May 18, 2024  
2018-2019 Graduate Studies Bulletin 
    
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2018-2019 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Curriculum and Teaching (CT)
  
  
  

  • 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.)
  

  • CT 278A - Student Teaching: Teaching Foreign Languages


    Semester Hours: 4
    Fall, Spring
    Extended teaching practice under close clinical supervision of MSEd in LOTE/TESOL  candidates. Students have the following two placements: foreign language teaching, middle/junior high school level(grades 7-9); foreign language teaching, high school level (grades 10-12). Admission by application and interview. Applications obtainable at the Office of Field Placement to be returned by May 1 for the succeeding spring semester and by February 15 for the fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Learning and Technology  Department to work intensively with specific student problems.  

    Prerequisite(s)/Course Notes:
    ELED 225 ; LYST 209 , 215A , 217A ; SED 233 , 267 , 291 ; SPED 264 . Pass/Fail grade only. Credit given for this course or CT 278W , not both.  [Formerly CT 278: Student Teaching: Teaching Foreign Languages and English as a Second Language (ESL).]
  

  • CT 278B - Student Teaching: Teaching English as a Second Language (ESL)


    Semester Hours: 2
    Fall, Spring
    Extended teaching practice under close clinical supervision of MSEd in LOTE/TESOL  candidates. Students have the following two placements: TESOL, elementary level (grades K-6); and TESOL, secondary level (grades 7-12). Admission by application and interview. Applications obtainable at the Office of Field Placement to be returned by October 1 for spring semester and by March 1 for the fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Learning and Technology  Department to work intensively with specific student problems.

    Prerequisite(s)/Course Notes:
    ELED 225 ; LYST 209 , 215A , 217A ; SED 233 , 267 , 291 ; and SPED 264 . Pass/Fail grade only. [Formerly CT 278: Student Teaching: Teaching Foreign Languages and English as a Second Language (ESL).]
  

  • CT 278W - Internship: Working Teachers of Languages Other Than English (LOTE)


    Semester Hours: 1-4
    Fall, Spring, Summer
    Internship of LOTE teachers employed at accredited and registered NYS schools. Students are required to provide a letter of employment and permission from the school for university staff to perform supervision. Attendance at weekly seminars is required. These seminars are designed to help locate, analyze and solve immediate problems in the internship experience and to address issues of inclusion and diversity in the classroom. Interns review standards, teaching methods, curricula, technology and assessment in their subject area, and reflect on their classroom experiences. 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. The class is open, but not restricted to, international students.

    Prerequisite(s)/Course Notes:
    LYST 213A ; SED 217 , 233 , 291 , 291L ; SPED 264 . Pass/Fail grade only. Credit given for this course or CT 278A , not both.



  

  • CT 279 - The Psychology of Music Learning and Teaching


    Semester Hours: 3
    Periodically
    Theory and research in the psychology of music with emphasis on the educational implications of this work. Topics include: processes of musical cognition, including perception, production, and reflection; biological and cultural influences on musical cognition and development; and relationship of musical cognition to other cognitive abilities. 

    Prerequisite(s)/Course Notes:
    Open only to musicians and music educators. May not be taken on a Pass/Fail basis.
  
  

  • CT 290 - Research Design in Curriculum and Instruction


    Semester Hours: 3
    Fall
    In this seminar students gain practical experience with procedures for design of research projects in curriculum and instruction. Topics include techniques for literature review, identification of areas in need of further research, formulation of research questions, development of research strategies, specification and operationalization of variables and measures, establishment of procedures for sampling and data collection, and techniques for analysis and interpretation of research data.

    Prerequisite(s)/Course Notes:
    For matriculated doctoral students in the School of Education of HCLAS  only. May not be taken on a Pass/Fail basis.
  
  

  • CT 297A - Advanced Studies in Art Education: Elementary


    Semester Hours: 3
    Fall
    An advanced course in elementary-level art education focusing on skills of artistic production, aesthetics/perception, and reflection among students from Pre-K to grade six. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment in the elementary art classroom.

