoretical perspectives of literacy and language development and use. The examination of how literacy and literacy learning have been conceptualized historically and culturally provides a broader, more dynamic view of literacy. Focus is placed on the debates surrounding the connections between literacy and cognitive processing, the role of literacy in cultural-historical perspectives of human development, the creation of writing systems, the communicative demands of semiotic systems, and the social practices which help shape the use of language, literacy and other semiotic systems. The relevance of these theoretical perspectives to current educational practices is also addressed. Specific titles and course descriptions for special topics courses are available in the online class schedule.

    Prerequisite(s)/Course Notes:
    Doctoral student or permission of the instructor. (Formerly READ 226, Language and Literacy.)
  

  • LYST 368 - Literacy Research: A Faculty and Student Collaborative


    Semester Hours: 4
    Periodically
    The purpose of this course is to provide faculty and/or visiting scholars and doctoral students in literacy studies with an opportunity to discuss their current research projects and interests. The collaborative provides participants with an open and dynamic forum in which they can be deeply contemplative about their reading and writing research and is designed to provide support for those students who are considering new studies and new directions for their literacy research.

    Prerequisite(s)/Course Notes:
    LYST 360 . (Formerly READ 361, Research Designs in Reading and Writing.)
  

  • LYST 369 - Pre-Dissertation Planning Seminar


    Semester Hours: 1
    Spring
    This course is designed to provide doctoral students with the opportunity to prepare for the doctoral dissertation sequence. Discussions will focus on 1) selection of a doctoral committee; 2) writing a dissertation proposal; and 3) human subjects requirements. Emphasis will also be placed on the importance of establishing writing groups and continued active participation in the activities of the literacy studies doctoral program while engaged in writing doctoral dissertation proposals and conducting doctoral research.

    Prerequisite(s)/Course Notes:
    Prerequisite or Corequisite: LYST 370 . Pass/Fail grade only.
  

  • LYST 370 - Advanced Seminar in the Ethnography of Literacy Research


    Semester Hours: 3

    Spring
    Using ethnographic approaches to literacy research, doctoral students will explore complementary and contradictory theories of language, literacy and learning. Using paradigms and metatheories from both the sciences and the humanities as cultural texts, students will examine how each theoretical framework is based on/and leads to different logic, different definitions of reason, and therefore different views of humanity. Emphasis will be placed on the exploration of the epistemological underpinnings of research studies which focus on literacy from different paradigmatic [reductionist/expansionist] frameworks–anthropological, linguistic, psychological, neurological, and social–and students will be encouraged to examine the ways in which these research approaches can be informed by ethnographic research. Students will be expected to clearly articulate their own understandings of [1] science; [2] research; [3] language; [4] literacy; and [5] learning. Students will be expected to produce [1] a portfolio which includes the theoretical and conceptual framework for their doctoral research; and [2] an article for publication or a proposal for a conference presentation.

     

    Prerequisite(s)/Course Notes:
    LYST 360  and RES 359 . (Formerly READ 363, Seminar Evaluation of Research in Reading.)
  

  • LYST 601 - Dissertation Proposal Planning


    Semester Hours: 3 s.h.
    Fall, Spring   
    Dissertation planning provides doctoral candidates with an opportunity to clarify and refine the theoretical and conceptual frameworks of their dissertation study. Students will develop their doctoral research proposal for faculty approval through consultation with the chairperson of their doctoral committee. Students receive credit upon successful completion of their proposal defense. 

    Prerequisite(s)/Course Notes:
    Acceptable candidacy paper. Pass/Fail grade only. (Formerly READ 601, Dissertation Seminar.)
  
  
  

  • LYST 604 - Dissertation Advisement


    Semester Hours: 3
    Fall, Spring, Summer 
    In consultation with the chairperson of the doctoral committee, students execute their approved research study, analyze their data, write up the results, and defend the project in a final oral examination. This course may be taken up to four times until the dissertation is approved.

    Prerequisite(s)/Course Notes:
    Successful defense of a dissertation proposal. Pass/Fail grade only. (Formerly READ 604.)




  

Management (MGT)
  

  • MGT 200 - Business Ethics and Society


    Semester Hours: 2
    Fall, Spring
    An integrative, interdisciplinary approach to the examination of ethical dilemmas as they emerge in various functional areas, including finance, accounting, law, information technology, marketing, human resources, operations, international business, and general management. A consideration of the political and social foundations of the development of organizations, and the moral responsibilities of managers in a multicultural business environment. Topics include stakeholder theory, employment rights, responsible use of technology, e-commerce, globalism, diversity, and respect for the environment.

    Prerequisite(s)/Course Notes:
    Same as LEGL 201 . Open only to matriculated graduate students in the Zarb School of Business and in other Schools at Hofstra where appropriate. See specific program requirements.
 

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