Sep 27, 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.
 

Secondary Education (SED)
  

  • SED 238 - Curriculum and Instruction in Business and Information Systems


    Semester Hours: 3
    Spring
    Students examine curriculum processes and develop their own curriculum for business/information systems appropriate for diverse learners in grades 7-12. Consideration is given to local, national, and global business environments and the multimedia communication skills necessary. Focuses on interrelations among business economies; language, literacy, and effective communication; information technology; law and society.

    Prerequisite(s)/Course Notes:
    SED 200 , 213 .



  

  • SED 239 - Pedagogical Approaches to Art History


    Semester Hours: 3
    Spring
    This course examines varied approaches to teaching art history to students on the elementary- and secondary -school levels. Students will: (a) study diverse approaches to teach art history, demonstrating approaches that reflect individual differences in cognition and perception; (b) create lessons that teach both art history and provide a personally meaningful and transformative art making experience; and (c) demonstrate an understanding of art movements and

    Prerequisite(s)/Course Notes:
    Completion of art history requirement. Same as CT 233 . May not be taken on a Pass/Fail basis. (Formerly Dynamic Approaches to K-12 Art History and Aesthetics.)
  
  

  • SED 241 - Patterns of Curriculum


    Semester Hours: 3
    Periodically
    A study of contrasting conceptions of curricular structures, theories, principles of curricular design and processes of curricular evaluation. Recurring problematic themes and issues in general curriculum as a field of educational thought and practice. Designed for both nonsecondary and secondary teachers, master’s and post-master’s educational specialists.
  

  • SED 242 - Global History in the Curriculum


    Semester Hours: 3
    Fall, Spring, Summer
    Examination of global history curricula in New York State including content knowledge, conceptual understandings, and strategies for promoting the acquisition of academic, technological and social skills and enhanced literacy in inclusive classrooms. Exploration of the complex multicultural global nature of human experience using a thematic, interdisciplinary, inquiry-based activity and project approach that integrates New York state and national world history, geography, anthropology, government and citizenship, sociology and economic standards.
  

  • SED 249 - Career Education Workshop


    Semester Hours: 3
    Periodically
    Interdisciplinary study designed to provide both a theoretical understanding and practical application of several major career education emphases, namely: (1) self-image, self-awareness, self-concept; (2) values clarification and decision making; (3) career awareness; (4) career information; (5) career choice and guidance; and (6) career training. 

    Prerequisite(s)/Course Notes:
     Same as FDED 249 .
  
  
  
  
  

  • SED 255 - Experiences in Urban Secondary Education


    Semester Hours: 3
    Once a Year
    This is an observation, participation, and teaching project. A team of secondary education students and a Hofstra University faculty member work in an urban multiethnic, interracial urban school setting. Students examine issues in urban education and the rewards, possibilities and problems of working in an urban school.
  

  • SED 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 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 practical means to implement it in their classrooms. Curriculum materials and teaching strategies relating to the newspaper are employed.

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

  • SED 257 - Instrumental Conducting: Techniques and Methodology


    Semester Hours: 3
    Summer
    This course offers an opportunity for those trained in any conducting method to explore basic and advanced conducting techniques through group and individual training and technical exercises using the “Proactive Conducting Method.” This method is designed to provide greater control while achieving extremely musical results.
  

  • SED 258 - Advanced Conducting and Rehearsal Techniques


    Semester Hours: 3
    Summer
    This course offers an opportunity to explore, through class study and the use of a laboratory wind ensemble, advanced conducting techniques, gestures, nuances, score study and rehearsal techniques toward the goal of emulating sound in motion. Each day, every participant conducts a college-level wind band which serves as the laboratory ensemble for the course.
  
  

  • SED 264 - General Methods of Teaching


    Semester Hours: 3
    Fall, Spring
    This is an analysis and synthesis of the multidimensional role of the secondary school teacher, with a focus on analysis, reflection and decision making as related to the teacher’s role. Topics include creating favorable learning environments, planning at various levels, selecting and employing various teaching and learning methods, working effectively with students from diverse populations, and evaluation. Twenty hours of classroom observations and participation in a secondary school are required.
  