    Prerequisite(s)/Course Notes:
    Initial or provisional certification in art education.
  

  • CT 297B - Advanced Studies in Art Education: Secondary


    Semester Hours: 3
    Spring
    An advanced course in secondary-level art education focusing on skills of artistic production, aesthetics/perception, and reflection among students from grades 7 to 12. Emphasis on design of developmentally appropriate vehicles for curriculum, instruction, and assessment in the secondary art classroom.

    Prerequisite(s)/Course Notes:
    Initial or provisional certification in art education.
  

  • CT 298A - Curriculum and Instruction in Art: Elementary


    Semester Hours: 3
    Fall
    Prospective teachers study the impacts of socio-cultural, perceptual and cognitive changes during elementary school on children’s artistic-aesthetic development. The course links theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for elementary school students. Lesson planning, classroom management and diverse assessment practices will be examined. Requires 20 hours of participation-observation in an elementary classroom.

    Prerequisite(s)/Course Notes:
    SED 200 , 205 , 264 ; CT 229 .
  

  • CT 298B - Curriculum and Instruction in Art: Secondary


    Semester Hours: 3
    Spring
    Prospective teachers study the impacts of socio-cultural, perceptual and cognitive changes during adolescence (grades 7-12) on students’ artistic-aesthetic development. The course links theoretical strands with weekly participation in hands-on art projects and processes that are appropriate for middle and secondary school students. Lesson planning, classroom management and diverse assessment practices will be examined. Twenty hours of participation and observation in a secondary school is required.

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

  • CT 299A - Developing Creative Music Strategies


    Semester Hours: 3
    Fall
    This course is designed to provide music students seeking teacher certification the opportunity to explore the principles of problem solving which underlie the educational, philosophical and psychological rationale for teaching music. Musical strategies that encourage divergent and analytical thinking are explored for their potential in establishing a framework for musical learning at all levels. Classroom observations (20 hours) and lesson demonstrations are required.

    Prerequisite(s)/Course Notes:
    There is a $10 materials fee. This course is not for elementary/secondary classroom teacher.
  
  
  
  

  • CT 320 - Locating Ourselves in the Transformative Curriculum in Urban and Multicultural Communities


    Semester Hours: 3
    Periodically
    This course examines paradigms of effective, culturally consonant teaching through theoretical and narrative research on Whites and multicultural education; the experience of African American teachers in historically Black schools; and school-community relations. Course content includes autobiography and reflection on the implications of race, class, gender, and sexual orientation, and action research in local communities.

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

  • CT 321 - Analysis and Development of Curriculum for Urban and Multicultural Communities


    Semester Hours: 3
    Periodically
    This course explores the history of school integration and multicultural education in the United States and examines contemporary educational issues confronting urban and multicultural communities. Participants will analyze curriculum models and develop differentiated and demographically sensitive approaches to curriculum, instruction, and assessment.

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

  • CT 362 - Advanced Curriculum Theory and Development


    Semester Hours: 3
    Periodically                                         
    This course is designed to provide an advanced knowledge of curriculum theory, allowing students to pursue inquiry into curriculum design and implementation from multiple perspectives, with particular attention to critical contexts, multicultural perspectives, and contemporary theories. The course is focused on major trends and issues in curriculum theories and how enduring curricular ideas are applied and assessed in classrooms.

    Prerequisite(s)/Course Notes:
    Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis.
  

  • CT 363 - Models of School and Classroom Inquiry


    Semester Hours: 3
    Periodically      
    This course explores the field of practitioner research, also called action research or teacher research, as a tool for understanding the conditions of learning in the classroom and the social context of the school. The course requires students to select a problem for study, explore qualitative and quantitative methodologies for collecting data, and analyze/interpret data. 

    Prerequisite(s)/Course Notes:
    Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis. 
  

