Sep 24, 2024  
2017-2018 Graduate Studies Bulletin 
    
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2017-2018 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Internship Domestic (INTD)
  

  • INTD 202 - Washington Semester Seminar


    Semester Hours: 4
    Fall, Spring, Summer
    An orientation to Washington and to the policymaking process, followed by a series of seminars led by 10-12 experts on selected aspects of policymaking and the policymaking process. In addition, each student is required to make a one-hour oral presentation to all seminar participants on the topic covered by her or his research paper (INTD 201A ).

    Prerequisite(s)/Course Notes:
    A bachelor’s degree; minimum GPA of 3.0 in undergraduate and/or graduate studies. Pass/Fail grade only.
  

  • INTD 203 - Graduate Internship


    Semester Hours: 1-6
    Fall, Spring, Summer
    To be eligible for INTD 203, students must submit for approval to a faculty member an application and a proposal establishing both the academic work and the on-site work to be completed during the internship. Also required is a letter of invitation from the work site to the student. In addition to doing 40 hours of on-site work per semester hour of credit, students must meet with their faculty adviser at least twice per semester hour of credit requested, and submit a basic learning report at the end of the internship. Students seeking two (2) or more semester hours of credit must also complete faculty adviser-approved research relevant to the internship and write a research report.

    Prerequisite(s)/Course Notes:
    A bachelor’s degree; minimum GPA of 3.0 in their undergraduate and/or graduate studies. Pass/Fail grade only.
  

  • INTD 299 - Graduate Internship


    Semester Hours: No credit
    Fall, Summer, Spring
    A full-time compensated six-month work experience in which graduate students develop professional skills relevant to their majors outside the academic environment in an industry or other organization. It encompasses a spring and summer, or a summer and fall, period of employment, and hence will extend by one semester the duration of the degree program. Students who successfully complete the experience obtain “CR” on their transcripts.

Journalism (JRNL)
  

  • JRNL 211 - Advanced News Reporting and Writing


    Semester Hours: 3
    Fall
    This course will teach students the basic skills necessary to research, report and write news stories. Students will learn how to evaluate potential stories, use computer databases, conduct interviews and structure hard news stories for print, broadcast and the Internet. This is a writing-intensive course, which will emphasize clarity and accuracy of expression. Students will also be instructed about new trends in media and controversies surrounding them. 

    Prerequisite(s)/Course Notes:
    Journalism students may not take this course on a Pass/Fail basis.  Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 214 - Introduction to Digital Journalism


    Semester Hours: 3
    Once a Year
    This is an introductory class in web journalism. The goal is to help students become familiar with the theory and practice of digital reporting and production. Basic topics include RSS feeds and data collection, using sources and creating links, social media, working with audio and visual tools, web design, data visualization and interactive graphics. Students will create a multimedia portfolio.

    Prerequisite(s)/Course Notes:
    Corequisite: JRNL 211 . Graduate-level journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 215 - Advanced Journalism on the Web


    Semester Hours: 3
    Once a Year
    This is an advanced class in Web journalism aimed at helping students create and produce journalism online. This is a course that puts digital tools and critical analysis into practice in an actual professional newsroom. Emphasis will be placed on discrimination skills to distinguish between reliable sites and unreliable ones. Students will create multimedia packages which will be published on Long Island Report, the student-run website at Hofstra University. Long Island Report is fully indexed with Google News and is used as an important part of a student’s professional portfolio once stories are published.

    Prerequisite(s)/Course Notes:
    JRNL 211 , 214  or permission of instructor. Graduate-level journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course. (Formerly Journalism on the Web.)
  

  • JRNL 216 - Reporting and Writing for the Broadcast News Media


    Semester Hours: 3
    Periodically
    Students will hone skills necessary to report and write news for radio and television.  The course will examine the differing imperatives of broadcast and print journalism, introduce students to the use of equipment and the structure of a broadcast news package, and offer practice in writing on time and using pictures and sound to convey news reports. Students will produce television and radio news packages and examine current issues facing the broadcast news media. Outside community research and reporting time is required.  

