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CPS 506 - Psychological Foundations: Learning
Catalog Year 2013-2014
A survey of the major theories and processes of the psychology of learning. Examination of recent research, synthesis of theories, and application of learning principles to specific school situations.
PREREQ: graduate standing.
credit: 3
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CPS 507 - Educationally Disabling Conditions and Other Learning Differences
Catalog Year 2013-2014
This course will introduce students to current educational and professional practices in working with students with educationally disabling conditions or other learning differences. The disabling conditions will be identified and the etiologies of such difficulties will be reviewed. Current practices in the assessment of each handicapped condition or learning problem will be presented and options for educational programming will be discussed.
PREREQ: graduate standing.
credit: 3
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CPS 508 - Foundations of Mental Health Counseling & Consultation
Catalog Year 2013-2014
This course is designed for persons pursuing careers in mental health counseling. Topics addressed will include the history of mental counseling, an analysis of the current status of the mental health delivery system, and a futuristic look at mental health services (KNOWLEDGE). The course will include experiential activities and requires student participation (AUTHENTIC LEARNING). Additionally, the legal and societal bases of human services and community mental health services will be explored (SOCIAL JUSTICE). A critical analysis of major models of consultation with emphasis on generic and specific skills necessary for each model will be analyzed through the lens of the mental health field. Additionally, this course provides opportunity for students to PRACTICE communication information to students, parents, teachers, other school staff members, and other community agency personnel (COLLABORATION & LEADERSHIP).
PREREQ: Graduate standing or instructor permission.
credit: 3
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CPS 509 - Professional Orientation & Ethics in Mental Health Counseling
Catalog Year 2013-2014
This course is intended to provide students with specific KNOWLEDGE and skills for professional PRACTICE in the field of mental health counseling. It is intended to provide an understanding of grant writing, crisis intervention, and ethics relevant to professional counselors when working in a human services agency or community counseling centers. Students will have exposure to and/or involvement in the following areas of learning: a. models of crisis intervention, grant writing and ethical decision making (KNOWLEDGE & PRACTICE); b. the history and philosophy of mental health counseling (KNOWLEDGE); c. Grant writing (COLLABORATION); and d. resolution of ethical dilemmas (SOCIAL JUSTICE).
PREREQ: graduate standing in CPS or a related field; or instructor permission.
credit: 3
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CPS 510 - Counseling Theory and Process
Catalog Year 2013-2014
An analysis of theoretical approaches to counseling with particular emphasis upon the dimensions of the counseling process. The counselor’s understanding of human behavior, perceptions of self, and perceptions of the client are related to each theoretical system studied. Pre-practicum process experiences are an integral part of the course.
PREREQ: Graduate standing.
credit: 3
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CPS 511 - Practicum in Counseling
Catalog Year 2013-2014
An initial supervised experience in counseling in which counseling theory is applied to practice. The students, both in individual session with the instructor and in small groups, critique and analyze their actual counseling sessions.
PREREQ: Graduate standing, Cps 510, and instructor permission.
credit: 3
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CPS 512 - Practicum in Mental Health Counseling
Catalog Year 2013-2014
This is an advanced course in counseling theory and PRACTICE. Student placement is as a participant-observer in a cooperating agency or counseling setting engaged in mental health or human welfare services or in an institutional setting providing preprofessional experiences of relevance to the counselor-candidate. (AUTHENTIC LEARNING, PRACTICE, COLLABORATION, LEADERSHIP). Experiences include a pre-placement orientation, weekly on-site supervisory visits, and weekly follow-through conferences on campus (AUTHENTIC LEARNING). The focus is on increasing the individual’s effectiveness and KNOWLEDGE of theory through intensive study of practical applications and theoretical bases.
PREREQ: Completion of at least nine credit hours of sequential course work including Cps 510, and instructor permission.
credit: 3
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CPS 513 - Practicum in Mental Health Counseling/Substance Abuse
Catalog Year 2013-2014
This is an advanced course in counseling theory and PRACTICE. Student placement is as a participant-observer in a cooperating chemical dependency agency or setting engaged in the specialized PRACTICE of treating the chemically dependent. (AUTHENTIC LEARNING, PRACTICE, COLLABORATION, LEADERSHIP). Experiences include a pre-placement orientation, weekly on-site supervisory visits, and weekly follow-through conferences on campus (AUTHENTIC LEARNING). The focus is on increasing the individual’s effectiveness and KNOWLEDGE of theory through intensive study of practical applications and theoretical bases with chemically dependent populations.