  • CT 364 - Mentorship and Staff Development in Learning and Teaching


    Semester Hours: 3
    Periodically
    This course explores theory, research, and practice in adult learning, with the goal of preparing participants to serve as mentor teachers, coaches, and staff developers in schools and other educational institutions. The course emphasizes teachers assisting teachers in analysis and design of vehicles for curriculum, instruction, and assessment in light of emerging pedagogies.

    Prerequisite(s)/Course Notes:
    CT 360  and 361 . Admission into the doctoral program in learning and teaching  and permission of instructor. May not be taken on a Pass/Fail basis. 
  

  • CT 365 - Research on the Brain and Learning


    Semester Hours: 3
     Periodically

    This course explores how advances in the field of neuroscience impact learning. Brain imaging studies have facilitated new understanding of the brain’s neural systems and how they relate to memory, attention, emotion and creativity. This course focuses on the applications of neuroscience research to teaching and learning. Through lecture, discussion and hands-on activities, students learn strategies to apply neuroscience to the classroom. This course communicates and promotes a burgeoning educational research base that marries cognitive science with education. It also explores strategies that stimulate what we know about the brain’s natural approaches to learning.
  

  • CT 371 - Current Trends in Early Childhood Curriculum Development


    Semester Hours: 3
    Periodically    
    This course focuses on the contexts and contents of current research findings in early childhood curriculum development. Participants will develop a review of the current literature and trace its roots as relevant to their long-term projects.

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

  • CT 372 - Model Building and Curriculum Development in Early Childhood Education


    Semester Hours: 3
    Periodically                           
    This course focuses on a variety of contemporary models of early childhood curriculum as well as models that inform them, such as script theory, perceptual models, theory of mind, chaos/complexity theory, and other dynamic approaches to integrated curriculum development in early childhood education. Participants will review related theory, programs, and research and design curricular models for use in early childhood curriculum intervention projects.

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

  • CT 373 - Advanced Curriculum Development in Early Childhood Settings


    Semester Hours: 3
    Using a variety of early childhood sponsorships and structures, participants will study the issues of early childhood curriculum policy, advocacy, and family and community involvement pertinent to the work of advocates in early childhood curriculum development. Participants study the relationships of inservice staff development, career ladder issues, and multicultural family and community involvement. Participants will design and implement related proactive projects.  

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

  • CT 390 - Theories of Learning Mathematics


    Semester Hours: 3
    Periodically
    This course explores mathematical learning theories and their influence on mathematics instruction. Topics include the historical development of mathematical learning theory, the characteristics of mathematics learners, and the nature of learning processes in mathematics. Research from cognitive science and psychology are included.  In-service teachers will connect mathematics learning theory to their teaching practice. 

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

  • CT 391 - Assessment and Evaluation in Science


    Semester Hours: 3
    Periodically
    Design, analysis, and evaluation of procedures for assessing learning in the science classroom. Topics include summative and formative uses of assessment data, impact of learning standards on science assessment, standardized testing, performance assessments, techniques for evaluation of students’ laboratory performance, and use of technologies in assessment of science learning. 

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

  • CT 392 - Curriculum and Instruction in Science in Middle Level and High School Education


    Semester Hours: 3
    Periodically
    Design and analysis of multiple approaches to curriculum and instruction in secondary science education. Topics include national and state standards in science, lesson and unit planning, instructional techniques, reflective practice, and research on student learning in science classrooms.

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

  • CT 393 - Constructivist Science Education


    Semester Hours: 3
    Periodically
    Development of instructional strategies that are consistent with a constructivist approach to science teaching and aligned with the standards of learning published by the National Science Teachers Association. Emphasis on principles of constructivist pedagogy and application of this pedagogy in design and implementation of lessons and units in science.

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

  • CT 394 - History of Science Education in the United States


    Semester Hours: 3
    Periodically
    The history of science education in the United States with emphasis on the development of the sequence of courses in earth science, biology, chemistry, and physics that predominates in secondary schools. Controversies in science education such as the debate between evolutionary biologists and advocates of creationism or intelligent design.