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 217 - TV News Reporting, Videography and Editing


    Semester Hours: 3
    Periodically
    Students will develop ideas for, as well as report, write, shoot and edit packages in the television news style. The course emphasizes writing and videography skills along with the equipment necessary to produce a well-crafted TV news package. Students will also examine ethical and business issues facing the TV news industry. Outside community research and reporting time is required.  

    Prerequisite(s)/Course Notes:
    JRNL 214  and 216  or permission of instructor.  Lab fee additional. (Formerly JRNL 290F, TV News Reporting and Production.)
  

  • JRNL 220 - Advanced Social Media


    Semester Hours: 3 s.h.

    Periodically

    Students will develop professional social media accounts and learn how to use social media tools both personally and professionally. Students will explore the impact of the social media revolution on journalism and analyze the ways in which it is altering news consumption. Students will also examine ethical and business issues and learn how to provide high value  content in this changed news environment.

    Prerequisite(s)/Course Notes:
    JRNL 211  and JRNL 214 . Journalism students may not take this course on a Pass/Fail basis. There is a lab fee for this course.
  

  • JRNL 221 - Science and Medical Writing


    Semester Hours: 3
    Periodically
    This course will teach students to identify, report and write science and medical stories. In the course of writing for print, broadcast and the Web, students will become exposed to many of the major science and medical stories in journalism today. The course will also address philosophical, ethical and public policy issues raised by the media’s coverage of science and medicine.

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 222 - Business Writing


    Semester Hours: 3
    Periodically              
    This course is intended for graduate students interested in pursuing a career in reporting for newspapers and magazines on the worlds of business and finance. Through a combination of lectures, discussions and hands-on writing assignments, students will hone their understanding of and their ability to explain the business community, the people who work in it and the economic forces that govern it.

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective.
  

  • JRNL 226 - Environmental Reporting


    Semester Hours: 3
    Periodically
    Students will examine the current state of environmental reporting, follow coverage of current issues in public policy and the environment, and produce newspaper and magazine articles on local environmental issues. Statistical skills will be honed, particularly as they apply to risk analysis. Outside community reporting time required.

    Prerequisite(s)/Course Notes:
     JRNL 211  and RES 259 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective.
  

  • JRNL 230 - Newsrooms Today


    Semester Hours: 3
    Periodically
    This course offers field visits to newsrooms in New York City and on Long Island, as well as substantial online and in-class work in preparation for the visits. The course will examine several examples of current trends in reporting and editing firsthand, both at the legacy journalism sites, and locations creating entrepreneurial digital media. Students will examine various trends through reading assignments, class discussion and online reflection, followed by in-person visits with editors and reporters in their offices.  

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism program  may take the course as a Pass/Fail elective. (Formerly JRNL 290C: Special Topics: Inside Newsrooms Today.)
  

  • JRNL 231 - Journalism Ethics and Law


    Semester Hours: 3
    Fall
    Through the examination of significant primary sources, as well as secondary materials and case study analyses, the course will explore the historical roots and current issues and problems arising from legal regulation and ethical considerations of journalistic practice and other professional communication.

    Prerequisite(s)/Course Notes:
    Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective.
  

  • JRNL 233 - Community Journalism


    Semester Hours: 3

    Periodically

    This course is designed to give students a solid understanding of the fundamentals of community-based reporting, while instilling in them a sense of the critical leadership role that local media outlets play in our democracy. As part of the course, students must complete a community-service requirement for which they will teach journalism’s basic principles and practices at a high-need Nassau County high school in a local neighborhood.

     

    Prerequisite(s)/Course Notes:
    JRNL 211  and JRNL 214 . Journalism students may not take this course on a Pass/Fail basis. There is a lab fee for this course. 
  