  

  • SED 267A - Teaching English to Adolescent and Adult Speakers of Other Languages


    Semester Hours: 3
    Fall, Spring
    Theories and practices, methods and materials related to the teaching of English as a second language. Models, curricula and instructional strategies for integrating language and content in the second language classroom. The course is intended for the students who do not pursue New York state certification; it does not involve fieldwork.



  

  • SED 270 - Current Issues and Trends in English Education


    Semester Hours: 3
    Periodically
    Designed to encourage dialogue, problem-posing and demonstration in the pedagogy of English education. Students are invited to bring practical, philosophical, political and theoretical concerns to this course. Each week, students are responsible for reading assignments, leading informal discussions about the reading and making brief presentations.
  

  • SED 271 - Intersections of History and Geography


    Semester Hours: 3
    Periodically
    This course examines the intersection of history and geography while exploring different ideas about cultural diversity, multiculturalism, and globalism and their implications for social studies curriculum. Students establish critical concepts and use them to analyze the impact of geography, history, and culture on Western and non-Western societies. Indigenous world literature is used to examine cultural and geographical diversity. The course supports the ability of social studies teachers to integrate essential questions, themes, and conceptual understandings into a chronologically organized curriculum. The chronological course divides world history into seven eras sandwiched between an introduction to global history and a unit that focuses on global connections. The chronological divisions are the ancient world: civilizations and religions (4000 BCE-AD 500); expanding zones of exchange and encounter (500-1200); global interactions (1200-1650); the first global age (1450-1770); an age of revolutions (1750-1914); a half century of crisis and achievement (1900-1945); and the 20th century since 1945.
     
  

  • SED 272 - Introduction to Standards-Based Assessment in Secondary Mathematics


    Semester Hours: 3
    Fall, Summer
    This course focuses on the impacts of standards-based assessment on the teaching and learning of secondary mathematics, grades 7-12. The structure, design, and content of the New York State Regents Examinations in secondary mathematics, as well as other standards-based assessment instruments, are examined. As students explore methods for enhancing student learning, teaching, and test performance on these examinations, they explore methodologies for creating their own formative and summative mathematics assessments based on national and local mathematics standards. 



  
  

  • SED 274 - Teaching About Race, Class, and Ethnicity in the United States


    Semester Hours: 3
    Periodically
    This class is an intensive, interdisciplinary examination of race, ethnicity, and class relations in the United States in the past and present and the implications for curriculum development. It explores the political and economic ramifications of race, ethnic, and class definitions and divisions on individuals, groups and the overall society and ways to present them and promote student dialogue and research in secondary school classrooms. In “One Drop of Blood: the American Misadventure of Race,” Scott L. Malcomson asks why a nation supposedly “dedicated to freedom and universal ideals produces, through its obsession with race, an unhappily divided people.” This class examines the work of a number of social scientists, historians, and educators in an effort to answer the question. Students bring their own experiences and a discussion of local conditions on Long Island to the table.
     
  

  • SED 275 - The Cooperating Teacher in the Teacher-Training Program


    Semester Hours: 3
    Periodically
    A course designed to increase the understanding and enhance the effectiveness of those serving or desiring to serve as cooperating teachers for secondary-level student teachers. Treats issues of cooperative development of student teacher talents and the role of the practitioner in the advancement of the teaching profession.

    Prerequisite(s)/Course Notes:
    Provisional certification in a secondary subject and two years teaching experience or permission of instructor.
  
  

  • SED 277 - Drawing for Teachers


    Semester Hours: 3
    Spring
    This is a college level drawing class for education students who want to develop their drawing skills and participate in drawing, critique and assessment approaches that provide examples of practice that model pedagogical theory introduced in art education courses. Students will study drawing materials and drawing approaches that include contour, gesture, modeled and memory. Throughout the course, a careful study of old and modern master drawings will inform a broad range of expressive possibilities and exemplify techniques examined.  Students will study different approaches to organizing the elements of a drawing in order to achieve a unified structure.



    Prerequisite(s)/Course Notes:
    This course may not be taken on a Pass/Fail basis. There is a $10 materials fee.