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

  • CT 400 - Qualitative Methods of Inquiry in Learning and Teaching


    Semester Hours: 3
    Periodically
    An introduction to qualitative/interpretive research as it applies to learning and teaching in schools and alternative educational settings. Topics include methodologies and paradigms in qualitative research, modes of qualitative inquiry, design of qualitative research projects, collection and interpretation of qualitative data, and ethical issues inherent in qualitative research. Students will complete a small-scale qualitative study based in a classroom or alternative educational setting. 

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

  • CT 500 - Practicum in Learning and Teaching


    Semester Hours: 3
    Periodically
    Under the supervision of an adviser, participants design a curriculum-inquiry project, implement the project in a PreK-12 classroom or alternative setting, and prepare a final report that summarizes the project’s goals, activities, and outcomes.

    Prerequisite(s)/Course Notes:
    Matriculation in the doctoral program in learning and teaching ; successful completion of the doctoral candidacy examination; completion of 30 s.h. of course work including 12 s.h. in the learning and teaching component, 9 s.h. in the research component, and 9 s.h. in the area of specialization. May not be taken on a Pass/Fail basis. (Formerly Internship in Learning and Teaching.)
  

  • CT 601 - Dissertation Seminar


    Semester Hours: 3
    Periodically    
    In this course students identify potential areas of study for their dissertation work, explore strategies for identification and review of relevant research literature, generate research questions growing out of this literature, and develop appropriate research methods for addressing these questions. 

    Prerequisite(s)/Course Notes:
    Matriculation in the doctoral program in learning and teaching ; completion of qualifying procedures; 48 s.h. of coursework including CT 500  and all courses in the Learning and Teaching Component. May be taken on a Pass/Fail basis only.
  
  
  

  • CT 604 - Dissertation Advisement


    Semester Hours: 3
    Periodically
    Through consultation with an adviser, each student a) collects and analyzes data from the approved research study, b) writes a dissertation describing the study’s theoretical framework, antecedent literature, research questions, methods, results and implications, and c) defends the project in an Oral Examination. May be taken three times. Three credits are applied toward the doctoral degree when the approved dissertation has been placed in the Hofstra University Axinn Library.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in the doctoral program in learning and teaching . Offered on a Pass/Fail basis.
  

Drama (DRAM)
  
  
  

Economics (ECO)
  
  
  

  • ECO 241 - Employment Policy Analysis


    Semester Hours: 3
    Periodically
    Employment behavior, outcomes, institutions, and policies are the focus of this research course. The goals of the course are to build a conceptual foundation in economic and labor studies approaches to employment analysis and to develop the research skills needed to critically evaluate employment policy issues. The course explores a variety of interesting and controversial topics, including: changes in career opportunities and obstacles; unemployment; privatization of public sector jobs; pay and fringe benefit differentials; education and training effects; racial, ethnic, and gender discrimination; occupational health and safety; immigration’s job market impacts; international job shifts and global labor policies; and labor union organizing and relationships with employers and government.

Educational Administration (EADM)
  

  • EADM 200 - The School as an Organization


    Semester Hours: 3
    Once a Year
    Introductory course designed for master’s-level students on the school as a complex social organization. Concept, structure and functions of educational organizations, with special emphasis on elementary and secondary schools. Explores the formal structure of school systems including the roles of the federal government, state departments of education, local school boards, public interest groups and parent-teacher organizations. Analyzes the relationship between educational research, policy and practice in local schools. May not be used to fulfill requirements for the certificate of advanced study or doctoral programs.
  