  • JRNL 241 - Advanced Sports Writing


    Semester Hours: 3
    Periodically
    Students will hone their ability to report, write and edit sports stories, including game, preview, feature and investigative stories and columns.  The class will examine trends in sports journalism over the past century and students will take a critical look at some of the best contemporary sports writing.  The business, medical, ethical and legal sides of sports journalism will be considered. Students will write articles for newspapers, magazines, and online venues, covering sports at the professional, college, and high school levels. Outside reporting time required.

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. Lab fee additional.
  

  • JRNL 250 - Advanced Feature Writing


    Semester Hours: 3
    Spring
    Students will learn the skills necessary to conceive, report, write and edit feature articles for newspapers, magazines and online publications. These include depth reporting, advanced interviewing techniques, and the application of literary techniques to nonfiction writing. Ethical issues and emerging challenges in long-form nonfiction will be considered. Off-campus community research and reporting time is required.

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 253 - Advanced Copy Editing


    Semester Hours: 3
    Fall
    This is an advanced course in copy editing, designed to improve students’ editing skills and news judgment. Course work will focus on print journalism with the understanding that the core values and skills of editing are the same in other media. These range from line editing (emphasizing grammar, punctuation, spelling and AP style) to analysis of news coverage, including story selection, layout and follow-up. Students will study and practice the multiple levels of decision making required of editors, from the mechanics of language usage to the long-term planning of coverage by issue and community.

    Prerequisite(s)/Course Notes:
    JRNL 211 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 255 - Photojournalism


    Semester Hours: 3
    Periodically
    This is a studio skills course that will train graduate students in all aspects of using still photography for Web and print, stand-alone and slideshow videos. Skills practiced include photo assigning, story development, shooting, photo editing, and production of stand-alone stills as well as slide-show production of visual content for videos on the Web. A large component of the course will be planning and executing photo coverage of events. Critiques of the raw shots as well as editing and composition of final presentations will be done in class. Lecture and seminar portion of the course will stress ethical, historical, aesthetic and legal dimensions of visual journalism. Students will have numerous out-of-classroom assignments, both in the field and in the computer lab. Photoshop will be explored for the sake of optimizing photo content, and creating a basic level of expertise for Web presentations for news and other feature techniques.

    Prerequisite(s)/Course Notes:
    JRNL 211 . May not be taken on a Pass/Fail basis.



  

  • JRNL 256 - Current Issues in Science Journalism


    Semester Hours: 3
    Periodically
    This course is a seminar-style examination of contemporary issues in science as they are being covered in real time in various news media. A critical assessment of the medium-specific approaches to these stories will provide the focus to evaluate the factors and particular issues involves with covering science for various audiences.

    Prerequisite(s)/Course Notes:
    Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take as a Pass/Fail elective.
  

  • JRNL 261 - Public Relations for the Health Sciences


    Semester Hours: 3
    Periodically
    This course, designed for students who are interested in a career in public relations in health and medicine, will examine how public relations professional communicate health and medical news to a wide range of audiences, including the news media, the medical profession and consumers at large. Special emphasis will be placed on developing the graduate student’s interest in and knowledge of the changing face of health care in the 21st century.

    Prerequisite(s)/Course Notes:
    JRNL 211 , 221 . Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. There is a lab fee for this course.
  

  • JRNL 271 - Professional Internship


    Semester Hours: 3
    Fall, January, Spring, Summer
    An advanced student enrolled in this course will learn to apply classroom experience in a professional setting – publication, corporation, nonprofit organization or other institution appropriate to their major area of study. Students will work at least 180 hours during the internship and produce an analytical paper at the end. The student, the academic internship adviser and the professional supervisor will work together to maximize the student’s learning of practical application of course work.

    Prerequisite(s)/Course Notes:
    Students may take a maximum of two internships: one required, and if they chose, one as an elective. In certain circumstances, the required internship may be replaced with an independent study. However, students who take two internships may not also take an independent study.  JRNL 211  and permission of instructor. Pass/Fail only. Credit given for this course or JRNL 281 , not both.
  

