Jun 15, 2024  
2017-2018 Graduate Studies Bulletin 
    
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2017-2018 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Counseling and Mental Health Professions (CMHP) (*Formerly CRSR*)
  

  • CMHP 248 - Life-Long Learning for the Aging


    Semester Hours: 3
    Periodically
    While adult learning has become a well-developed and mature discipline, less emphasis has been given to the education and intellectual interest of the older adult. Focus on the relationship between teaching and learning, and the aging process. Emphasis on the special aspects and issues involved in life-long learning for the more senior members of our society.

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

  • CMHP 249 - Motivation and Emotion in Education and Counseling-Based Contexts


    Semester Hours: 3
    Fall, Spring, Summer
    This course will explore the processes of motivation and emotion with a focus on educational and counseling-based settings. Primary focus will be given to understanding how individuals are motivated through competence beliefs and how these beliefs shape experiences of goal achievement in the classroom, counseling, and life in general. Focus will be on exploring the most recent research about central constructs (self-regulation, goals, anxiety, etc.), contextual influences, and culture in motivation and emotion. This course is also an introduction to strengths-based constructs that contribute to current motivation and emotion literature.
  
  
  
  
  

Creative Arts Therapy (CAT)
  

  • CAT 209 - Clinical Instruction in Media Techniques


    Semester Hours: 3
    Spring
    This studio course explores art media and its relationship to psychodynamic and humanistic theories. Students learn the properties of media and its application in the therapeutic setting. Interventions to determine choices of media with regard to DSM diagnosis will be considered. Ethics concerning the art product are addressed. This course also covers the design of an art therapy environment including safety, budget and structure. 

    Prerequisite(s)/Course Notes:
    There is a materials fee of $30.
  
  

  • CAT 211 - Child and Adolescent Development in Art Therapy Counseling


    Semester Hours: 3
    Spring  
    This course acquaints students with developmental counseling theories: psychosexual, psychosocial and cognitive aspects defining parameters of the typically developing child, birth through adolescence and art as it appears in the graphic representations of the typically developing child. Attention is given to diagnostic techniques, family issues, issues related to children with learning and/or physical disabilities or medical illness, indicators of abuse in art, giftedness, art therapy treatment planning, special education individualized education planning, the use of age-appropriate art media, and cultural issues as they impact the child.
  

  • CAT 212 - Group Art Therapy Counseling


    Semester Hours: 3
    Spring
    This course studies theory and practice of group art therapy counseling in a variety of clinical settings.  The emphasis of this course will be on the influences of art media and art therapy methods on group process.  Additional focus will be placed on the stages of group development, leadership styles and interventions using creative arts therapy modalities.

    Prerequisite(s)/Course Notes:
    CAT 210  or permission of instructor.
  
  
  

  • CAT 215 - Clinical Applications in Art Therapy Counseling


    Semester Hours: 3
    Spring
    This course covers clinical application and procedures in art therapy counseling with a variety of patient populations and in a variety of clinical settings. Case material includes family art therapy and current issues and trends with regard to program development. 

    Prerequisite(s)/Course Notes:
    There is a materials fee for this course.
  
  
  
  

  • CAT 221 - Practicum: Clinical Practice in Art Therapy Counseling


    Semester Hours: 1
    Fall, Spring
    During this experience, students will be exposed to current ethical and professional issues in a clinical art therapy setting. Observations on the art therapy process as it relates to theory will formulate the foundations of this practicum.  Students will complete 50 on-site hours, attend a weekly seminar and satisfactorily show competence through a supervisor’s evaluation. Students will select either a child and/or adolescent setting or an adult or geriatric setting.

    Prerequisite(s)/Course Notes:
    Pass/Fail grade only. Corequisite: CAT 210 .
  

  • CAT 222 - Practicum: Clinical Practice in Art Therapy Counseling


    Semester Hours: 1
    Fall, Spring
    During this site experience, students will identify current ethical and professional issues in a clinical art therapy setting. Observations on the art therapy process as it relates to theory will formulate the foundations of this practicum. Students will complete 50 on-site hours, attend a weekly seminar and satisfactorily show competence through a supervisor’s evaluation. Students will select either a child and/or adolescent setting or an adult or geriatric setting.

    Prerequisite(s)/Course Notes:
    CAT 210 , 221 . Pass/Fail grade only.
  
