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2012-2013 Graduate Studies Bulletin [ARCHIVED BULLETIN]
Teaching, Literacy and Leadership Courses
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Teaching, Literacy, and Leadership (TLL)
Administration and Policy Studies (APS)
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APS 245 - Legal Aspects of Managing Healthcare Programs for the Aging
Semester Hours: 3
Periodically
Examination of legal issues commonly encountered by administrators of health care facilities and programs serving older people. Among topics discussed are the legal aspects of government regulation and corporate governance of the program, contractual reimbursement, tax and staffing issues, liability, quality assurance, risk management matters, and patient care policies and procedures.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 251 - Readings in Administration
Semester Hours: 3
Fall, Spring, Summer
Research and readings on topics of interest to the student and agreed upon by the instructor.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 294 - Administrative Internship
Semester Hours: 3
Fall, Spring, Summer
This is a cooperative administrative experience at a community agency, college or university where students observe, study and report on agency policies, procedures and services. Monthly seminars for considering problems confronted in the field are held.
Prerequisite(s)/Course Notes:
Department approval. Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 295 - Administrative Internship
Semester Hours: 3
Fall, Spring, Summer
This is a cooperative administrative experience at a community agency, college or university where students observe, study and report on agency policies, procedures and services. Monthly seminars for considering problems confronted in the field are held.
Prerequisite(s)/Course Notes:
Department approval. Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 351 - Independent Study
Semester Hours: 3
Periodically
The student will develop a project or study related to his/her field of study. With approval and continuing supervision of the adviser, the student then works independently to complete the project or study. This course is particularly appropriate for students who must complete a project as a final requirement for the degree.
Prerequisite(s)/Course Notes:
Permission of adviser.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 370 - Introduction to Higher Education in the United States
Semester Hours: 3
Fall
Reviews the historical development and current status of higher education in the United States and provides an overview of some important issues in higher education in our society: finance, government relationships, accountability; equity, administrative complexity; collective bargaining, and professionalism.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 371 - Economics and Finance of Higher Education
Semester Hours: 3
Spring
Provides prospective administrators with a conceptual and practical understanding of fiscal and economic concerns which directly and indirectly influence institutions of higher education. Examination of the role of postsecondary institutions in the economic growth and development of society, the influence of socioeconomic and political conditions and changes on the maintenance and growth of postsecondary institutions; major contemporary fiscal issues; and basic principles and processes of fiscal management.
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Fall 2025
January 2026
Spring 2026
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APS 372 - Governance in Higher Education
Semester Hours: 3
Fall
Examination of the structure and processes surrounding decision making in American colleges and universities and review theories and methods for evaluation and improving the effectiveness and efficiency of various governance mechanisms. Particular attention given to the role and influence of governing boards, administrators, faculty, students, governmental agencies and community.
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Fall 2025
January 2026
Spring 2026
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APS 373 - The Student in American Higher Education
Semester Hours: 3
Spring
Examination of student enrollment patterns in higher education in the United States; explores the relationship between demographic, economic and social characteristics such as age, academic aptitude, gender, race, religion, ethnology, social attitudes, socioeconomic background and career expectations on student behavior, attitude, and motivation; and assesses the impact of these changes on education policies, programs and services.
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Fall 2025
January 2026
Spring 2026
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APS 374 - Teaching and Learning in Higher Education
Semester Hours: 3
Fall
Focus on the relationship between student characteristics and the instructional process, examines the impact of organizational structure and processes on teaching and learning, and explores alternative ways to enhance student learning.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 376 - Legal and Ethical Issues in Higher Education
Semester Hours: 3
Periodically
The course will explore legal and ethical issues in higher education from multiple perspectives and points of view. College and university campuses are governed by a multitude of laws and regulations in a variety of ways. In the United States there are public, private, and religiously-affiliated campuses which can be affected by these laws in different ways. Jurisprudence in higher education is broad and complex involving students, faculty, administration and trustees in areas involving faculty and student rights, academic freedom, copyright, unions, affirmative action, due process, tenure and property rights, as well as the dichotomy between public and private colleges. The course will provide an overview ofthe organizational structure and administrative nature ofthe U.S. judicial system. Ethical practices and behavior in higher education will be discussed. The course involves the discussion of case law and cases unique to higher education. Course readings, discussions, and assignments are geared toward increasing student knowledge about legal and ethical issues in the U.S. system of higher education.
Prerequisite(s)/Course Notes:
Cannot be taken on a Pass/Fail basis. (Formerly FDED 285B, Special Topics: Legal and Ethical Issues in Higher Education.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 377 - Student Affairs Leadership in Higher Education
Semester Hours: 3
Periodically
This course provides a comprehensive introduction to the organization, management, and functions of student affairs administration and its role within American higher education. The history, philosophy, purpose, and functions of student affairs in varied higher education settings as well as specific programs, contemporary issues and trends will be explored.
Prerequisite(s)/Course Notes:
Cannot be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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APS 378 - Planning, Assessment, Accreditation in Higher Education
Semester Hours: 3
Periodically
This course explores the relationships of strategic planning, assessment and accreditation in Higher Education from multiple perspectives. Strategic planning and assessment methodologies will be discussed. The importance and role of regional and specialized accreditation will be examined. The course will provide a working knowledge of the preparation of a strategic plan, an assessment model, and a self-study report.