  • JRNL 281 - Independent Study


    Semester Hours: 3
    Fall, January, Spring, Summer
    An independent study is a specialized, individualized program involving a particular area of interest for which there is not currently an established course. A student, second-year and above, may propose an independent study to any member of the graduate faculty. Permission must be secured before registering for the course.

    Prerequisite(s)/Course Notes:
    JRNL 211 . May not be taken on a Pass/Fail basis. Credit given for this course or JRNL 271 , not both.
  

  • JRNL 282 - Media Relations Techniques for the Sports and Entertainment Industries


    Semester Hours: 3
    Periodically                                                         
    The aim of this course is to prepare students for careers with professional or collegiate sports teams, amateur athletic organizations, sports arenas or individual athletes.  Meshing the culture of sports with the needs of the media is an often tenuous relationship.  As athletes continue to slide into the world of “celebrity” – making news beyond the sports page – savvy public relations pros work to help athletes/organizations create, shape and enhance image through sponsorships, charitable work and fund-raising, and developing “expertise” in a field outside of athletics. 

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

  • JRNL 290 A-Z - Special Topics in Journalism


    Semester Hours: 1-3
    Periodically
    This course focuses on a specific subject that reflects the interests and expertise of the professional or scholar who teaches the class. The focus will change depending on the professor and events in the news. Subjects may include: presidential election campaigns and political coverage; media ownership and structures; issues of race, gender and representation in the news.

    Prerequisite(s)/Course Notes:
    Journalism students may not take this course on a Pass/Fail basis. Students not matriculating in the MA in Journalism  program may take the course as a Pass/Fail elective. Any course may be taken a number of times as long as there is a different letter designation each time it is taken. Specific titles and course descriptions for special topics courses are available in the online class schedule.
  

  • JRNL 299 - Capstone Project


    Semester Hours: 3
    Fall, Spring, Summer
    The capstone project is a semester-long individual study, undertaken under close supervision of a major adviser, and culminating in a thesis-length project presented before a panel chaired by the adviser, at which the student will present and defend the nature, scope, research and writing of the work. Total semester-hour credit for the project to be determined jointly by student and faculty.

    Prerequisite(s)/Course Notes:
    All other degree requirements must be complete or in progress. May not be taken on a Pass/Fail basis.
  

Legal Studies in Business (LEGL)
  

  • LEGL 200 - Legal, Political, Regulatory and Ethical Environment of Business


    Semester Hours: 2
    Fall, Spring
    Overview of the legal, political, regulatory and ethical environment of business. Legal cases involving contracts, partnerships, business ethics, etc. are analyzed and their impact is evaluated with regard to compliance with local, state, federal, and emerging international regulations.

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

  • LEGL 201 - Business Ethics and Society


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

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

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


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

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

  • LEGL 210 - Accountants’ Liability and Ethics


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

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

  • LEGL 224 - Real Estate Law


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

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

  • LEGL 225 - Sports and Entertainment Law


    Semester Hours: 3
    Fall, Spring
    This course examines the impact of the business opportunities, economic risks, legal structures and regulatory environment associated with the entertainment business. The diverse elements of our legal system, such as contracts, employment, intellectual property, torts, etc., are applied to each of the major fields of entertainment, i.e., theater, motion pictures, television, music, publishing and advertising; and review of sports contracts, negotiation and arbitration. Further, the entertainment and sports industries are studied in conjunction with the business practices and industry standards of each particular field.

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

Library (LIBR)
  

  • LIBR 201 - Independent Study in Special Collections


    Semester Hours: 3
    Fall, Spring
    This course gives students an opportunity to work with manuscripts and rare books in the University’s Department of Special Collections to create an annotated bibliography, biographical sketch and careful cross-referencing using primary source documents and secondary sources. Prospective students must meet with the instructor to discuss course requirements.