  

  • CAT 224 - Psychopharmacological/Psychiatric Issues in Art Therapy Counseling


    Semester Hours: 1.5
    January, Spring
    This course studies a person from various perspectives.  We look at the medical model: diagnosis (DSM-IVR), medication (psychopharmacology), the psychiatric mental status examination, and the person’s internal experiences. From the perspective of non-medical interventions, we study appropriate art therapy and counseling techniques and interventions to remedy the problem. We specifically explore affective disorders, psychosis, substance abuse, and childhood disturbances. Students are exposed to the medical, psychological, counseling and expressive aspects of clinical treatment. 
  
  

  • CAT 226 - The Art Therapist’s Identity in a Clinical Setting


    Semester Hours: 1.5
    Periodically
    This course explores an art therapist’s identity and role in the mental-health setting. Students will increase self-knowledge, through exploration of both familiar and new media, in order to obtain a clearer view of themselves in the field. Experientials and readings address clinical issues using a variety of media techniques. Ethical issues for the art therapist will be incorporated into course discussions.

    Prerequisite(s)/Course Notes:
    CAT 210 .
  

  • CAT 227 - Special Topics in Residential Art Therapy Experience


    Semester Hours: 1.5
    Summer
    This course allows for a residential field-site experience. Students will be exposed to the current ethical and professional issues in a unique art therapy setting. Exposure and involvement in the art therapy setting. Exposure and involvement in the art therapy process as it relates to theory will formulate the foundations of this experience.

    Prerequisite(s)/Course Notes:
    CAT 222 . Students will complete a 50-hour residential art therapy experience, attend scheduled seminars and satisfactorily show competence as a result of supervisor’s evaluation. Additional fees may apply (travel, room and board, etc.)
  

  • CAT 230 - Master’s Project: Technology Portfolio


    Semester Hours: 1
    Fall, Spring
    Through the use of technology the student will design a project that unifies art therapy and art education practices to support the integration of art education and art therapy as applied in the school and clinical setting. A working knowledge of at least one current art-based program and other technological resources is required. The student will be able to use computer hardware, software and electronic imaging technologies at the Hofstra University computer labs.

    Prerequisite(s)/Course Notes:
    This course may be taken on a Pass/Fail basis only.
  

  • CAT 235 - Creativity


    Semester Hours: 3
    Fall
    This course examines the nature of creativity with a concentration on contemporary psychological perspectives and the creative arts. Students study conditions that foster creativity, current working definitions, the creative processes demonstrated by famous people and the dynamics of the creative person. The relationship between culture and creativity is also explored as are resources for use in different settings and with diverse populations. Attention is given to the gifted and other high ability learners. 15 hours of fieldwork is required.

    Prerequisite(s)/Course Notes:
    There is a $25 materials fee. Credit given for this course or SPED 210 , not both.
  

  • CAT 238 - A Systematic Approach to Art Therapy: Working With the Family


    Semester Hours: 3
    Periodically
    This course is designed for students to develop an understanding of the application of creative arts therapy within basic systems theory. As a result, students will be able to incorporate systemic techniques cited within this course into creative arts therapy interventions or creative arts therapy interventions into systemic therapy.

    Prerequisite(s)/Course Notes:
    CAT 210  or MFT 266  and permission of instructor. Course requires a $20 materials fee.
  

  • CAT 241 - Drama Therapy for the Helping Professional


    Semester Hours: 3
    Summer
    An elective graduate course to acquaint students with the fundamentals of drama therapy as practiced today. Different forms of drama theater games, improvisations, role-play psychodrama and performance theater are now being used in hospitals, schools, prisons, recreation and rehabilitation centers, libraries, and nursing homes. Drama that is intentionally used for healing and personal growth is called drama therapy. Through lectures and experiential workshops, professional helpers learn how to incorporate drama therapy techniques into their work.
  

  • CAT 242 - Poetry/Bibliotherapy for the Helping Professional


    Semester Hours: 3
    January
    An elective graduate course to acquaint students with the fundamentals of poetry and bibliotherapy as it is being practiced today. Every helping professional needs effective tools to encourage communication and develop honest self-expression and emotional awareness. Poetry, literature, and various forms of the written word are used as dynamic therapeutic modalities in hospitals, schools, nursing homes, recreational and rehabilitation centers and libraries. Through lectures and experiential workshops, professional helpers learn how to incorporate expressive techniques into their work, as well as their personal lives.
  

