Jun 26, 2024  
2013-2014 Graduate Studies Bulletin 
    
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2013-2014 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

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

Research (RES)
  

  • RES 259 - Introduction to Statistical Methods in Educational Research


    Semester Hours: 3
    Fall
    First in a four-semester sequence of statistics courses for persons preparing to do educational research. Covers methods of graphic and tabular presentation of data, measures of central tendency and dispersion, the normal curve, score transformations, correlation, linear regression, hypothesis-testing, chi-square, t-tests and one-way analysis of variance. Emphasis on the use of the above techniques in educational research.
  
  
  
  
  
  
  
  

  • RES 280-289 A-Z - Special Topics


    Semester Hours: 1-4

    Periodically
    Specific courses designed to explore emerging topics in research. 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 Workshops.)
  
  
  

  • RES 305 - Language Assessment


    Semester Hours: 3
    Once a Year
    Practice oriented course in assessing communicative competence, language proficiency and language achievement. Special focus on LEP and bilingual youngsters and differentiating language difficulty from language disorder. Qualitative and quantitative assessment methods as well as computer-interactive assessment are covered. Various tools and diagnostic methods are demonstrated.

    Prerequisite(s)/Course Notes:
    A basic course in statistics or measurement.
  

  • RES 347 - Theory and Models of Program Evaluation Research


    Semester Hours: 3
    Fall
    Theory and models of program evaluation research. Rationale, principles and objectives of program evaluation. Different models of evaluative programs, such as discrepancy, CIPP, judicial, journalistic, accreditation, connoisseurship, goal-free, et al. Role of government in program evaluation, ethical standards.

    Prerequisite(s)/Course Notes:
    RES 240 , 381  and permission of program director.
  
  

  • RES 357 - Applied Research in Educational Settings


    Semester Hours: 4
    This is the first of a two-semester sequence of courses is designed to prepare educational leaders to use data as a fundamental tool to improve the experiences of children and adults in schools and other learning institutions. Participants will learn to use data to develop a culture of high standards and equity in learning organizations and monitor student achievement and learning. Students in this class will build an institutional instructional student data base; monitor an educational intervention within an organization; use data to describe institutional processes, practices, and progress; examine institutional belief systems, underlying assumptions, and behaviors; speculate on ways to use results to mobilize the school community for action; and provide a record of personal and institutional accountability. The class covers measures of central tendency and dispersion, normal curve, correlation, linear regression, chi-square, t-tests, one-way analysis of variance, partial and multiple correlation and multiple regression, factor analysis. 

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

  • RES 358 - Applied Research in Educational Settings


    Semester Hours: 4
    Fall, Spring
    This is the second of a two-semester sequence of courses is designed to prepare educational leaders to use data as a fundamental tool to improve the experiences of children and adults in schools and other learning institutions. Participants will learn to use data to develop a culture of high standards and equity in learning organizations and monitor student achievement and learning. Students in this class will build an institutional instructional student data base; monitor an educational intervention within an organization; use data to describe institutional processes, practices, and progress; examine institutional belief systems, underlying assumptions, and behaviors; speculate on ways to use results to mobilize the school community for action; and provide a record of personal and institutional accountability. The class covers measures of central tendency and dispersion, normal curve, correlation, linear regression, chi-square, t-tests, one-way analysis of variance, partial and multiple correlation and multiple regression, factor analysis.

    Prerequisite(s)/Course Notes:
    RES 357. May not be taken on a Pass/Fail basis.
  

  • RES 359 - Interpreting Quantitative Data in Education


    Semester Hours: 4
    Once a Year
    First in a two-semester quantitative research sequence for postmaster’s students that focuses on the understanding of quantitative research in the student’s discipline. Students will be expected to have familiarity with the seminal quantitative research in their discipline and will use that research to examine the appropriate use of quantitative research methods, issues of reliability and validity, the application of basic statistical methods and the foundation of hypothesis testing.
  