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

Linguistics (LING)
  
  
  

  • LING 203 - Morphology and Syntax


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

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

  • LING 204 - Introduction to Historical Linguistics


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

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

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


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

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

  • LING 220 - Forensic Linguistics: Applications


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

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

  • LING 221 - Linguistic Field Methods


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

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

  • LING 231 - Discourse Analysis


    Semester Hours: 3
    Fall
    This course focuses on a variety of methodological approaches to the analysis of language in context, including the ways in which language is used and analyzed as evidence in transcripts of police interrogations, witness statements, and confessions. The course also explores the criminal nature of language as it has been used to threaten, bribe, deceive, and solicit illegal goods and services.

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

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


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

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

  • LING 250 - Corpus Linguistics


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

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

  • LING 281 A-Z - Special Topics in Linguistics


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

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

  • LING 290 - Internship in Forensic Linguistics


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

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

  • LING 301 - Master’s Essay


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

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

Literacy Studies (LYST)
  

  • LYST 200A - Sociocultural Perspectives of Language and Literacy Learning


    Semester Hours: 3

    Fall, Spring

    This course examines literacy through sociocultural themes, including language processes (reading, writing, speaking and listening), language learning in home and school, language and literacy identity and development, language variation, issues of language and power, multiple literacies and multimodal meaning making.

    Prerequisite(s)/Course Notes:
    (Formerly Introduction to Literacy Studies.)
  

  • LYST 201 - Long Island Writing Project Invitational Summer Institute


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

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

  • LYST 202 - Literacy for Special Subjects Teachers


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

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


    Semester Hours: 3
    Spring, Summer
    This course focuses on how people use language and learn language in the communities where we live and teach. Sociolinguistic perspectives on language variation among diverse populations are examined to expose common myths and to understand the language experiences of students from multilingual and multidialectical urban settings. Course topics include language systems (phonological, orthographic, syntactic, semantic, pragmatic), language variation, language learning/language acquisition, and discourse in and outside of classrooms. Attention is given to the construction of pedagogies that promote access to language and literacy in schools. A 10-hour field experience is required.

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

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


    Semester Hours: 3
    Fall, Spring, Summer
    Course examines the ways in which writing, as well as reading and other language processes, can become tools with which adolescents and young adults negotiate socially imposed linguistic borders based on class, race, ethnicity, previous educational attainment and/or expectation, peer regard, gender, country of origin, etc. Course explores the roles of writing, reading, and related language processes, in identity formation, values clarification, and critical consciousness. Topics include discourse theory, oral and written language variation, as well as close examination of the language strengths and needs of learners who are biliterate, bilingual, and/or bidialectical. A 10-hour field experience is required.
  

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


    Semester Hours: 3
    Fall, Spring, Summer
    Participants in this course consider the research on family literacy and explore pedagogical practices that are sensitive to the local and vernacular literacies of families and their children. Emphasis is placed on the importance of culturally responsive literacy instruction and on the importance of encouraging families to participate in the education of their children who are attending public schools. Field experiences are intended to provide participants with theoretically grounded pedagogical practices, which lead to more people working together, celebrating their own literacies while at the same time using the many forms of literacy available to them to support the literacy learning of all children in school. A 10-hour field experience is required.
  

  • LYST 213 - Bilingual and Biliteracy Learning and Teaching in Multilingual Settings


    Semester Hours: 3
    Fall, Spring, Summer
    Taking into consideration the linguistic, cultural, political and pedagogical dimensions of multilingualism, this course explores the process of becoming literate in multilingual settings. Emphasis is placed on the development of culturally responsive literacy pedagogy that promotes academic success by building on bilingualism and biliteracy, the linguistic, cultural and literacy resources and practices that students and families bring with them to learning. Current educational policies and practices for educating multilingual students in school settings are examined, including exceptional learners. A 10-hour field experience is required.