  • EADM 210 - Core Theory in Educational Administration


    Semester Hours: 6
    Periodically
    A study of concepts, theories, research methods and findings drawn largely from the behavioral sciences which can be applied in the practices of educational administration at all levels. Emphasis is given to organizational behavior including the study of roles and relationships, scientific management, bureaucracy, social systems, human motivation, decision making, leadership, organizational change, communications, and situational influences which shape education and educational administration in the context of a multicultural society. Methods of instruction include lectures, class discussion, role-playing, student presentations, guest lecturers and use of audiovisual materials. Student achievement is evaluated on the content and quality of written papers, class participation and a final written exercise.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in CBAE educational administration programs.
  

  • EADM 211 - Core Practicum in Educational Administration


    Semester Hours: 6
    Periodically
    This course moves educational administration from advanced theory into action. Using simulated materials reflecting the problems and issues of a particular school district, the course deals with administrator decision-making behavior in the context of a community which reflects a variety of multicultural characteristics and values. Political, social and economic pressures as well as educational needs are considered, and the use of group dynamics in the decision-making process is highlighted. Achievement is determined primarily through peer group and evaluations of competencies.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students in CBAE educational administration programs.
  

  • EADM 214 - Theories and Practices of Supervision


    Semester Hours: 3
    Periodically
    A systematic study of the theories and practices of supervision and the philosophies, rationales and assumptions upon which elementary and secondary school supervision is based. Theoretical concepts are conveyed by lectures and discussion; skills are acquired through role playing and case studies. Achievement is determined through papers and quality of class participation.

    Prerequisite(s)/Course Notes:
    Two years of teaching experience.
  

  • EADM 219 - Patterns of Building Unit Administration


    Semester Hours: 3
    Periodically
    This course focuses on the administrative roles and functions of elementary and secondary school building administrators. The topics include tasks of a building administrator, school organization and staff utilization, curriculum development and improvement, leadership, supervision of individual performance, personnel management, facilities management, employee organization relations, student affairs, school public relations, basic school laws and sources of legal information. Methods of instruction include lecture and class discussion, small group exercises, student and guest presentations, written exercises and a final written exercise. Evaluation of student achievement is based on the quality of class participation and quality of written exercises.
  

  • EADM 222 - Human Relations in School Personnel Management


    Semester Hours: 3
    Periodically
    The areas of motivation, group dynamics and leadership theory as well as the tasks of staff recruitment, selection, orientation and development are treated. Competencies are developed through case studies, role playing, lecture-discussions and substantive readings and reactions. Achievement is determined through the quality of work in these activities.
  

  • EADM 223 - School Business Administration II


    Semester Hours: 3
    Periodically
    An examination of the duties and responsibilities including an understanding of the role in relation to other members of the administrative team and an exploration of aspects of the business administrator’s work in regard to office management, budget procedures, financial management, accounting and auditing, purchasing and supply management, insurance programs, capital outlay and debt service, school plant operation and maintenance, food service and transportation.

    Prerequisite(s)/Course Notes:
    EADM 270 .
  

  • EADM 231 - School Public Relations


    Semester Hours: 3
    Periodically
    Functions and responsibilities of the school administrator in the development and maintenance of effective school public relations. The meaning and purpose of school public relations, the public relations roles and functions of the board of education and all school personnel, school-community relations, communications processes, techniques and strategies, the preparation of communications materials, handling criticism and attacks, and relations with the news media. Questions and problems as they emerge during the semester. Illustrated lectures, class discussion, group interaction, role playing, student presentations, guest lectures and individual student reading, research and written assignments. Student achievement is measured by the quality of class participation, written assignments and a culminating written exercise.
  

  • EADM 233 - Educational Facilities Planning


    Semester Hours: 3
    Periodically
    Analysis of educational changes and architectural consequences, planning for flexible educational environments for present and future use, uses for underutilized schools, operation and maintenance, energy conservation and related problems. Slide lectures and visits to school are the principal methods of instruction. The achievement level of student is determined by application of the subject.
  