  • RES 360 - Interpreting Quantitative Data in Education II


    Semester Hours: 4
    Once a Year
    Second in a two-semester quantitative research sequence focusing on the understanding of quantitative research in the student’s discipline. Students use the research literature in the field to examine the application and use of inferential statistics and complex designs; attention will also be given to interpretation of statistical data. Topics covered will include t-test, chi-square, analyses of variance and co-variance, multiple regression, multivariate analyses of variance and factor analysis.

    Prerequisite(s)/Course Notes:
    RES 359  or the equivalent.
  

  • RES 363 - Multivariate Analysis and Multidimensional Scaling Methods


    Semester Hours: 3
    Fall, Spring
    Study of partial and multiple correlation and regression techniques, and of multivariate analysis including factor analysis. Theory and practice of multidimensional scaling and application of multivariate statistics to multidimensional scaling. Use of qtechnique and semantic-differential methods. Quantitative analysis of feedback loops through multivariate and multidimensional methods.

    Prerequisite(s)/Course Notes:
    RES 243 , 260  and permission of program director.
  
  

  • RES 364 - Multivariate Analysis and Multidimensional Scaling Methods


    Semester Hours: 3
    Fall, Spring
    Study of partial and multiple correlation and regression techniques, and of multivariate analysis including factor analysis. Theory and practice of multidimensional scaling and application of multivariate statistics to multidimensional scaling. Use of q-technique and semantic-differential methods. Quantitative analysis of feedback loops through multivariate and multidimensional methods.

    Prerequisite(s)/Course Notes:
    RES 243 , 260 , 363  and permission of program director.
  
  
  
  

  • RES 386 - Advanced Research Design


    Semester Hours: 3
    Fall
    A second course in educational research design focusing on different approaches to problems of data collection an analysis, sampling, control, internal and external validity and experimenter bias. Qualitative and quantitative methods are considered including naturalistic observation and survey research, correlational, experimental and quasi-experimental designs.

    Prerequisite(s)/Course Notes:
    RES 240 , 259 , 260 , 381 .
  

  • RES 387 - Skills in Funding and Proposal Development: Government, Foundation and Corporate


    Semester Hours: 3
    Fall
    Government, foundation and corporate exploration of theoretical and conceptual foundations of three sectors of grand funding. Identification of government, foundation, and corporate funding sources. Development of skills in grantsmanship, proposal writing and personal contacts. Management of grant funded projects and research.
  

  • RES 390 - Researcher as an Educational Change Agent


    Semester Hours: 3
    Periodically
    Social psychological approach to transmitting research findings to educational practitioners, to initiating change and innovations. Students use, evaluate and disseminate research findings on educational problems and innovations, analyze and role-play the functions of a change agent, and relate social, psychological and communication theories to their practice.

    Prerequisite(s)/Course Notes:
    RES 381 .
  
  
  

  • RES 393 - Internship: Educational Research


    Semester Hours: 3
    Periodically
    Students work in the field on such activities as designing and implementing research and evaluation projects, developing research instruments and research proposal writing. Each course requires 30 days in the field.

    Prerequisite(s)/Course Notes:
    Students may register for either 393 or 394, or both in a given semester. Permission of department required.
  

  • RES 394 - Internship: Educational Research


    Semester Hours: 3
    Periodically
    Students work in the field on such activities as designing and implementing research and evaluation projects, developing research instruments and research proposal writing. Each course requires 30 days in the field.

    Prerequisite(s)/Course Notes:
    Students may register for either 393 or 394, or both in a given semester. Permission of department required.

Rhetoric (RHET) (*Formerly SPCM*)
  
  
  
  
  
  

  • RHET 216 - Platform, Podium, and Performance


    Semester Hours: 3
    Periodically
    This course explorers the nineteenth-century as a significant moment in the development of women’s public voice. The course investigates the texts, rhetorical strategies, historical contexts, and perception of several significant nineteenth-century female orators and contrasts these public performances with those of actresses and platform readers whose public performances were designed to “entertain” or “educate” their audiences.
  