  • CAT 249 - Therapeutic Art for the Elderly


    Semester Hours: 1.5
    Summer
    Course emphasizes and explores the role of art in the lives of the elderly both for therapeutic purposes and for personal enrichment. Art as therapy is studied as a way of fostering self-expressions, increasing sensory stimulation and awareness, facilitating socialization, and reviewing and integrating life events. Use of art media, special techniques and methods of approach is discussed as they apply to working with institutionalized elderly and the elderly living in the community.
  
  
  
  

  • CAT 300 - Research Seminar in Creative Arts Therapy Counseling


    Semester Hours: 3
    Fall
    This course will examine the application of empirical research methods in addressing questions emanating from the practice of art therapy counseling. Students will discuss and review the literature on issues in the profession and will develop and implement an empirical research project based on the issues raised.

    Prerequisite(s)/Course Notes:
    Successful completion of this course in combination with an approved 200-level elective may be offered in place of the master’s thesis; CAT 301  and 302 .
  
  

Creative Writing (CRWR)
  

  • CRWR 240 - Poetry Writing


    Semester Hours: 3
    Periodically
    A graduate-level workshop in the writing of poetry. In addition to writing their own poetry and discussing their poetry with the instructor and other class members, students read and discuss what poets have written about writing poetry. They also read and discuss poems in connection with the study of meter and other formal structures, the connection of poetry to music and the distinction between poetry and other literary genres.

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

  • CRWR 241 - Fiction Writing


    Semester Hours: 3
    Periodically
    A graduate-level course in the writing of fiction. In addition to writing their own fiction and discussing their work with the instructor and other class members, students read and discuss what fiction writers have written about writing fiction. They also read and discuss works of fiction in connection with the study of narrative voice, theme, plot, pacing, setting, character development, and the creation of convincing and/or coherent fictional and psychological worlds.

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

  • CRWR 242 - Playwriting


    Semester Hours: 3
    Periodically
    A graduate-level course in playwriting. In addition to writing their own plays and discussing their work with the instructor and other class members, students read and discuss what playwrights have written about writing plays. They also read and discuss plays in connection with the study of plot, dramatic action, characterization, setting, dialogue, spectacle, and imagery.

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

  • CRWR 243 - Creative Non-Fiction Writing


    Semester Hours: 3
    Periodically
    A graduate-level course in the writing of memoir, personal essay and belletristic prose involving researched topics. In addition to writing their own pieces and discussing them with the instructor and other class members, students read and discuss exemplary historical models of creative (i.e., literary) non-fiction. They also study formal questions such as the construction of the I-character, the insinuation of perspective toward one’s younger self, structural and tonal strategies in organizing memory, and the uses and abuses of confessionalism.

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

  • CRWR 250 A-Z - Independent Study in Creative Writing


    Semester Hours: 1-4
    Periodically
    Designed to permit students to pursue an individualized creative writing project under the guidance of a member of the creative writing faculty. The student develops writing objectives in consultation with his or her project director and confers periodically about the progress of the project. Limited to any student who has been accepted for an independent writing project by the member of the creative writing faculty who will serve as the project director, and approved by the department chairperson before registration.
  

  • CRWR 251 A-Z - Independent Study in Creative Writing


    Semester Hours: 1-3
    Periodically
    Designed to permit students to pursue an individualized creative writing project under the guidance of a member of the creative writing faculty. The student develops writing objectives in consultation with his or her project director and confers periodically about the progress of the project. Limited to any student who has been accepted for an independent writing project by the member of the creative writing faculty who will serve as the project director, and approved by the department chairperson before registration.
  

  • CRWR 252 A-Z - Independent Study in Creative Writing


    Semester Hours: 1-3
    Periodically
    Designed to permit students to pursue an individualized creative writing project under the guidance of a member of the creative writing faculty. The student develops writing objectives in consultation with his or her project director and confers periodically about the progress of the project. Limited to any student who has been accepted for an independent writing project by the member of the creative writing faculty who will serve as the project director, and approved by the department chairperson before registration.
  
  
  
  

  • CRWR 288 - Writing in Varieties of Nonfiction


    Semester Hours: 3
    Periodically
    Discussion of techniques used in a wide range of nonfiction writing including journalistic columns, the familiar essay, interviews, magazine articles, drama and book reviews. 