Prerequisite(s)/Course Notes:
Cannot be taken on a Pass/Fail basis.
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Fall 2025
January 2026
Spring 2026
Curriculum and Teaching (CT)
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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.
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Fall 2025
January 2026
Spring 2026
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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 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
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Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 213 - Applications of Computer Technology to Business Education and Technical Education
Semester Hours: 3
Periodically
Course prepares career and technical education teachers to effectively integrate computer technology and instructional applications into the classroom in order to increase student learning. Topics include curriculum-specific software, SMART Board strategies, creating instructional documents, presentation software as well as the effective use of internet resources.
Prerequisite(s)/Course Notes:
(Formerly Applications of Computer Technology to Business Education.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 217 - Applications of Computer Technology to Science Education
Semester Hours: 3
Periodically
Advanced course which treats the development and application of computer technology to teaching and learning in science education. Topics include simulation, data collection and analysis, and scientific methodology.
Prerequisite(s)/Course Notes:
CT 200 or permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 219 - Cognition and Instruction
Semester Hours: 3
Periodically
An advanced course exploring the education implications of theory and research
in human cognition and learning. Multiple theoretical models of cognition and
learning are discussed, with extensive application to curriculum, instruction,
and assessment in elementary and secondary schools.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
Prerequisite(s)/Course Notes:
Same as SED 213 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 230 - Methods and Materials for Teaching Pascal in the Schools
Semester Hours: 3
Periodically
The features of this language are taught as they are implemented in schools.
Program design and structured programming as a problem-solving tool are stressed.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 232 - Application of Computer Technology to the Management of Educational Systems
Semester Hours: 3
Periodically
Analysis, implementation and evaluation of computer-based educational management and delivery systems. Prepares students to serve as resource persons and in-service instructors in classrooms, schools and school districts.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 233 - Dynamic Approaches to K-12 Art History and Aesthetics
Semester Hours: 3
Fall, Spring
This seminar course, designed for pre-service art education students, examines varied approaches to teaching art history to students on the elementary and secondary school levels. Students will focus on global art historical perspectives, the relationship of art forms to cultural context and media and methods employed, both past and present. Students will develop art history lessons and units with related art activities that address and challenge varied cognitive and expressive characteristics of all developmental levels of K - 12 students. Current technologies applied in art will be examined.
Prerequisite(s)/Course Notes:
Art history survey course. Same as SED 239 . May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 239 - Children’s Engineering
Semester Hours: 3
Fall
A course for experienced teachers which stresses knowledge, skills and attitudes essential for using informed engineering design as a pedagogical strategy in K-12 STEM education. Factors underlying the design process, supporting principles of mathematics and science, with connections to common core standards, are examined. Central to the course is the creation of an informed engineering design portfolio, a form of authentic assessment and documentation of student work.
Prerequisite(s)/Course Notes:
(Formerly ELED 239; Technology Education in Elementary School.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 241 - Special Readings Seminar
Semester Hours: 1-3
Fall, Spring, Summer
Investigations and reports on advanced educational topics adapted to the program
of the student.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 242 - Special Readings Seminar
Semester Hours: 1-3
Fall, Spring, Summer
Investigations and reports on advanced educational topics adapted to the program
of the student.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 250 - Gender Issues in the Classroom
Semester Hours: 3
Summer
Addresses the educational research on gender equity in the classroom. Looking
at school environments, kindergarten through grade 12, this course offers insight
into gender equity in the areas of pedagogy, curriculum and routine classroom
practice.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 251 - Teaching: Summer Institute
Semester Hours: 3
Summer
The purpose of this course is to create an environment in which teachers and
future teachers can engage in intensive reflection about the nature and purposes
of schooling, and their own roles as teachers in creating meaningful and liberatory
learning environments for their students.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 253 - Teaching for Thinking
Semester Hours: 3
January, Summer
Design of vehicles for curriculum, instruction and assessment that develop students’ thinking processes. Theory, research, and practice are examined on topics including constructivism, higher order thinking skills, and reflective self-assessment.
Prerequisite(s)/Course Notes:
Same as SED 253 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 Teaching, Literacy, and Leadership 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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 Teaching, Literacy, and Leadership 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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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 Teaching, Literacy, and Leadership 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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 269 - Student Teaching: Teachers of Non-English Speaking Students
Semester Hours: 6
Fall, Spring
Extended teaching practice under close clinical supervision of M.S.Ed. TESOL 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 Teaching, Literacy, and Leadership department to work intensively with specific student problems.
Prerequisite(s)/Course Notes:
CT 226 , 229 ; SPED 264 ; LYST 213 ; ELED 225 and SED 267 . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 271 - Current Issues in Art Education and Curriculum Design
Semester Hours: 3
Spring
Certified teachers will study diverse models of curriculum theory with a focus on Pre-K to 12 art education. Students will create art curriculum designs for an entire school district after studying outstanding programs.