  • RHET 219 - Advanced Studies in Small Group Communication


    Semester Hours: 3
    Periodically
    Study and practice in public address for educators, administrators and other school personnel. The course includes experiences in a variety of speaking situations, types and forms of discussion and parliamentary procedure. Problem-solving and decisionmaking conferences and meetings; conference leadership experiences are included.

    Prerequisite(s)/Course Notes:
    Undergraduate study in public speaking, debate or small group communication or permission of instructor.
  
  
  
  
  

  • RHET 225 - Narrative Theory and Performance Studies


    Semester Hours: 3
    Periodically
    Traces the development of narrative theory in communication studies, focusing upon its role in the disciplinary shift from oral interpretation to performance studies.  The course explores the social construction of identity through narrative and the political implications of the performance of personal narrative. 

    Prerequisite(s)/Course Notes:
    Prerequisite: RHET 212 .  May not be taken on a Pass/Fail basis.
  

  • RHET 226 - Rhetorical Theory


    Semester Hours: 3
    Once a Year
    This course explores traditional forms and function of rhetorical as persuasion in public address as well as contemporary theories of symbolic communication. A broad survey of rhetorical theory, from classical to 20th century, reviews rhetorical functions such as argumentative, critical inquiry, informative discourse, and epistemic formation. This course focuses primarily on the western rhetorical tradition, although attention is given to the contributions of nonwestern and nonpatriarchal cultures to contemporary theories. The course exposes students to significant theories for analyzing and constructing a variety of forms of public discourse.
  

  • RHET 228 - Language and Social Interaction


    Semester Hours: 3
    Periodically
    This course explores the theoretical and empirical approaches to the study of the human symbol use.  Students examine how human beings use language to produce meaning and order in and through social interaction.  Class research tasks include taking field notes, interviewing, recording and transcribing conversations, and repeated listening in order to study and find out how people make sense of the situations they encounter in everyday life.   

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

  • RHET 260 - Advanced Seminar in Speech Communication and Rhetorical Studies


    Semester Hours: 3
    Periodically
    Presentation of an advanced topic that reflects broad understanding of communication theory and modes of analysis with relevance to the discipline. Through joint readings and individual research, students develop projects and papers relevant to the theme of the course. Topics vary from semester to semester.

    Prerequisite(s)/Course Notes:
    May be repeated for credit when topics vary.
  

  • RHET 281 - Political Communication


    Semester Hours: 3
    Once a Year
    This course provides a survey of theories and findings regarding the role of communication in the political process. It examines candidate rhetoric, message reception via various channels, message effects, public communication, new media, citizen participation and considers each from the perspective of the democratic ethic.

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

  • RHET 282 - Sports, Media and Society


    Semester Hours: 3
    Once a Year                                      
    This course explores the rhetorical, social, and cultural aspects of sports in contemporary American society, focusing on the functions and critical analysis of sport as a social institution.  Readings and activities will explore critically how power, gender, race and ethnicity, and other issues are played out in sports in popular culture.  May not be offered on a Pass/Fail basis.



  
  

Russian (RUS)
  
  
  
  
  
  

School of Education (SOE)
  

  • SOE 001A - Fire and Arson Prevention Seminar


    Semester Hours: No credit
    Fall, January, Spring, Summer
    This course meets the statutory requirements included in subdivision 52.21(b) of the Commissioner’s Regulations required for teacher preparation programs. It is developed for teachers, pupil services personnel and administrators to provide students with the knowledge and tools necessary to meet current fire and life safety education requirements. It will prepare students to deal with a wide array of health and safety issues that affect children. This seminar details associated safety problems, identifies applicable school regulations, acquaints the professional with various educational approaches and available resources.