    Prerequisite(s)/Course Notes:
    CRWR 133 or permission of the Director of the Conference. Summer Writer’s Conference designed to help developing writers sharpen their powers of expression including reading and discussion of student’s work, and analysis of themes and techniques. Does not count toward the 33 total s.h. required for the MA in English and American Literature  and the 36 total s.h. required for the MFA in Creative Writing .
  
  
  
  
  
  

  • CRWR 303 - MFA Project


    Semester Hours: 3
    Fall, Spring
    This course represents guided instruction leading to the completion of an extended creative writing project of at least 50 pages of fiction, literary non-fiction, or dramatic writing, or of at least 35 pages of poetry. The two-semester project is required of all candidates nearing the conclusion of the MFA. The manuscript may be defined as the complete draft of a novella, as the first chapters of a novel, as a series of short stories, as a series of personal essays or of texts of literary non-fiction, as a cycle or a series of poems, as a full-length or an extended one-act play, as a set of one-act plays, or as a screenplay. Along with addressing the quantifiable requirements for length, the project should reflect the candidate’s best effort to compose a work of depth and breadth, of exploration and revision. It could consist of work generated from the beginning of the semester, or it may constitute a comprehensive development of previous material, culminating in a broader, deeper exploration of earlier work.

    Prerequisite(s)/Course Notes:
    Course must be repeated once for credit. At the conclusion of 6 s.h. of CRWR 303, the project, the candidate will offer a defense of his or her work before the project adviser and one to two other members of the English  Department faculty. The satisfactory completion of the written work, as well as the defense, will conclude the requirements for the project. It is then awarded a grade of “CR” and, if the project is of particular merit, a designation of “Distinction.” A copy of the project is retained in the English  Department files.

Curriculum and Teaching (CT)
  

  • CT 200 - Introduction to Computer Technology in Education


    Semester Hours: 3
    Fall, Spring, Summer
    A course for educators PreK-12. Focuses on methods for integrating computer technology across the school curriculum. Social, ethical, political, and philosophical implications of computers on instruction are considered. Includes familiarization with major types of software used in instruction and professional practice, computer operations, problem-solving applications, and evaluations of computer-related materials, and applications of the Internet in educational settings.
  

  • CT 208 - Multicultural Curriculum and Teaching


    Semester Hours: 3
    Fall, Spring, Summer
    Course provides education students with an introduction to multiple multicultural education curriculum approaches, situating multicultural curriculum and teaching within a broader discussion of educational philosophy, current debates on learning standards, evolving technological and non-technological resources, and the curriculum implications of the diverse nature of the population of the United States.

    Prerequisite(s)/Course Notes:
    Prerequisites or corequisites for MSEd students: SED 205 , 213 , 264 . MA students should consult with their advisers. Same as SED 208 .
  

  • CT 210A - Emerging Technologies for Teaching and Learning


    Semester Hours: 3
    Fall, Spring
    Explores contemporary trends in telecommunication, multimedia, and computer software application within educational settings. Focuses on the ways technology-enhanced environments can support teaching, learning and research. Students gain experience using hypermedia, intelligent tutoring systems, multisensory immersion, computer-supported collaborative learning, simulation, and computer visualization. Includes implications for education change.

    Prerequisite(s)/Course Notes:
    CT 200  or permission of instructor.
  

  • CT 211A - Computer Authoring and Scripting Environments


    Semester Hours: 3
    Fall, Spring
    Provides experience in web-based software design for effective teaching and learning with technology. Students learn a scripting language to design web pages that integrate text, graphics, multimedia and interactive elements for application in classrooms. They become familiar with the process, promise, and limitation of educational software design and application.
  

  • CT 212 - Computer-Assisted Instruction


    Semester Hours: 3
    Periodically 
    Impact of use of computer technologies on curriculum and assessment in classrooms and other educational settings, with emphasis on strategies for computer-assisted instruction, design strategies for development environments such as the World Wide Web, and practical aspects of computer use in the classroom and workplace.

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

  • CT 213 - Applications of Computer Technology to Business Education and Technical Education


    Semester Hours: 3
    Periodically
    Course prepares career and technical education teachers to effectively integrate computer technology and instructional applications into the classroom in order to increase student learning. Topics include curriculum-specific software, SMART Board strategies, creating instructional documents, presentation software as well as the effective use of internet resources.