  • EADM 235 - Collective Negotiations in Education


    Semester Hours: 3
    Periodically
    The history of collective bargaining in the labor movement; comparison of collective bargaining, professional negotiation and collective negotiation, pertinent state legislation; representation and recognition procedures; scope and process of negotiations, impasse procedures; issues and outcomes of teachers’ strikes and sanctions; impact on administrative theory and practice. Lecture-discussion with some role playing of situations. Achievement is determined through term papers and student reports with competency assessed by course instructor.
  

  • EADM 236 - Race, Ethnicity, and Gender in American Education


    Semester Hours: 3
    Periodically
    This course explores historical and contemporary educational practices and policies related to various ethnic and racial groups, as well as women in the United States. We will identify the social, cultural, political, and intellectual forces that shape educational policy in the teaching and learning process. We address a fundamental question: “What should America’s public schools do to provide an educational experience that emphasizes both quality and equity for all students in a democratic, pluralistic society?”

    Prerequisite(s)/Course Notes:
    Same as FDED 234 . Students seeking certification as classroom teachers should not enroll in this course.
  

  • EADM 241 - Supervision of Instruction and Curriculum Development


    Semester Hours: 3
    Periodically
    This course surveys the organization, supervision and evaluation of curricular innovations and instructional programs as administered at the elementary and secondary school levels. Types of classroom arrangements (traditional, cluster and open); organization and scheduling plans (continuous progress, cross-grade grouping, departmentalization, dual progress plans, house plans, integrated day, modular scheduling, multi-age grouping, multiunit plan, nongraded and self-contained classrooms); general instructional methods (computer-based, individualized, programmed, supervised independent study, supervised work experience and team teaching); and alternative approaches (alternative schools, community schools, mini-schools and school-within-a-school). Through reading assignments, peer presentations, class discussions and written examinations, students are expected to demonstrate to the instructor their competence in these four areas.

    Prerequisite(s)/Course Notes:
    EADM 214 .
  

  • EADM 243 - School Finance


    Semester Hours: 3
    Periodically
    Study of the economic, political and legal aspects of financing public education, both from a general point of view and with specific attention to New York state. Areas considered include basic economic principles; local, state and federal financial support; systems analysis; taxing systems; fiscal aspects of equal educational opportunities; budgeting; purchasing; accounting; and reporting and communication of fiscal information. Lectures, class discussions, student reports, case studies. Achievement is evaluated on the content and quality of written papers, oral reports, class participation and on a final written exercise.
  

  • EADM 244 - School Law


    Semester Hours: 3
    Periodically
    Study of the legal framework (national and New York state) within which public education operates. Areas considered are church-state relations, state agencies, local school boards, financing education, tort liability, teacher-personnel administration, the Taylor Law, tenure, desegregation, and constitutional rights and freedoms of students. Case studies, lectures, class discussions and reports. Achievement is determined by the quality of written papers, oral reports, class discussion and a final written exercise.

    Prerequisite(s)/Course Notes:
    School attendance officers are advised to enroll in EADM 246 .
  

  • EADM 245 - Selected Issues in School Administration


    Semester Hours: 3
    Periodically
    Discussion and analysis of current vital issues in educational administration and their proposed solutions. Students are expected to research an issue, present it to the class and defend it. Achievement is determined by the quality of the written research report and the competencies demonstrated in the presentation and defense of the oral presentation in addition to other evidences.

    Prerequisite(s)/Course Notes:
    May be taken more than once for credit.
  
  

  • EADM 247 - Data Processing for School Administrators


    Semester Hours: 3
    Periodically
    Consideration of the types of applications of computer systems typical to school situations. The organization of school computer equipment for the guidance function, computer-based instruction, information retrieval, school simulation for problem solving, and the development of a total information system are discussed and/or implemented. Instruction is conducted by lecture and demonstration, and assessed by instructor on basis of papers and projects submitted commensurate with evidences.
  