    Prerequisite(s)/Course Notes:
    Distance learning format. Open only to current Hofstra University undergraduate and graduate students. P/F only.
  

  • SOE 002A - Identification of Child Abuse and Maltreatment


    Semester Hours: No credit
    Fall, January, Spring, Summer
    This course meets the statutory requirements included in Part 52.21 of the Commissioner’s Regulations governing teacher preparation programs. The program shall provide study that will permit candidates to obtain the knowledge, skills, and means for identifying and reporting suspected child abuse and maltreatment in accordance with the requirements of Section 3004 of the Education Law. The seminar is developed for teachers, pupil service personnel and administrators to provide students with the knowledge and tools necessary to identify maltreatment in children. This two hours of prescribed course of study for individuals applying for certification includes information regarding the physical and behavioral indicators of child abuse and maltreatment and the statutory reporting requirements set out by the Commissioner, including how a report must be made, what other legal actions the reporter is mandated or authorized to take, the legal protections offered reporters and the consequences for failing to report.

    Prerequisite(s)/Course Notes:
    Distance learning format. Open only to current Hofstra undergraduate or graduate students. P/F grade only.
  

  • SOE 003A - Safe Schools Against Violence in Education (SAVE)


    Semester Hours: No credit
    Fall, January, Spring, Summer
    This course meets the statutory requirements included in Part 52.21 of the Commissioner’s Regulations governing teacher preparation programs. It is composed of at least two clock hours of course work that includes study in the warning signs within a developmental and social context that relates to violence and other troubling behaviors in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior.

    Prerequisite(s)/Course Notes:
    Distance learning format. Open only to current Hofstra undergraduates or graduate students.
  

  • SOE 004A - Prevention of Alcohol, Tobacco and Drug Abuse (Substance Abuse)


    Semester Hours: No credit
    Fall, January, Spring, Summer
    The course shall provide study that will permit candidates to obtain the knowledge and skills and means for identifying substance abuse, in accordance with Education Law, section 804. The seminar is developed for teachers, pupil service personnel and administrators to provide students with the knowledge and tools necessary to identify substance abuse in children. The course provides instruction regarding alcohol, tobacco and other drugs so as to discourage the misuse and abuse of these substances and to promote attitudes and behaviors that enhance health, well-being and human dignity.

    Prerequisite(s)/Course Notes:
    Distance learning format. Open only to current Hofstra undergraduate or graduate students.
  

  • SOE 005A - Highway and School Safety/Prevention of Child Abduction


    Semester Hours: No credit
    Fall, Spring, Summer
    This two-hour course is designed to provide teachers, pupil personnel and educational leaders with the instructional tools needed to teach their students about highway safety and traffic regulations, including bicycle safety and the prevention of abduction of children. Successful completion of this course will meet the certification requirements in accordance with Education Law, sections 806 and 803-a.

    Prerequisite(s)/Course Notes:
    Distance learning format. Open only to current Hofstra undergraduate or graduate students.
  

  • SOE 006A - Training in Harassment, Bullying and Discrimination Prevention and Intervention as required under the Dignity for All Students Act (DASA)


    Semester Hours: No credit
    Fall, Spring, Summer
    This course work training is designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required for certification/licensure under the Dignity for All Students Act (The Dignity Act). This course will address the social patterns of harassment, bullying and discrimination, marginalization and micro aggressions, including, but not limited to, those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. Successful completion of this course will meet the certification requirements in section 14(5) of Chapter 102 of the Laws of 2012.
  

  • SOE 201 - Workshop: Research Writing/Library Literacy


    Semester Hours: .5
    Periodically
    Including the ability to access peer-reviewed, current information, and use appropriate documentation (APA format). This competency can be met by previously related course work with a minimum of B, published research or recommendation by the faculty adviser. Students who cannot document the competency will be required to take the departmental workshop before the completion of their first full year of study.

    Prerequisite(s)/Course Notes:
    This course carries no academic credit toward the M.H.A. degree.