    Prerequisite(s)/Course Notes:
    (Formerly Introduction to Bilingual and Biliteracy Instruction for Children and Adolescents)
  

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


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

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


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

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


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

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


    Semester Hours: 3
    Fall, Spring
    This course explores how the many literacies that occur in family settings can inform the ways in which we create literacy environments for children in school. Focuses on the social processes and ways of knowing through which parents and children create personal and shared literacy configurations. Explores the complexities of young children’s uses of print and the functions and forms of their early symbolic representations. The interrelationships between children’s early writing development and the emergence of phonemic awareness are examined. Particular attention is given to the literacy learning at home and in school of children of special needs. A 10-hour field experience is required.
  

  • LYST 217A - Reading and Writing With Adolescents: Pedagogical Practices


    Semester Hours: 3

    Fall, Spring

    This course focuses on current theory about the nature of reading and writing processes, and ways in which reading, writing, and literary theory can be developed into effective reading, writing, and/or English education instruction for adolescents and children in middle childhood. Includes critical perspectives on canonical and academic literacies, language variation, standardized testing, censorship, assessment and literacy support for struggling readers, student reading/writing choice, avid reading/writing, disenfranchised readers/writers, and personal literacies. A 10-hour field experience is required.

    Prerequisite(s)/Course Notes:
    (Formerly Reading and Writing with Adolescents)
  

  • LYST 218 - Reading and Writing With Children: Pedagogical Practices


    Semester Hours: 3

    Fall, Spring

    This course addresses language learning and pedagogy in early and childhood years with a focus on teaching strategies and learning experiences that support ALL learners, including English language learners and exceptional learners.  The course addresses conditions that support language and literacy development; connections among oral and written language, literature, arts and technology; reading and writing processes and strategies; reading and writing workshop; professional and state literacy policies and guidelines, culturally responsive pedagogical frameworks immersing children in reading, writing and critical thinking across the curriculum; and classroom literacy support for struggling readers and writers.  A five-hour field experience is  required.

    Prerequisite(s)/Course Notes:
    (Formerly Reading and Writing Practices in Early Childhood and Childhood)
  

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


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

  • LYST 220 - Children’s Literature in Literacy Learning and Instruction


    Semester Hours: 3

    Fall, Spring

    This course investigates the role of children’s literature in literacy learning and instruction in early childhood and elementary classrooms, including the use of fiction and non-fiction texts. Building from transactional and critical perspectives on literacy, participants are engaged as critical readers of literature for children, paying close attention to the centrality of narrative, story, and response in the process of meaning making from traditional and new media texts. Curricular engagements, such as literature discussions and multimodal and digital response projects, are discussed within the context of establishing a culture of readers that is responsive of all learners, particularly culturally and linguistically diverse students and exceptional learners.

    Prerequisite(s)/Course Notes:
    (Formerly Literature in the Lives of Young Children)
  

  • LYST 221 - Literature for Adolescents and Young Adults


    Semester Hours: 3

    Fall, Spring

    This course investigates the role of adolescent literature in literacy learning and instruction in middle and high school classrooms, including the use of fiction and non-fiction texts. Building from transactional and critical perspectives on literacy, participants are engaged as critical readers of literature for adolescents, paying close attention to the centrality of narrative, story, and response in the process of meaning making from traditional and new media texts. Curricular engagements, such as literature discussions and multimodal and digital response projects, are discussed within the context of establishing a culture of readers that is responsive to all learners, particularly culturally and linguistically diverse students, struggling readers, and exceptional learners.

    Prerequisite(s)/Course Notes:
    (Formerly Literature for Adolescents and Young Adults)
  

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


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

  • LYST 240 - Contemporary Perspectives of Literacy Assessment


    Semester Hours: 3

    Fall, Spring

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

    Prerequisite(s)/Course Notes:
    (Formerly Assessment and Evaluation of Reading and Writing)
  

  • LYST 241 - Miscue Analysis and Reading Evaluations for the Literacy Specialist


    Semester Hours: 3

    Fall, Spring

    This course begins with the understanding that miscue analysis provides a “window on the reading process,” allowing teachers to learn more about reading, about texts, and about readers.  In this course, participants engage in several close-grained observations of oral reading events.  They use interviews and miscue analysis techniques to document readers’ use of cognitive strategies and linguistic understandings as they read.  These observations and analyses serve as points of discussion for in-depth explorations of a transactional, socio-psycholinguistic theory of the reading process. This course takes a socio-psycholinguistic perspective — recognizing that the meaning construction process is both personal and social