    Prerequisite(s)/Course Notes:
    (Formerly Applications of Computer Technology to Business Education.)
  

  • CT 214A - Information Technology in Elementary Education


    Semester Hours: 3

    Fall, Spring
    Advanced course which treats the application of information technology within elementary educational environments (grades PreK-6). Includes the critical evaluation of technological resources in elementary education. Students design lessons that implement the Internet, constructivist technologies, computer software, and cooperative learning activities to enhance the teaching and learning of elementary school curriculum.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.

     
  

  • CT 215A - Cognition and Artificial Intelligence


    Semester Hours: 3
    Fall, Spring
    Theoretical and practical applications of artificial intelligence are explored. Topics include natural language processing, neural computing, robotics, and social issues associated with artificial intelligence. Students learn an artificial intelligence programming language and develop a curriculum project using the language.

    Prerequisite(s)/Course Notes:
    CT 200  or permission of instructor.
  

  • CT 216 - Information Technology in Mathematics Education


    Semester Hours: 3
    Fall, Spring
    Advanced course which treats the development and application of information technology within middle-level and secondary mathematics education (grades 5-12). Topics include dynamic software for geometric explorations, graphing calculators for algebraic investigations, statistical packages and probeware for data analysis, graphics packages for design and data representation, and the Internet for information access. The mathematical foundations for computer architecture are examined.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.
  
  

  • CT 218 - Teaching Immigrant Children


    Semester Hours: 3
    Fall, Spring
    Exploration of TESOL curricula, methodology and evaluation in public school settings under close clinical supervision. The course includes 20 days of supervised ESL teaching at the elementary and secondary levels and is open to TESOL: ITI advanced certificate  candidates only.

    Prerequisite(s)/Course Notes:
    CT 226 , ELED 225 , and SED 267 . Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Pass/Fail Grade only.



  
  

  • CT 221 - Middle Childhood Philosophy and Teaching


    Semester Hours: 3
    Fall, Summer
    The first of two required courses leading to a middle childhood extension certification. Course topics include the rationale, philosophy, and foundations for middle schools; the culture of middle-level schools; sociocultural influences on middle-level schooling and students; developmental aspects of young adolescents and their needs for personalization and community; restructuring, block scheduling, teaming concepts and instructional delivery through teaming; advisories; gender, diversity and bullying issues; social and emotional learning (SEL) and service learning; parent involvement; and health and safety.

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

  • CT 226 - Linguistics for Teachers of English-Language Learners


    Semester Hours: 3
    Fall
    This course focuses on the pedagogical implications of linguistic theory and SLA research. The nature of language proficiency on the level of sound, word, sentence, meaning encoding and meaning interpretation is examined. The course also investigates historical and philosophical perspectives in language policy and language education.
  

  • CT 227 - Student Teaching


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching in cooperating schools with direction and supervision of cooperating teachers and college field supervisors. For teachers in art, and music education only. Students are placed at both elementary and secondary levels. During the student-teaching experience, prospective teachers gradually assume more responsibility for organizing and teaching classes. Weekly seminars are required on topics including teaching methods, curriculum design, technology, and assessment in the content area. Also required are special State-mandated seminars on the following issues: child abuse and maltreatment, prevention of alcohol, tobacco and drug abuse, safety education, fire and arson prevention, and violence prevention.

    Prerequisite(s)/Course Notes:
    Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Must be taken concurrently with SED 201 . Pass/Fail grade only.
  

  • CT 228 - Supervised Teaching


    Semester Hours: 6
    Fall, Spring
    Close clinical supervision of M.S. in Education students who are currently working on a full-time basis teaching either art or music in an accredited elementary or secondary school. Arrangements are made for supervised teaching at both elementary and secondary levels. Weekly seminars are required on topics including teaching methods, curriculum design, technology, and assessment in the content area. Also required are special state-mandated seminars on the following topics: child abuse and maltreatment, prevention of alcohol, tobacco, and drug abuse, safety education, fire and arson prevention, and violence prevention. Admission by application.

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

  • CT 229 - Development and Learning in Childhood and Adolescence


    Semester Hours: 3
    Fall, Spring, Summer
    Human development and learning processes from birth through adolescence with implications for teaching in elementary and secondary schools. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment. Requires 20 hours of classroom observation and participation in elementary or secondary schools.