  

  • SOE 202A - Workshop: Word Processing


    Semester Hours: .2
    Periodically
    Includes word processing.

    Prerequisite(s)/Course Notes:
    Students may be required to take any or all of the components of the competency depending upon the degree of proficiency determined by the examination or other means described above. The student will complete the workshop within the first year of matriculation unless otherwise determined by the student’s faculty adviser. This course carries no academic credit toward the M.H.A. degree.
  

  • SOE 202B - Workshop: Spreadsheets


    Semester Hours: .2
    Periodically
    Includes spreadsheets.


    Prerequisite(s)/Course Notes:
    Students may be required to take any or all of the components of the competency depending upon the degree of proficiency determined by the examination or other means described above. The student will complete the workshop within the first year of matriculation unless otherwise determined by the student’s faculty adviser. This course carries no academic credit toward the M.H.A. degree.
  

  • SOE 202C - Workshop: Internet/PowerPoint


    Semester Hours: .2
    Periodically
    Includes accessing the Internet/ WWW; and PowerPoint.


    Prerequisite(s)/Course Notes:
    Students may be required to take any or all of the components of the competency depending upon the degree of proficiency determined by the examination or other means described above. The student will complete the workshop within the first year of matriculation unless otherwise determined by the student’s faculty adviser. This course carries no academic credit toward the M.H.A. degree.
  

  • SOE 203 - Basic Understanding of Medical Terminology Workshop


    Semester Hours: No credit
    Periodically
    Note: determined at the time of admission after evaluation of the students previous academic and professional experiences in health care. Students who lack proficiency will be required to successfully complete a medical terminology workshop provided by the program before the completion of the first full year of matriculation or an alternative.




Secondary Education (SED)
  

  • SED 200 - Information Technology for Teachers


    Semester Hours: 1
    Fall, Spring, Summer
    This course introduces prospective teachers to the applications of information technology in school settings. Focuses on methods for facilitating student learning, communications, problem solving, research, and information retrieval via computer technologies. Hands-on experiences with computer hardware, software, and electronic imaging technologies are provided. Prospective teachers begin the design and initial development of their professional electronic portfolios which continue to evolve throughout their M.S. in Education program.
     



  

  • SED 200M - Integrating Technology in Music Education


    Semester Hours: 1
    Annually
    Development of basic music computer skills and professional portfolio. Will include: sequencer software and its application to creative student assignments, the operation and educational application of one-piece music workstations, fundamentals of computer-assisted compositions and music printing techniques, fundamentals of synthesizer programming, and identification of available Web resources for music and music education. Emphasis is placed on the compatibility and efficiency of various devices and basic lab set-ups, the use and evaluation of software and teaching aids, and the application of this knowledge to teaching at different age levels. Both Apple Macintosh and IBM computer formats are addressed. Final projects require students to demonstrate their understanding of course content through the development of a personal portfolio.

    Prerequisite(s)/Course Notes:
    There is a materials fee of $10.
  

  • SED 201 - Reflective Practice and Classroom Analysis


    Semester Hours: 3
    Fall, Spring
    The implications of reflective practice and classroom analysis for understanding teaching practice and pedagogical approaches, promoting literacy in content areas, and addressing the needs of diverse learners. Student teachers explore ways to analyze their work as teachers including formal analytical techniques, teambuilding dialogues, journaling portfolio, e-mail networking, and audio and video analysis. Integrates topics from prior education classes including educational technology, special education and literacy. Creation of an electronic portfolio as a culminating activity in the secondary program is required.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 217  or 218 .
  

  • SED 205 - Perspectives on Educational Practice


    Semester Hours: 3
    Fall, Spring, Summer
    This is the introductory course to the M.S. in Education programs in secondary education and special subjects. It emphasizes the connections and interdependence of teaching practice with social, cultural, philosophical and historical influence. The course examines the impact of school organization, politics, and school laws on teachers and teaching practice. Topics include multicultural, inclusion, gender and literacy issues; funding, school choice, charter schools, the middle school philosophy; and the development of curriculum and pedagogies appropriate for inner city, suburban, private and public schools.
  