    Prerequisite(s)/Course Notes:
    (Formerly Miscue Analysis and Retrospective Miscue Analysis)
  

  • LYST 242 - Literacy Practicum: Supporting Childhood Learners (Grades 1-6)


    Semester Hours: 3

    Fall, Spring, Summer

    This supervised internship engages teachers in a student advocacy model of assessment and instruction that values cultural and linguistic diversity, and builds upon learner’s experiences and understandings.  The practicum includes a supervised internship as a literacy specialist providing individual and small group literacy support for elementary grade readers and writers who struggle.  Interns are responsible for formative reading and writing evaluations, and assessment driven instructional planning including literature engagements, collaborative learning, multimodal invitations, and strategy instruction.  Communicating with colleagues and parents is a focus; interns prepare biographic profiles documenting literacy development. A 25-hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    [Formerly Literacy Practicum: Assessing the Complexity of Student Learning (Birth Through Grade 6).]
  

  • LYST 242B - Literacy Practicum: Supporting Early Childhood Learners (Birth-Grade 2)


    Semester Hours: 3

    Fall, Spring, Summer

    This supervised internship engages teachers in a student advocacy model of assessment and instruction that values cultural and linguistic diversity, and builds upon young learner’s experiences and understandings.  The practicum includes a supervised internship as a literacy specialist providing individual and small group literacy support for beginning readers and writers.  Interns are responsible for literacy evaluations that document children’s development and understandings, and assessment driven instructional planning including literature engagements, collaborative learning, multimodal invitations, and strategy instruction.  There is a focus on working with families and communicating with colleagues; interns prepare biographic profiles documenting literacy development.  A 25-hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of LYST 240  and 241  is required.  May not be taken concurrently with LYST 242 .
  

  • LYST 243 - Literacy Practicum: Supporting Middle School Learners (Grades 5-8)


    Semester Hours: 3

    Fall, Spring, Summer
    This supervised internship engages teachers in a student advocacy model of assessment and instruction that values cultural and linguistic diversity, and builds upon learner’s experiences and understandings.  The practicum includes a supervised internship as a literacy specialist providing individual and small group literacy support readers and writers who struggle.  Interns are responsible for formative reading and writing evaluations, and assessment driven instructional planning including literature engagements, collaborative learning, multimodal literacy invitations, and strategy instruction.  Communicating with colleagues and parents is a focus; interns prepare biographic profiles documenting literacy development.  A 25-hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of LYST 240  and 241   is required. May not be taken concurrently with LYST 243B. [Formerly Literacy Practicum: Assessing the Complexity of Student Learning (Grades 5-12).]

     
  

  • LYST 243B - Literacy Practicum: Supporting Adolescent Learners (Grades 7-12)


    Semester Hours: 3

    Fall, Spring, Summer

    This supervised internship engages teachers in a student advocacy model of assessment and instruction that values cultural and linguistic diversity, and builds upon learner’s experiences and understandings.  The practicum includes a supervised internship as a literacy specialist providing individual and small group literacy support readers and writers who struggle.  Interns are responsible for formative reading and writing evaluations, and assessment driven instructional planning including literature engagements, collaborative learning, multimodal literacy invitations, and strategy instruction.  There is a focus on communicating with and supporting colleagues and parents; and interns prepare biographic profiles documenting learners’ literacy development.  Emphasis on grades 9 to 12.  A 25-hour practicum at the Saltzman Reading/Writing Learning Clinic is required.

    Prerequisite(s)/Course Notes:
    Completion of LYST 240  and LYST 241  is required. May not be taken concurrently with LYST 243 .
  