  • EADM 249 - Management Technology


    Semester Hours: 3
    Periodically
    An investigation into the theory and application of management technologies to the administrative process in education. Forms of systems-based technologies are considered. In addition to reading widely, contributing to class discussions and other normal expectations, students are expected to apply various technologies to case problems and simulated situations. Achievement is determined in part through peer-group assessment of projects and instructor evaluation of competencies.

    Prerequisite(s)/Course Notes:
    EADM 200  or 211  or by permission of instructor.
  
  
  

  • EADM 255 - Women in Education Administration


    Semester Hours: 3
    Periodically
    Acquaints students with the literature on women in educational administration in an effort to understand both how to get a job as a woman and how to keep it. Additionally, students explore the implications of gender-bias for research, theory and practice in educational administration.

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

  • EADM 256 - Curriculum Management and Evaluation for Leaders


    Semester Hours: 3
    Periodically
    This course will explore principles and practices essential to administrative curriculum management and evaluation. Students will acquire knowledge and understandings about instructional leadership at the school and district levels. Students will examine the roles of school administrators and establish accountability procedures for the implementation of effective curriculum design and supervision of rigorous curriculum delivery. Utilizing the framework of the curriculum management audit process, students will learn how to maximize the relationship between the written, taught, and assessed curriculums for greater student performance. Participants will acquire understandings and skills to define organizational control structures, analyze curriculum documents, determine equity and equality issues, gather and utilize assessment data to evaluate and enhance productivity within schools and school districts. This course is recommended for current and aspiring school and district leaders.
  

  • EADM 257 - The Reflective Administrator


    Semester Hours: 3
    Periodically
    This course facilitates administrative performance by helping administrators to gain self-knowledge and develop self-reflection on their administrative actions. Students develop a platform or formal statement of their administrative intentions and then, with the help of the instructor and other students, examine the relationship between intentions and actual behaviors. Congruence and dissonance between intention and action are probed in a safe setting. Identified discrepancies provide points for individual decisions about changes in administrative behavior.

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

  • EADM 259 - The Administrator in Fiction


    Semester Hours: 3
    Once a Year
    Reflective course using contemporary novels to explore a variety of administrative themes, such as vision, leadership, organization, rationality and gender. Fiction is used as a lens to study personal constructions of meaning, to reflect on the spectrum of our internal lives in relation to administrative roles, and to explore the subjective experience of administration through aesthetics and imagination.

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

  • EADM 260 - Leading Learning Organizations


    Semester Hours: 6
    Once a Year
    This first course of the Advanced Certificate program will introduce prospective administrators to the concept of learning organizations and identify the skills and strategies necessary to develop learning organizations. The focus for the course will be on the following themes: the actions and pathways used by educational leaders to advance student and professional learning; the characteristics of organizations that support student and adult learning; the impact of administration and leadership on organizational effectiveness; the utilization of organizational perspectives as a frame for organizational decision-making; and the development of a reflective perspective on one’s own leadership vision and practice. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments and substantive readings. Performance is assessed through the quality and degree of mastery demonstrated in the undertaking of these activities.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students.
  

  • EADM 261 - Building Learning Communities


    Semester Hours: 6
    Once a Year
    The most effective schools are those that function as learning communities. In this course, students will develop an understanding of the meaning and importance of community and the role that educational leaders play in creating these learning communities. Students will also develop communication and group process skills that nurture and maintain a culture of inquiry, collaboration, support, and continuous improvement; and consider those organizational processes including teacher selection, supervision, and professional development that directly influence the quality of educator performance in school and districts. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Performance is assessed through the quality and degree of mastery demonstrated in the understanding of these activities.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students.
  