    Prerequisite(s)/Course Notes:
    Same as SED 213 .
  
  

  • CT 231 - Methods and Materials for Teaching Computer Science in the Schools


    Semester Hours: 3
    Periodically
    Use of Pascal as an instructional tool. Course treats the mathematical and technological bases for computer education as it is implemented in the schools. Implications of the Regents’ Action Plan for using local-area networks, for curriculum design, teaching methods and student evaluation is investigated.

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

  • CT 233 - Dynamic Approaches to K-12 Art History and Aesthetics


    Semester Hours: 3
    Fall, Spring
    This seminar course, designed for pre-service art education students, examines varied approaches to teaching art history to students on the elementary and secondary school levels. Students will focus on global art historical perspectives, the relationship of art forms to cultural context and media and methods employed, both past and present. Students will develop art history lessons and units with related art activities that address and challenge varied cognitive and expressive characteristics of all developmental levels of K-12 students. Current technologies applied in art will be examined.

    Prerequisite(s)/Course Notes:
    Art history survey course. Credit given for this course or SED 239 , not both. May not be taken on a Pass/Fail basis.
  
  

  • CT 239 - Children’s Engineering in the STEM Classroom


    Semester Hours: 3
    Fall
    A course for experienced teachers which stresses knowledge, skills and attitudes essential for using informed engineering design as a pedagogical strategy in K-12 STEM education. Factors underlying the design process, supporting principles of mathematics and science, with connections to common core standards, are examined. Central to the course is the creation of an informed engineering design portfolio, a form of authentic assessment and documentation of student work.

    Prerequisite(s)/Course Notes:
    (Formerly Children’s Engineering.)
  
  
  

  • CT 247A - Middle Childhood Curriculum: 5-6


    Semester Hours: 3
    Spring
    This course emphasizes the interdisciplinary nature of the New York State standards and assessments on the 5-6th grade levels. Course work focuses on a more global approach to academic curricula, the philosophy and practice of interdisciplinary and thematic integrated curriculum and the skills that need to be taught and infused into all subjects taught on these levels within the K-12 scope and sequence to provide continuity and articulation. Instructional strategies and models, teaming of students and faculty, grade-level configurations, and diverse assessments are emphasized.
  

  • CT 248A - Middle Childhood Curriculum: 7-9


    Semester Hours: 3
    Spring
    This course emphasizes both teaching as a specialist in a subject area and understanding a more global approach to academic curricula. The course includes the structures and curriculum approaches students have already experienced and how to foster a smooth transition for students into a full teaming structure. Course work focuses on the philosophy and practice of interdisciplinary and thematic integrated curriculum and the skills that need to be taught and infused into all subjects taught on these levels within the K-12 scope and sequence to provide continuity and articulation. The interdisciplinary nature of the New York state standards and assessments is stressed.
  
  
  

  • CT 252 - Portfolios and Authentic Assessment


    Semester Hours: 3
    Periodically
    This course is designed primarily for teachers K-12 teaching subjects across the curriculum, school administrators, and pre-service teachers to address the implications of authentic assessment strategies on curriculum and evaluation. Unlike standardized tests, forms of authentic assessment, including portfolios, performance-based criteria, and holistic scoring rubrics, provide opportunities to examine student work and progress without taking time away from classroom instruction. Authentic assessment strategies can validate and encourage respect for all student voices in the classroom and provide a rich source of evidence of growth and understanding not available through traditional assessment methods.

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

  • CT 256 - The Newspaper as a Teaching Tool


    Semester Hours: 3
    Summer
    This course introduces students to the newspaper as an educational tool for children of all grade levels, K-12, and in every subject area. The newspapers on Long Island and the metropolitan area contribute editors, Newspaper in Education coordinators, and NIE managers as speakers in the workshop. Students tour Newsday and see the newspaper in production. The history and background of Newspapers in Education are presented. Students receive a comprehensive overview of NIE and the practical means to implement in their classrooms. Curriculum materials and teaching strategies relating to the newspaper are employed.

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

  • CT 260 - Foundations, Theory and Practice of Bilingual Education


    Semester Hours: 3
    Summer
    Consideration of the sociocultural, linguistic, and educational needs of language minority students and the programs designed to respond to their needs. Attention given to the history of bilingual education in the United States, including relevant legislation and litigation, as well as research that relates to the development of effective bilingual/bicultural education programs. Bilingual, bicultural education program models are presented and analyzed.
  