  • SED 206 - The Effective Career and Technical 21st Century Educator


    Semester Hours: 3
    Fall, Spring
    The need and urgency of succeeding in the 21st century has been clearly defined in current educational research. Career and technical educators must plan and deliver integrated instruction and assessment for student mastery in order to meet the challenge. Instruction must correct core competencies with real-world applications that provide opportunities for students to think critically, communicate clearly, and work collaboratively. Application to specific career and technical education curriculum areas will be emphasized.

    Prerequisite(s)/Course Notes:
    Same as SED 201 . Credit for this course or SED 201 , not both.
  

  • SED 207 - The Dynamics of Curriculum Change


    Semester Hours: 3
    Periodically
    The implementation of curricular change through adaptation in subject matter, methodology, materials and facilities. The planning of change, models of the change process, generalizations developed in the research traditions in innovation, the diffusion process in education, status of adaptation and rejection of education innovations, organizing and implementing curricular change.

    Prerequisite(s)/Course Notes:
     Same as ELED 207 .
  

  • SED 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 and 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:
     Same as CT 208 .
  

  • SED 209 - Professional Studies for Teachers in the Secondary Schools


    Semester Hours: 3
    Periodically
    Designed to supplement the knowledge and skills preservice teachers receive in their courses. Some of the curriculum is designed to meet the individual professional problems of the student teacher. The remainder of the course treats contemporary problems such as problems in teaching mainstreamed youngsters in a regular class. Persistent problems of the profession that are learned better in the field are included: for example, the teacher in the sociocultural environment of the school, and the teacher and professional associations.

    Prerequisite(s)/Course Notes:
    Corequisite: SED 217 .
  

  • SED 211 - Work-Based Learning Program: Organization and Structure


    Semester Hours: 3
    Spring
    This course is designed to enable educators to develop competencies essential for service as a coordinator of work-based learning programs. The course addresses those aspects of work-based learning education necessary for establishment of programs for approval by the State Education Department. This is one of two courses in the program  for certification of coordinators of work-based learning programs. The emphasis is on competencies essential in organizing various work-based learning programs.
  

  • SED 212 - Work-Based Learning Program: Operation and Supervision


    Semester Hours: 3
    Fall
    This course is designed to enable educators to successfully master the knowledge of the principles and practices of operating and supervising a Work Based Learning program. This is one of two courses in the program  for certification of coordinators of work-based learning programs. The emphasis is on competencies essential in organizing various work-based learning programs.
  

  • SED 213 - Adolescent Development and Learning


    Semester Hours: 3
    Fall, Spring, Summer
    This course concerns theory and research in adolescent development with emphasis on physical, cognitive, affective, and social changes that influence adolescents’ experiences and achievement in school. There is extensive application of this work to curriculum, instruction and assessment in secondary schools. Course is intended primarily for students seeking initial certification in secondary education.
  

  • SED 217 - Student Teaching


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching in cooperating schools with direction and supervision from University supervisors. Students have two placements during the semester: one on the middle school/junior high school level (7-9) and one on the senior high school level (10-12). During the student teaching experience, prospective teachers gradually assume greater responsibility for organizing the teaching classes. Attendance at weekly seminars is required. These seminars are designed to help locate, analyze and solve immediate problems in student teaching experience and to address issues of inclusion and diversity in the classroom. Students’ professional electronic portfolios must be completed during these seminars and presented as a graduation requirement. Student teachers review standards, teaching methods, curricula, technology and assessment in their subject area, and reflect on their classroom experiences. 

    Prerequisite(s)/Course Notes:
    SED 205 , 264 , 213 ; LYST 209 , 215A , or 217A ; SPED 201  or 264 ; and special SED methods course(s) in the content area of certification. 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.
  