Prerequisite(s)/Course Notes:
(Formerly Curriculum Design in Art Education.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 272 - Technology and the Teaching of Writing
Semester Hours: 3
Fall, Spring
An examination of the effects of information technology on instruction of the writing process. Specific educational software packages for writers of different ages are explored. The effects of electronic mail, bulletin boards, and computer conferencing on literacy and communication are also considered.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 278A - Student Teaching: Teaching Foreign Languages
Semester Hours: 4
Fall, Spring
Extended teaching practice under close clinical supervision of M.S.Ed. in LOTE/TESOL candidates. Students have the following two placements: foreign language teaching, middle/junior high school level(grades 7-9); foreign language teaching, high school level (grades 10-12). Admission by application and interview. Applications obtainable at the Office of Field Placement to be returned by May 1 for the succeeding spring semester and by February 15 for the fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Literacy and Leadership Department to work intensively with specific student problems.
Prerequisite(s)/Course Notes:
ELED 225 ; LYST 209 , 215A , 217A ; SED 233 , 267 , 291 ; and SPED 264 . Pass/Fail grade only. [Formerly CT 278: Student Teaching: Teaching Foreign Languages and English as a Second Language (ESL).]
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 278B - Student Teaching: Teaching English as a Second Language (ESL)
Semester Hours: 2
Fall, Spring
Extended teaching practice under close clinical supervision of M.S.Ed. in LOTE/TESOL candidates. Students have the following two placements: TESOL, elementary level (grades K-6); and TESOL, secondary level (grades 7-12). Admission by application and interview. Applications obtainable at the Office of Field Placement to be returned by October 1 for spring semester and by March 1 for the fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Literacy and Leadership Department to work intensively with specific student problems.
Prerequisite(s)/Course Notes:
ELED 225 ; LYST 209 , 215A , 217A ; SED 233 , 267 , 291 ; and SPED 264 . Pass/Fail grade only. [Formerly CT 278: Student Teaching: Teaching Foreign Languages and English as a Second Language (ESL).]
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 290 - Research Design in Curriculum and Instruction
Semester Hours: 3
Fall
In this seminar students gain practical experience with procedures for design of research projects in curriculum and instruction. Topics include techniques for literature review, identification of areas in need of further research, formulation of research questions, development of research strategies, specification and operationalization of variables and measures, establishment of procedures for sampling and data collection, and techniques for analysis and interpretation of research data.
Prerequisite(s)/Course Notes:
For matriculated doctoral students in the School of Education, Health and Human Services only. May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 299B - Perspectives on Instrumental Music
Semester Hours: 3
Spring
The purpose of this course is to explore all aspects of the instrumental music education program from grade 4 through 12. This course serves as a study of how to plan, develop, implement, and evaluate all areas of primary and secondary school instrumental music education.
Prerequisite(s)/Course Notes:
CT 299A . There is a $10 materials fee.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 351 - Special Readings Seminar
Semester Hours: 1-3
Periodically
Projects in advanced curriculum inquiry adapted to the program of the student.
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 352 - Special Readings Seminar
Semester Hours: 1-3
Periodically
Projects in advanced curriculum inquiry adapted to the program of the student.
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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CT 360 - Systems and Interpretive Models of Curriculum Design
Semester Hours: 3
Periodically
Theoretical models and curriculum paradigms from multidisciplinary and learning-theory perspectives, with consideration of pragmatic issues involved in design and implementation of transformational curricula.
Prerequisite(s)/Course Notes:
Corequisite: CT 361 . Admission into the doctoral program in learning and teaching . May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 361 - Human Development and Learning
Semester Hours: 3
Periodically
An advanced course in theory and research on cognitive, emotional/social, and neuropsychological development, with emphasis on application of this work to schools and other educational settings.
Prerequisite(s)/Course Notes:
Open only to students admitted to the doctoral program in learning and teaching . Corequisite: CT 360 . May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 602 - Dissertation Proposal Preparation
Semester Hours: 3
Through consultation with an adviser, the student develops a Doctoral Dissertation Proposal and presents it for approval to a three-person Doctoral Committee. May be taken twice. Three credits are applied toward the doctoral degree when the Dissertation Proposal has been approved by the Doctoral Committee.
Prerequisite(s)/Course Notes:
CT 601 . Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 603 - Extended Dissertation Proposal Advisement
Semester Hours: 3
Periodically
For students who have not completed a satisfactory dissertation proposal (approved by a three-person doctoral committee) after enrolling in CT 602 twice. Students who have not completed a satisfactory dissertation proposal by the end of CT 603 will be dropped from the program. No credit toward degree.
Prerequisite(s)/Course Notes:
CT 602 . This course may be taken only once. Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
CT 605 - Dissertation Extension
Semester Hours: 3
Periodically
For students who have not completed a satisfactory dissertation and passed the oral examination after enrolling in CT 604 three times. Students who have not completed a satisfactory dissertation and passed the oral examination by the end of CT 605 will be dropped from the program. No credit toward degree.
Prerequisite(s)/Course Notes:
CT 604 . This course may be taken only once. Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
Educational Administration (EADM)
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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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
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.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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