  

  • SED 278 - Integrating Math, Science, and Technology in the Secondary Curriculum


    Semester Hours: 3
    Spring
    This course is designed for secondary teachers of mathematics, science, and/or technology (MST, grades 7-12). It focuses on curriculum connections of the three disciplines. A contextual approach to learning is modeled as students engage in a series of problem-based activities involving mathematical exploration, scientific inquiry and engineering technology. A primary consideration is the use of mathematics for clarifying and elucidating scientific and technological phenomena. For this purpose, a variety of exemplary instructional units will be examined. As a culminating project, students will create and present their own MST unit plans, focusing on the interconnectedness of the disciplines. Twenty-first century information technologies will support learning activities throughout the course. 

    Prerequisite(s)/Course Notes:
    Competency in secondary mathematics and science content.
  

  • SED 280-289 A-Z - Special Topics


    Semester Hours: 1-3 ea
    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 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:
    Permission of secondary education faculty. (Formerly Advanced Workshops.)
  

  • SED 290 - Instructional Patterns for English


    Semester Hours: 3
    Fall
    Examination of Language Arts and English education including goals, state and national standards, scope and sequence in the New York State, middle school/secondary school curricula, teaching strategies and methods, especially promotion of student literacy and inclusive practices, classroom environments, problems and issues, and the assessment of teaching practice and student learning.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 290L . May not be taken on a Pass/Fail basis.
  

  • SED 290L - Internship in Secondary English


    Semester Hours: 1
    Fall
    This internship course provides prospective English teachers with 50 hours of supervised clinical practice in secondary English classrooms. This course provides opportunities for observation, participation and initial practice teaching in public schools. It links supervised clinical fieldwork in English classrooms with the content of SED 290 , which focuses on methodologies, assessments, materials, and technologies for teaching secondary English (grades 7-12).

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 290 . Pass/Fail grade only.
  

  • SED 291 - Instructional Patterns for Foreign Languages


    Semester Hours: 3
    Fall, Spring
    This course concerns the teaching and learning of languages other than English (LOTE). It focuses on the study of instructional aims, teaching methods, materials, classroom organizational strategies, classroom environment, and student assessment. The course is designed to apply practically the theoretical bases of language teaching and learning processes to the classroom environment.

    Prerequisite(s)/Course Notes:
    SED 205 , 213  and 264 . Corequisite: SED 291L .
  

  • SED 291L - Internship in Secondary World-Language Education


    Semester Hours: 1
    Fall, Spring
    This internship course provides prospective world-language teachers with 50 hours of supervised clinical practice in secondary world-language classrooms. This course provides opportunities for observation, participation and initial practice teaching in public schools. It links supervised clinical field work in world-language classrooms with the content of SED 291, which focuses on methodologies, assessments, materials, and technologies for teaching secondary world-language (grades 7-12).

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Corequisite: SED 291 .
  

  • SED 292 - Instructional Patterns for Mathematics


    Semester Hours: 3
    Fall
    This course focuses on the study of instructional strategies, mathematics curricula (grades 7-12), materials/technology, planning, classroom organization, learning environment, and the assessment of student learning. Electronic technologies and multiple strategies for engaging students in the discovery and application of mathematical principles are explored. Modes of instruction for promoting reading, writing, and communication skills in mathematics are addressed.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 292L . May not be taken on a Pass/Fail basis.
  

  • SED 292L - Internship in Secondary Mathematics


    Semester Hours: 1
    Fall
    This course providesprospective mathematics teachers with 50 hours of supervised clinical practice in secondary mathematics classrooms. This course provides opportunities for observation, participation and initial practice teaching in public schools. It links supervised clinical field work in mathematics classrooms with the content of SED 292, which focuses on methodologies, assessments, materials, and technologies for teaching secondary mathematics (grades 7-12).

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 292 . Pass/Fail grade only.
  

  • SED 293 - Instructional Patterns for Science


    Semester Hours: 3
    Fall
    This course focuses on the study of instructional strategies, science curricula (grades 1-12), materials/technology, planning, classroom organization, learning environment, and the assessment of student learning. Electronic technologies and multiple strategies for engaging students in the discovery and application of scientific principles are explored. Modes of instruction for promoting reading, writing, and communication skills in science are addressed.

    Prerequisite(s)/Course Notes:
    Must be taken concurrently with SED 293L . May not be taken on a Pass/Fail basis.
  