  • SED 218 - Supervised Teaching


    Semester Hours: 6
    Fall, Spring
    Directed teaching service in the junior and/or senior high school for graduate students in the preservice program who have not student taught and who are currently teaching in a registered secondary school in New York State. The student must obtain permission from the employing school for the supervisory observations by the University staff. Attendance at weekly seminars is required. These seminars are designed to help locate, analyze and solve immediate problems in the student teaching experience and to address issues of inclusion and diversity in the classroom. Student teachers review standards, teaching methods, curricula, technology and assessment in their subject area, and reflect on their classroom experiences. In addition, special State-mandated seminars address issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention, and safety education.

    Prerequisite(s)/Course Notes:
    SED 205 , 264 , 213 ; LYST 209 , 215A , or 217A ; SPED 201  or 264 ; and special methods course(s). Corequisite: SED 201 . 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.
  
  

  • SED 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; the culture of middle-level schools; sociocultural influences on middle-level schooling and students; developmental aspects of young adolescents and their needs for personalization and community; restructuring, block scheduling, teaming concepts and instructional delivery through teaming; advisories; gender, diversity and bullying issues; social and emotional learning (SEL) and service learning; parent involvement; and health and safety.

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

  • SED 223 - Supervised Teaching With Typical, Physically Handicapped, Learning Disabled and Emotionally Disturbed Students


    Semester Hours: 9

    Fall, Spring
    For matriculated graduate students seeking teacher certification with an extension to include teaching students with physical handicaps, learning disabilities and/or emotional disturbance. Students are periodically visited in a regular junior and/or senior high school and in a special education setting. Weekly seminars are devoted to analysis of teacher’s activities, experiences and case studies. Evaluation of teaching effectiveness will be examined.

    Prerequisite(s)/Course Notes:
    SPED 245  in the area of the physically handicapped and learning disabled; in the area of the emotionally disturbed, SPED 242  and 245 . SED 205 , 213 , 264  and appropriate methods course(s); a cumulative grade point average of 2.85 or better in field in which certification is sought. Admission by application and permission. Same as SPED 223A -223B . (Formerly Supervised Teaching With Normal, Physically Handicapped, Learning Disabled and Emotionally Disturbed Students.)

     
  
  

  • SED 226A - Curriculum and Instruction in Art for Elementary Schools


    Semester Hours: 3
    Spring
    Advanced course for experienced teachers concerned with the critical examination of projected or recently introduced programs in the subject field, the implications for teaching the subject of recent developments in curricular theory, and the application of curricular theory to developing supplemental curricular materials and approach.

    Prerequisite(s)/Course Notes:
    Designed for M.A. candidates and those possessing New York state certification at the secondary level.
  

  • SED 226B - Curriculum and Instruction in Art for Secondary Schools


    Semester Hours: 3
    Spring
    Advanced course for experienced teachers concerned with the critical examination of projected or recently introduced programs in the subject field, the implications for teaching the subject of recent developments in curricular theory, and the application of curricular theory to developing supplemental curricular materials and approach.

    Prerequisite(s)/Course Notes:
    Designed for M.A. candidates and those possessing New York state certification at the secondary level.
  

  • SED 227A - Curriculum Design and Instruction in Music (PreK-12)


    Semester Hours: 3
    Fall
    Examines prevailing concepts of curriculum design and the assumptions underlying these different orientations with respect to curriculum purpose, method, organization, and evaluation. Focuses on the development and assessment of creative music strategies through active participation. Students are engaged in musical improvisation, composition, performance and listening as well as in the development of authentic assessment strategies for use with students in their classrooms. The curriculum will integrate and make connections to language arts, science, social studies, geography and other academic subjects.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee.
  