  • CT 265 - Methods and Materials in Bicultural Education


    Semester Hours: 3
    Once a Year
    This advanced course provides analysis of current teaching methods and materials in bilingual education. The impact of cross-cultural learning styles on teaching and learning processes is explored. Special attention is given to ways of adapting instruction to the linguistic and cultural characteristics of students in dual language contexts. Supervised classroom observation in designated school settings are required.

    Prerequisite(s)/Course Notes:
    CT 260 .
  

  • CT 266 - Immigrant Children in the U.S. School


    Semester Hours: 3
    Spring
    An in-depth exploration of immigrant children’s schooling experiences. Examination of immigration-related phenomena, such as nativism, role reversal, cultural incompetence, first language attrition as they affect language learning in young and adolescent students. Analysis of the impact of structural characteristics of U.S. schools on immigrant children’s language learning experiences. Implications of the sociocultural background of students, the socioeconomic patterns of the school, and students’ affective and cognitive development for curricula design and implementation.
  

  • CT 267 - Promoting Algebraic Ideas in K-8 Classrooms


    Semester Hours: 3
    Spring, Summer
    This course is designed to explore how algebraic thinking does fit into the elementary school mathematics curriculum. Both content and pedagogy will be explored simultaneously. Algebra in this context is treated as way of thinking about number and mathematical relationships and as a powerful tool for deepening students’ understanding of mathematics lessons and investigate a variety of problems that can be used with students to foster their algebraic reasoning. Participants will read and discuss relevant research on the importance of promoting algebraic thinking and organize algebraic activities using the Principles and Standards for School Mathematics and the New York State Mathematics Learning Standards as guides.

    Prerequisite(s)/Course Notes:
    Same as ELED 267 .
  
  
  
  
  
  
  

  • CT 273 - Instruction of Foreign Languages at the Elementary School Level


    Semester Hours: 3
    Periodically
    This course will address the goals of certified secondary teachers of foreign languages, grades 7-12 interested in extending their certification to include the instruction of foreign languages in grades 1-6. Students currently enrolled in a certification program for foreign languages, grades 7-12 may take this course and apply for an addendum on the 7-12 certification. Certification will be granted by the New York State Education Department upon completion of requirements and submission of appropriate application and fees. The focus of the course is application of theories of second language learning to instruction at the elementary school level, understanding of developmental issues for teaching young children, and the designing of effective curriculum, instructional practice, and assessment appropriate for world languages at the elementary-school level.
  

  • CT 275 - Selected Topics in Educational Software Development


    Semester Hours: 3
    Periodically
    This course is for people who plan involvement with software development for use in educational settings (PreK-12). Although topics vary, the course treats the education applications of algorithm analysis, data structures, recursion, graphics interface design, and adaptation of educational software among various languages and platforms. Requires no prior programming or design experience.

    Prerequisite(s)/Course Notes:
    CT 200   or permission of instructor.
  

  • CT 276 - Educating for Civic Engagement


    Semester Hours: 3
    Periodically
    Theory and practice concerning how teachers, curricula, and schools can educate students for civic engagement. Participants will explore the literature on democratic education, its relationship to multicultural education, and the content, skills, and dispositions of civic engagement. Participants will create curriculum designs with the goal of fostering a just democracy in a diverse society.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 277 - Middle Level Mathematics Curriculum


    Semester Hours: 3
    Periodically            
    Trends in curriculum, instruction, and assessment that impact middle-level mathematics instruction, with emphasis on the standards published by the National Council for Teachers of Mathematics, integrated thematic instruction in mathematics, and connecting mathematics to the real world using a variety of mathematical activities and tools in problem solving.

    Prerequisite(s)/Course Notes:
    This course is intended primarily for students admitted to a doctoral program but may be taken by other graduate students with permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 278 - Integrating Science, Technology, Engineering and Math (STEM) in the School Curriculum, Grades 5-12


    Semester Hours: 3
    Spring
    This course is designed for teachers of science, technology, engineering and mathematics (STEM) in grades 5-12. It focuses on curriculum connections of the four 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 STEM 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 school mathematics and science content. (Formerly SED 278, Integrating Math, Science, and Technology in the Secondary Curriculum.)
 

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