  • SED 293L - Internship in Secondary Science


    Semester Hours: 1
    Fall
    This internship course provides prospecitve science teachers with 50 hours of supervised clinical practice in secondary science classrooms. This course provides opportunities for observation, participation and initial practice teaching in public schools. It links supervised clinical field work in science classrooms with the content of SED 293, which focuses on methodologies, assessments, materials, and technologies for teaching secondary science (grades 7-12).

    Prerequisite(s)/Course Notes:
    Corequisite: SED 293 . Pass/Fail grade only.
  

  • SED 294 - Instructional Patterns for Social Studies


    Semester Hours: 3
    Fall
    This course focuses on the study of instructional strategies, mathematics curricula (grades 1-12), materials/technology, planning, classroom organization, learning environment, and the assessment of student learning. Electronic technologies and multiple strategies for engaging students in the discovery and application of mathematical principles are explored. Modes of instruction for promoting reading, writing, and communication skills in mathematics are addressed.

    Prerequisite(s)/Course Notes:
    Corequisite SED 294L . May not be taken on a Pass/Fail basis. 
  

  • SED 294L - Internship in Secondary Social Studies


    Semester Hours: 1
    Fall
    This internship course provides prospective social studies teachers with 50 hours of supervised clinical practice in secondary social studies classrooms. This course provides opportunities for observation, participation and initial practice teaching in public schools. It links supervised clinical field work in social studies classrooms with the content of SED 294, which focuses on methodologies, assessments, materials, and technologies for teaching secondary social studies (grades 7-12).

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Corequisite: SED 294 .
  

  • SED 295 - Instructional Patterns for Family and Consumer Sciences


    Semester Hours: 3
    Fall
    This course prepares graduate students to become successful family and consumer sciences teachers through an intensive focus on developing effective pedagogy and instructional approaches for students in all learning levels in all grades. Effective planning and instructional strategies are the basis for educational excellence. Students in this course will gain knowledge and experience in lesson design and implementation in order to provide for family and consumer sciences instruction that maximizes student achievement. Units of study include instructional planning with knowledge of the NYS Standards and CTE Program Certification, effective strategies, assessment, and resources. Students will present lessons to demonstrate mastery of the concepts.

    Prerequisite(s)/Course Notes:
    Prerequisites: SED 200 , 213 , 264 . Course may not be taken on a Pass/Fail basis. (Formerly 296E.)
  

  • SED 295L - Supervised Internship in Family and Consumer Sciences


    Semester Hours: 1
    Fall
    This course provides prospective family and consumer sciences education teachers with 50 hours of supervised clinical practice in secondary business education classrooms. This course provides opportunities for observation, participation, and initial practice teaching in public schools. It links supervised clinical field work and reflection in business education classrooms with the content of SED 295, which focuses on methodologies, assessments, materials, and technologies for teaching family and consumer sciences.

    Prerequisite(s)/Course Notes:
    Corequisite: SED 295 . Pass/Fail grade only.



  

  • SED 296 - Instructional Patterns for Business and Information Systems


    Semester Hours: 3
    Fall
    This course assists students in becoming successful teachers of business and information systems. Topics include planning for differentiated instruction, teaching with various strategies and implementations, evaluating students through varied assessments, choosing effective instructional resources, and applying emerging technologies in the classroom. Communication, analysis, and transmission of business-related information in a variety of formats are emphasized. Fifty (50) clock hours of observation/participation in area schools is required.

    Prerequisite(s)/Course Notes:
    Prerequsites: SED 200 , 213 . CorequisiteL: SED 296L . May not be taken on a Pass/Fail basis.
  

  • SED 296L - Internship in Business Education


    Semester Hours: 1
    Fall
    This course provides prospective business education teachers with 50 hours of supervised clinical practice in secondary business education classrooms. This course provides opportunities for observation, participation, and initial practice teaching in public schools. It links supervised clinical field work and reflection in business education classrooms with the content of SED 296, which focuses on methodologies, assessments, materials, and technologies for teaching business education.

    Prerequisite(s)/Course Notes:
    Corequisite: SED 296 . Pass/Fail grade only.



  

  • SED 297 - Instructional Patterns for Art History and the Arts


    Semester Hours: 3
    Fall
    Study of the specialized curricula, aims, teaching strategies, methods, materials, planning, classroom organizational strategies, classroom environment, and the monitoring and assessing of student learning in one’s subject area. Emphasis on developing well informed, critical thinking, reflective, decision making professionals. The teaching of one’s subject is studied within the context of working effectively with diverse students. Classroom observations and participation in a secondary school are required: times and sites will be arranged.