  • LYST 244 - Advanced Retrospective Miscue Analysis


    Semester Hours: 3
    Summer
    Retrospective Miscue Analysis is a powerful tool, which enables teachers and researchers to engage in a close-grained study of a reader’s processing of written text. In this procedure, the teacher/researcher employs miscue analysis techniques to engage readers to bring the use of reading strategies at a conscious level. Teachers and students work together as co-explorers of the reading process. In this course participants are involved in planning and executing several RMA sessions and associated reading strategy lessons with a specific instructional or research focus in mind.

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

  • LYST 245 - Revaluing Readers and Writers


    Semester Hours: 3 s.h.
    January
    In this course, the construct of learning disability is critically examined in terms of its social contexts and the cultural space in which it operates. This course embraces social, linguistic and transactional views of reading and writing, language, learning, teaching, and how curriculum and “normality” shape our responses to those perceived as “struggling.” This course addresses the following strands: revaluing students who struggle with reading and writing; strategies for supporting and scaffolding meaning-making processes; and the nature of reading and language.

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

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


    Semester Hours: 3

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

     
  

  • LYST 250 - Literacy Teacher as Researcher


    Semester Hours: 3
    Fall, Spring
    This course explores classroom-based teacher inquiry in literacy education as a method of professional development and responsive teaching. Students develop a baseline knowledge of the philosophical underpinnings and methodological techniques for conducting and critically responding to teacher research. A 10-hour field experience is required.

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

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


    Semester Hours: 3
    Fall, Spring
    This course focuses on the ways in which teachers can engage children and adolescents in ethnographic and sociolinguistic research to explore the literacies of their communities and schools. Focuses on how ethnographic and sociolinguistic research is linked to social action and can become an essential part of reading and writing instruction in schools. A 10-hour field experience is required.

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

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


    Semester Hours: 3

    Once a Year

    The course is designed to help educators explore the ways in which new digital technologies influence students’ language and literacy uses, and foster new modes of textual practices. The course will provide participants with an overview of research and pedagogical implications of digital literacy practices. Specifically course participants will investigate the reading and writing processes of online textual forms, and the complexities of understanding multimodalities and multimedia. Additionally, course participants will discuss and examine the ways digital literacies have become a part of children’s and adolescents’ everyday lives and identities.

     

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

  • LYST 260 - Cultural and Historical Perspectives of Writing


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

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


    Semester Hours: 3
    Periodically
    This research course focuses on the interrelationships between literacy and creativity.  Students will participate in research projects which explore the interface between functional texts and aesthetic scripts, illustration as visual story, photography as visual poetry, writing as an art form, lettering as design, the physicality of print, how tools and materials influence composition, and the production of texts as mindful social practice.  Students will participate in: [1] studio activities which focus on the construction of a variety of functional and aesthetic texts; [2] research seminars which focus on the implications for pedagogy of the physical, technological and social practices associated with multi-media text construction; and [3] ethnographic field work at the Metropolitan Museum of Art.  A 10-hour field experience is required. 

    Prerequisite(s)/Course Notes:
    There is an additional materials fee. Completion of Phase I in the MSED in Literacy Studies  program or permission of the instructor.
  

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


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

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

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


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

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

  • LYST 272 - Community Literacy Project


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

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

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


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

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

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


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

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

  • LYST 275 - Literacy Teaching and Professional Development


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

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

  • LYST 276 - Cultural Roots of Literacy Development


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

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

  • LYST 277 - Literacy Teacher as Professional Writer


    Semester Hours: 3
    Summer
    This course provides a workshop for advanced graduate students to write data-based research for scholarly publication. Topics include levels of discourse, representation, voice/audience, purpose, literature reviews, documentation, and placement. Emphasis on the use of technology in writing, formatting and layout, as well as non-textural representations.

    Prerequisite(s)/Course Notes:
    LYST 276  or permission of instructor. The course is intended for students in the Advanced Certificate in Advanced Literacy Studies  program.
  

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


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

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

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


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

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

  • LYST 293 - Adolescent Literature in London


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

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

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