  • EADM 262A - Engaging External Environments: Social, Political, Economic, and Legal Contexts of Schools


    Semester Hours: 4
    Once a Year
    Schooling in the United States is heavily influenced by the social, political and legal contexts in which it takes place and occurs amidst a fragmented, multi-layered governance system. As a result, schooling is contextually specific, necessarily political, and increasingly a matter of legal concern. Often understood as forces to which leaders must react, external environments should rather be considered bounds within which proactive school and district leadership for learning can take place. In this course, students will develop an understanding of  the dynamics of family and community, professional organizations, and the larger policy environment and consider how to work effectively in these important external environments to build relationships, garner resources and adopt an effective advocacy stance to support student learning. Through readings, case studies, discussions, and small group activities, students will explore, among other topics, families and communities as stakeholders, the governance of schools, equity in education as distributive justice, and transformational ways that school leaders can engage their external  environments. Performance is assessed through the quality and degree of mastery demonstrated in the undertaking of these activities.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students.
  

  • EADM 263 - Administrative Internship I


    Semester Hours: 2
    Fall, Spring, Summer
    A cooperatively guided administrative experience that focuses on the decision-making and problem-framing tasks of administrators. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor, with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor.

    Prerequisite(s)/Course Notes:
    Registration by permission of the departmental program and internship coordinator. EADM 262A  should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the Educational Leadership program . Pass/Fail grade only.
  

  • EADM 264A - Framing Problems and Making Decisions


    Semester Hours: 4
    Once a Year
    Examines the processes of problem-framing and decision-making in educational organizations. The focus is on the general ideas and concepts that decision-makers use, or could use, to think systematically about the problems they face. Frameworks for conceptualizing issues, tools for selecting alternatives, and issues of implementation are examined. Understanding how to use school and district data to make decisions and formulate policy is emphasized. A broad array of analytical tools is applied to resolve simulated and real problems. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Achievement is determined through the quality and degree of mastery demonstrated in the undertaking of these activities.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students.
  

  • EADM 265 - Administrative Internship II


    Semester Hours: 2
    Fall, Spring, Summer
    A cooperatively guided administrative experience that focuses on the external environments that impact schools. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor, with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor.

    Prerequisite(s)/Course Notes:
    Registration by permission of the departmental program and internship coordinator. EADM 264A  should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the Educational Leadership program . Pass/Fail grade only.
  

  • EADM 266 - Educational Program Development, Delivery and Assessment


    Semester Hours: 4
    Once a Year
    Introduces students to a variety of perspectives, including traditional as well as contemporary reconceptualization of curriculum and learning processes. Core educational technologies, including educational needs assessment, goal consensus testing, educational program planning (with participatory involvement, staff development, resources deployment, progress monitoring, budgeting, evaluation and accountability reporting components), educational change and risk-taking, school support services, and the nonacademic curriculum are studied. Competencies are developed through case studies, role-playing, lecture/discussion, team and individual assignments, and substantive readings. Achievement is determined through the quality and degree of mastery demonstrated in the undertaking of these activities.

    Prerequisite(s)/Course Notes:
    Open only to matriculated students.
  

  • EADM 267 - Administrative Internship III


    Semester Hours: 2
    Fall, Spring, Summer
    A cooperatively guided administrative experience that focuses on educational program development, delivery, and assessment. Students submit a plan of administrative and supervisory tasks to the departmental program and internship coordinator. These tasks are to be agreed upon by the coordinator and the school or district supervisor with achievement to be determined against a stated list of competencies developed by the department and assessed by the school/district supervisor and the University supervisor. Registration by permission of departmental program and internship coordinator.

    Prerequisite(s)/Course Notes:
    EADM 266  should be taken concurrently with, or prerequisite to this course. Open only to matriculated students in the Educational Leadership program . Pass/Fail grade only.
  

  • EADM 270 - School District Business Operations and Contract Management


    Semester Hours: 6
    Summer
    This course examines the operational responsibilities of the school district business office. Students will develop an in-depth and experiential understanding of the business leader’s responsibilities and learn how to effectively and ethically create and manage operational functions of a district that comply with state and federal laws and regulations and support the learning goals of the district consistent with New York state standards. Specifically, the course will focus on facilities planning and management, transportation, school food services, special education, collective bargaining and contract management.
 

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