    Prerequisite(s)/Course Notes:
    SED 205 , 213 , 264 , MUS 107 (299B), MUS 30 (299B). Open only to M.S. in Ed. Students.
  

  • SED 298A - Instructional Patterns for Art in Elementary Schools


    Semester Hours: 3
    Fall
    Study of the specialized curricula, aims, teaching strategies, methods, materials, planning, classroom organizational strategies, classroom environment, and the monitoring and assessing of student learning in one’s subject area. Emphasis on developing well informed, critical thinking, reflective, decision making professionals. The teaching of one’s subject is studied within the context of working effectively with diverse students. Classroom observations and participation in a secondary school are required: times and sites will be arranged.

    Prerequisite(s)/Course Notes:
    SED 205 , 213 , 264 , MUS 107 (299B), MUS 30 (299B). Open only to M.S. in Ed. Students. Require a materials fee of $10.
  

  • SED 298B - Instructional Patterns for Art in Secondary Schools


    Semester Hours: 3

    Spring
    Study of the specialized curricula, aims, teaching strategies, methods, materials, planning, classroom organizational strategies, classroom environment, and the monitoring and assessing of student learning in one’s subject area. Emphasis on developing well informed, critical thinking, reflective, decision making professionals. The teaching of one’s subject is studied within the context of working effectively with diverse students. Classroom observations and participation in a secondary school are required: times and sites will be arranged.

    Prerequisite(s)/Course Notes:
    SED 205 , 213 , 264 , MUS 107 (299B), MUS 30 (299B). Open only to M.S. in Ed. Students. Require a materials fee of $10.

     
  

  • SED 299A - Instructional Patterns for Vocal Music in Elementary and Secondary Schools


    Semester Hours: 3
    Fall
    Study of the specialized curricula, aims, teaching strategies, methods, materials, planning, classroom organizational strategies, classroom environment, and the monitoring and assessing of student learning in one’s subject area. Emphasis on developing well informed, critical thinking, reflective, decision making professionals. The teaching of one’s subject is studied within the context of working effectively with diverse students. Classroom observations and participation in a secondary school are required: times and sites will be arranged.

    Prerequisite(s)/Course Notes:
    SED 205 , 213 , 264 , MUS 107 (299B), MUS 30 (299B). Open only to M.S. in Ed. Students. Require a materials fee of $10.
  

  • SED 299B - Instructional Patterns for lnstrumental Music in Elementary and Secondary Schools


    Semester Hours: 3
    Spring
    Study of the specialized curricula, aims, teaching strategies, methods, materials, planning, classroom organizational strategies, classroom environment, and the monitoring and assessing of student learning in one’s subject area. Emphasis on developing well informed, critical thinking, reflective, decision making professionals. The teaching of one’s subject is studied within the context of working effectively with diverse students. Classroom observations and participation in a secondary school are required: times and sites will be arranged.

    Prerequisite(s)/Course Notes:
    SED 205 , 213 , 264 , MUS 107 (299B), MUS 30 (299B). Open only to M.S. in Ed. Students. Require a materials fee of $10.
  

  • SED 300A - Curriculum Project (Part I)


    Semester Hours: 1
    Fall, Spring, Summer
    This course serves an integrative and culminating function in the Master of Arts programs in secondary education, art education, music education, and wind conducting. 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 M.A. program (excluding SED 300B ). Pass/Fail grade only.
  

  • SED 300B - Curriculum Project (Part II)


    Semester Hours: 2
    Fall, January, Spring, Summer
    This course serves an integrative and culminating function in the Master of Arts programs in secondary education, art education, music education, and wind conducting. 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 SED 300A  and all other professional education courses in the M.A. program.
  
  
  

  • SED 303-309 A-Z - Special Topics


    Semester Hours: 1-3
    Periodically
    Advanced courses for experienced teachers, 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 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. Not applicable to the master of science in education or master of arts degrees.

    Prerequisite(s)/Course Notes:
    M.A. or M.S. in Ed. candidates must have approval of adviser. (Formerly Advanced Workshops.)