  • SED 227B - Curriculum and Instruction in Music for Secondary Schools


    Semester Hours: 3
    Spring
    Advanced course for experienced teachers concerned with the critical examination of projected or recently introduced programs in the subject field, the implications for teaching the subject of recent developments in curricular theory, and the application of curricular theory to developing supplemental curricular materials and approach.

    Prerequisite(s)/Course Notes:
    Designed for M.A. candidates and those possessing New York state certification at the secondary level.
  

  • SED 228 - Languages Other Than English (LOTE) Teaching Skills in Practice


    Semester Hours: 3
    Fall, Spring
    This is a discipline-based practicum experience for students seeking initial secondary certification in Arabic, Chinese, Mandarin, French, German, Italian, Russian or Spanish. Putting into practice methodological theories and integrating multimedia technology, the course explores backward design, student learning outcomes and curriculum development, the alignment of common core state standards with the American Council on the Teaching of Foreign Languages Standards, Teacher Performance Assessment, and Annual Professional Performance Review (APPR).

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

  • SED 229 - Individualizing Instruction


    Semester Hours: 3
    Periodically
    Students create individualized programs in their own and related certification areas, developing alternative modes of (1) organizing curriculum, (2) teaching, and (3) evaluation. Emphasis is placed on matching educational programs to students’ learning styles and on effective methods of implementation within local settings.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee. (Formerly Curriculum and Instruction in Music for Elementary Schools.)
  

  • SED 230 - Exploring Curriculum in Family and Consumer Sciences


    Semester Hours: 3

    Fall
    Students examine curriculum process and develop their own curriculum for family and consumer sciences appropriate for diverse learners. Consideration is given to New York state and national learning standards. The course focuses on effective instructional strategies to deliver and plan instruction for a variety of classroom environments, including laboratory, classroom, lecture and demonstration.

    Prerequisite(s)/Course Notes:
    SED 200 ; 213 . May not be taken on a Pass/Fail basis.

     
  
  
  

  • SED 233 - Curriculum and Instruction in Foreign Languages


    Semester Hours: 3
    Fall, Spring
    This course is designed to introduce students to recent learning theories, curricular reforms, and technological resources for the teaching of languages other than English. This course is grounded in the ACTFL underpinning pedagogies; and its goal is to familiarize students with the New York state curriculum, instruction, and assessment standards in this field.
  

  • SED 234 - Curriculum and Instruction in Mathematics


    Semester Hours: 3

    Spring

    This is the second of a two-course sequence (with SED 292) designed to focus on curriculum and instructional models for teaching mathematics through inquiry, problem-solving, and interdisciplinary methodologies. Mathematics curricula (7-12), curriculum standards, learning environments, alternative assessments, instructional planning, and literacy skills specific to the mathematics curriculum are considered. Common themes in mathematics, science, and technology are discussed. Incorporating information technology and other technologies into the secondary mathematics curriculum is a primary consideration. The goal is for teachers to be able to create learning environments that will help all students know and appreciate mathematics as a tool for problem solving and for gaining a better understanding of their world.
  

  • SED 235 - Curriculum and Instruction in Science


    Semester Hours: 3
    Spring
    This course examines science curricula (grades 7-12) and strategies for promoting conceptual development, inquiry learning, technology, and social justice for all students. Exploration of the complex nature of the physical and natural worlds, applications of technology, learning standards, and the development of literacy skills specific to the science curriculum are considered. Thematic, interdisciplinary, inquiry-based activities and projects serve to link teaching practice with the New York State Learning Standards for Mathematics, Science, and Technology.
  

  • SED 236 - Curriculum and Instruction in Social Studies


    Semester Hours: 3
    Spring
    Advanced course for experienced social studies teachers concerned with the critical examination and development of standards-based social studies curriculum and assessment, recent developments in social studies and curricular theory, and implications for classroom teachers.

    Prerequisite(s)/Course Notes:
    Required for social studies students in the Master of Arts program. An elective, with advisement, for social studies students in the Master of Science in Education program.
 

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