Sociology (SOC)
  

  • SOC 210 - Advance Studies in Sociology of Education


    Semester Hours: 3
    Once a Year
    Fundamental principles of sociology are applied to educational practice. Significance of sociology as an analytic tool for understanding the processes of education lies in its distinctive shift in emphasis from individual to group determinants of behavior. Concepts of organization, stratification, social control, socialization and social change are helpful for the investigating the group contexts in which children learn; implications are for innovative group practices which are most likely to encourage learning.
  
  
  

  • SOC 251 - Special Topics Seminar: Social Policy


    Semester Hours: 3
    Periodically
    Investigation of an advanced topic in the general area of social policy analysis. The focus will be on developing an understanding of a critical social issue and the formulation of relevant social policies. Students will be expected to work on  individual and group projects. Courses can be repeated when topic varies.

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

  • SOC 252 - Special Topics Seminar: Social Policy


    Semester Hours: 3
    Periodically
    Investigation of an advanced topic in the general area of social policy analysis. The focus will be on developing an understanding of a critical social issue and the formulation of relevant social policies. Students will be expected to work on  individual and group projects. Courses can be repeated when topic varies. 


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

  • SOC 272 - Youth, Social Policy, and the Criminal Justice System


    Semester Hours: 3
    Periodically
    Theoretical amd empirical analyses of the social forces that bring youth in contact with the juvenile justice system in the United States. Topics include: defining juvenile crime and deliquency; identifying structural and cultural sources of youth incarceration; assessing the effectiveness of alternative preventive and social control strategies; and analyzing the broader social consequences of incarceration. Students will conduct diagnostic and evaluative research on related topics.

    Prerequisite(s)/Course Notes:
    (Formerly Sociology of Juvenile Corrections.)





Spanish (SPAN)
  
  
  
  
  
  
  

  • SPAN 207 - Secret Lives: Nuns, Convents, Missions, and Saints in Colonial Spanish America


    Semester Hours: 3

    Periodically

    This course revisits the history, literature, and culture of colonial Latin America through the eyes of the Catholic Church and the clergy. Nuns and friars, convents and missions played a vital part in the cultural, social and economic conquest of the indigenous peoples of the Americas. Equally, they shaped the spiritual lives, rites and religious practices of their respective societies. The course adopts an interdisciplinary approach, drawing on gender studies and cultural studies; sources will encompass architecture, daily life, clothing, portraits, public and private letters, as well as canonical literary genres.
  
  
  
  

  • SPAN 217 - Writing and Violence: Testimonial Narratives and the Construction of Memory in Latin America


    Semester Hours: 3
    Periodically
    The course addresses testimonial narratives from the last thirty years in Latin America from a multidisciplinary perspective. Through these literary and historical accounts, writers, activists, and intellectuals—often the victims of human rights abuses themselves—have sought an alternative strategy for recording, and simultaneously defying, state violence. Humor, irony, and satire, all of which leave an indisputable imprint on these discourses, will be analyzed in depth. Finally, the course will assess the role of the media, in terms of their potential solidarity with the victims or, conversely, their complicity in censorship, propaganda and state terror.


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




  
  
  

  • SPAN 221 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies. 

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 221.)
  

  • SPAN 222 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies.

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 222.)
  

  • SPAN 223 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies. 

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 223.)
  

  • SPAN 224 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies. 

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 224.)
  

  • SPAN 225 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies. 

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 225.)
  

  • SPAN 226 A-Z - Major Authors and Literary Movements


    Semester Hours: 3
    Periodically
    Intensive study of an author, movement, or literary genre of Spain or Latin America. Topics to be announced. Authors may include Cervantes, Borges, Goytisolo, Marquez, et al. Periods and movements may include the Middle Ages, Golden Age Theater, the 19th-century novel, Modernismo and Postmodernismo and post-colonial studies.

    Prerequisite(s)/Course Notes:
    Course number can be repeated for credit with a different alphabetic designation. Specific titles and course descriptions for special topics courses are available in the online class schedule. (Formerly SPAN 226.)
  

  • SPAN 227 A-Z - Subliteratures: Genre Fiction in Spain


    Semester Hours: 3

    Periodically

    Critical look at different literary genres conventionally consider as minor genres: Detective and mystery novels; romance novels; historical novels; autobiography and memoirs; erotic novels. We will pay attention to the characteristics, themes and techniques of the different genres and will analyze their function in the novel.  We will also look closely at the role these genres play in the society of which they are a product.  

     

    Prerequisite(s)/Course Notes:
    Specific titles and course descriptions for special topics courses are available in the online class schedule.
  

  • SPAN 228 - The Rise of Castilian as the Imperial and Literary Language of Spain


    Semester Hours: 3
    Periodically
    This course focuses on the idea that the development of language is conditioned not only by its internal linguistic evolution but also by the political, historical and literary context. Thus students will study language from both an internal linguistic point of view and also from an external political, cultural and literary point of view. In this way, students will acquire a deep linguistic knowledge; they will also learn to combine this with other factors, often ignored when studying language, to achieve a better understanding of the topic. We will start by analyzing the most important linguistic features of Galician, Castilian, and Catalan, and how the speakers of these three languages became conscious of their own identities. Then we will study their linguistic, political, and literary relationship from the beginning of the Middle Ages to the 17th century.

    Prerequisite(s)/Course Notes:
     
  

  • SPAN 230 - Introduction to Spanish Linguistics


    Semester Hours: 3
    Periodically
    This course focuses on the basic principles of phonetics, phonology, morphology, syntax and dialectology of the Spanish language. Special attention will be paid to the position of Spanish in the United States from a sociolinguistic point of view. Concepts such as “Spanglish,” bilingualism, and language contact will be analyzed both synchronically and diachronically.

    Prerequisite(s)/Course Notes:
    Lectures and course work are in Spanish. May not be taken on a Pass/Fail basis.
  
  
  

  • SPAN 301 - Master’s Essay


    Semester Hours: 3
    Periodically
    In the course of their last semester candidates must write a master’s thesis of substantial research under the supervision of a graduate adviser and two readers. The thesis may be written in Spanish or English. If the English option is chosen the candidate must pass a language proficiency test, administered by the department, in his/her last semester of studies. 
  

  • SPAN 305 - Comprehensive Studies


    Semester Hours: 3
    Periodically
    Designed to analyze the movements of all Spanish and Spanish- American literature from its beginning to the 17th century. Each literary movement is studied in depth, after which an examination is given.

    Prerequisite(s)/Course Notes:
    21 s.h. of graduate work in Spanish and permission of the Graduate Program Director. This course may not be used to satisfy the basic 33 s.h. requirement for the M.A. in Spanish. No credit for a grade of less than B. This course will serve as part of the option for the comprehensive examination.
  

  • SPAN 306 - Comprehensive Studies


    Semester Hours: 3
    Periodically
    Designed to study all Spanish and Spanish-American literature from the 18th to the 20th century. Each literary movement is studied in depth, after which an examination is given.

    Prerequisite(s)/Course Notes:
    21 s.h. of graduate work in Spanish and permission of the Graduate Program Director. This course may not be used to satisfy the basic 33 s.h. requirement for the M.A. in Spanish. No credit for a grade of less than B. Both 305 and 306 must be taken in order to satisfy the option for the comprehensive examination.
  

  • SPAN 307 - Bilingual Doctoral Seminar


    Semester Hours: 3
    Spring
    An exploration of related research topics in bilingual/bicultural education. Development and design of specific research proposals, which will be submitted to the department’s bilingual faculty and graduate students as the first step in fulfillment of the doctoral course requirements intended for all doctoral candidates in Reading Bilingual/Bicultural programs.
  
  

Special Education (SPED)
  

  • SPED 200 - Administration and Supervision of Special Education


    Semester Hours: 3
    Periodically
    Study of the organizational patterns and administrative practices in educational programs for children and adolescents with disabilities. Attention is directed at procedures for development of community integration of programs, staff orientation and recruitment; supervision and development of instructional programs, guidance, and evaluation of pupils and staff.
  

  • SPED 201 - The Exceptional Child


    Semester Hours: 3
    Fall, Spring
    This course introduces the foundations of special education including the history, philosophy, and legal mandates, and the rights of students with disabilities and their families, and the responsibilities of teachers and other professional.  Emphasis on enhancing the learning of all students in inclusive settings employing a non-categorical rather than a disabilities oriented approach to special education.  Current trends, critical issues, and research relevant to individuals with special learning needs as full members of their communities, will be examined.  Students will be required to complete learning needs as full members of their communities, will be examined. Students will be required to complete 20 hours of visitation to sites, including high-needs schools. 

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

  • SPED 204 - Collaborative Partnerships With Families of Children With Disabilities


    Semester Hours: 3
    Fall, Spring, Summer
    This course focuses on the principles and practices of collaboration to strengthen family-teacher partnerships as well as parent school, parent-child and sibling relationship for families of children with special needs. Students will examine ways to communicate effectively with parents, serve as advocates for children with special needs, and develop skills as parent educators utilizing accurate information regarding the rights of children with disabilities and their families. Recognition of cultural and linguistic diversity will be emphasized.
  

  • SPED 205 - Language Development in Deaf and Hearing-Impaired Children and Youth


    Semester Hours: 3
    Periodically
    Introduction to language learning by deaf and hearing-impaired children and youth, PreK-12. This survey course examines development of language in hearing and hearing-impaired children/ youth. Competing interventions are compared/contrasted. Controversies, especially “bilingual-bicultural” approaches are studied. This course is the first of a two-course sequence.
  

  • SPED 207 - Introduction to Young Children With Disabilities


    Semester Hours: 3
    Fall, Spring
    Introduction to the historical, social and legislative foundations of early childhood special education. This course considers the educational needs of infants and toddlers with developmental delays and preschoolers through second graders with disabilities. Public programs, family needs and professional responsibilities will be examined. A minimum of 15 clock hours of site visitation will be required, including a high-needs school district.
  

  • SPED 208 - Educational Intervention for Young Children With Disabilities


    Semester Hours: 3
    Spring
    A cross-categorical study of current practice in the teaching of preschool to second grade children with disabilities is integrated with related theory. Methods of organization of instruction, diagnostic teaching and selection of appropriate intervention curricula for children with specific disabilities including: motor, sensory, health, communication, social/emotional and cognitive will be examined. Course requirements will include a minimum of 15 clock hours of field work to implement curricula for PreK-first grade students with disabilities.
  

  • SPED 209 - Early Intervention: Infant Stimulation


    Semester Hours: 3
    Spring
    This course will examine needs of infants and toddlers with varying disabling conditions including the health needs of premature, low birth weight and other medically fragile babies. Specific methods and materials for working in home and center-based programs will be presented and implemented, as well as development of an IFSP or IEP, incorporating both child and family members in partnership with related services professionals. Course requirements will include a minimum of 10 clock hours to implement curricula for infants and toddlers with disabilities.
  

  • SPED 210 - The Creative Arts in Special Education


    Semester Hours: 3
    Fall, Spring, Summer
    Designed to provide teachers of children with special needs an understanding of the role of the arts to facilitate inclusive education. Aesthetic intelligence, perceptual development and creative process are explored through the use of various media and projects which may be integrated with other areas of instruction. Implementation of a literacy-based arts curriculum for young children with disabilities for a minimum of 15 hours of fieldwork is required.

    Prerequisite(s)/Course Notes:
    There is a materials fee of $25. Credit given for this course or CAT 235 , not both.
  

  • SPED 211 - Knowledge and Strategies for Teaching Students With Cognitive Disabilities


    Semester Hours: 3
    Fall, Spring
    A study of research-based knowledge and strategies for teaching students with cognitive disabilities including a review of the historical, cultural, philosophical and legal foundations, causes and theories of intellectual disabilities, and the characteristics of learners with cognitive disabilities, specific means of assessment, diagnosis, and evaluation, examination of materials, assistive devices, and programs for instruction, for student behavior and social interaction skills, and vocational transition. Students are required to complete 10 hours of visitations.

    Prerequisite(s)/Course Notes:
    Students must have completed an introductory course in special education before registering for this course.
  

  • SPED 213 - Linguistics of Language Development in Deaf and Hearing- Impaired Children and Youth


    Semester Hours: 3
    Periodically
    Linguistics of “Deaf English” and of American Sign Language (ASL), as well as approaches to assessment and intervention. This course includes an examination of language curricula currently in use in area schools for the deaf as well as experimental curricula.

    Prerequisite(s)/Course Notes:
    SPED 205  or equivalent, approved by program director.
  
 

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