PREREQ: Completion of at least 24 credit hours of sequential course work including Cps 511, 560 or 561, and instructor permission.
credit: 3
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CPS 514 - Cognitive Behavior Therapy
Catalog Year 2013-2014
This course presents a model for counseling which emphasizes cognitive and behavioral intervention strategies. The rationale for this model is discussed and a format for initiating and conducting Cognitive Behavior Therapy (CBT) is developed. Specific CBT techniques are demonstrated and laboratory experiences are arranged.
PREREQ: Graduate standing, Cps 510 or permission of instructor.
credit: 3
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CPS 515 - Internship in Mental Health Counseling
Catalog Year 2013-2014
Student placement as a participant-observer in a cooperating agency or counseling setting engaged in mental health or human welfare services or in an institutional setting providing preprofessional experiences of relevance to the counselor-candidate which may differ from the student’s anticipated work setting. (AUTHENTIC LEARNING, PRACTICE, COLLABORATION, LEADERSHIP). Experiences include a pre-placement orientation, weekly on-site supervisory visits and individual follow-through conferences on campus (AUTHENTIC LEARNING).
PREREQ: Completion of at least 24 credit hours of sequential course work, including Cps 511, 512 or 513, and instructor permission.
credit: 3
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CPS 516 - Internship in Alcoholism/Substance Abuse Counseling
Catalog Year 2013-2014
An advanced, supervised field experience in an approved chemical dependency treatment setting. Students will extend KNOWLEDGE and skills developed in previous course work and field experience pertaining to the assessment and treatment of chemically dependent individuals and their families (COLLABORATION, AUTHENTIC LEARNING). In addition to agency supervision, on-site supervisory visits by the course instructor, class meetings and individual follow-through conferences with the instructor, class meetings and individual follow-through conferences with the instructor will be conducted (AUTHENTIC LEARNING).
PREREQ: Completion of at least 24 credit hours of sequential course work, including Cps 560, 561 and 513 and instructor permission.
credit: 3
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CPS 530 - Orientation to the Counseling Profession
Catalog Year 2013-2014
This course examines the origins and functions of guidance and personnel services and serves as an overview of the field of counseling and the roles and responsibilities of counselors within the profession.
PREREQ: Graduate standing.
credit: 3
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CPS 531 - History and Practice of Student Affairs
Catalog Year 2013-2014
This course provides an essential introduction to the history, philosophy, structure, and functions of student affairs practice in higher education settings in the United States.
PREREQ: Cps 530 or permission of instructor.
NOTE: This course is one of three specialized courses leading to the program emphasis of Student Affairs Practice.
credit: 3
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CPS 532 - Student Development and the College Environment
Catalog Year 2013-2014
This course will cover theories and practices that inform the nature, purpose, development, and implementation of the learning experiences of college students. College students’ attitudes, characteristics, developmental processes, and environmental considerations will be examined. Select theories that examine the patterns of growth and development during the college years will be emphasized. Multiple perspectives will be used to understand and appreciate the influence of the college and university environment on student behavior. This course is one of three specialized courses leading to the program emphasis of Student Affairs Practice.
PREREQ: Cps 505 and 615 or permission of instructor.
credit: 3
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CPS 535 - Statistics by Computer
Catalog Year 2013-2014
Basic and intermediate techniques of descriptive and inferential statistics using spreadsheets and statistical software to plan, execute, and interpret data.
PREREQ: Graduate standing and successful completion of an undergraduate or graduate course in statistics or permission of the instructor.
credit: 3
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CPS 541 - Introduction to Group Process
Catalog Year 2013-2014
Theory and process of group dynamics with specific focus upon application to educational settings. Laboratory experiences in group process.
PREREQ: Graduate standing.
credit: 3
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CPS 560 - Chemical Dependency and Its Treatment
Catalog Year 2013-2014
This course will familiarize students with the problems of chemical dependency and its impact on the individual, family, and society. An understanding of the impact of chemical dependency, and knowledge of the basic principles of treatment and referral, constitute important aspects of professional preparation for counselors, psychologists, and educators. Problems and current approaches in defining, evaluating and treating chemical dependency will be explored. The course is structured to conform with the training of the Office of Alcohol and Substance Abuse Service and fulfills an essential educational requirement for those students who wish to become certified as Credentialed Alcoholism Counselors (CAC).
PREREQ: Graduate standing, and permission of instructor.
credit: 3
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CPS 561 - Pharmacology, Physiology and Psychology of Chemical Dependency
Catalog Year 2013-2014
This course focuses on the social, genetic, metabolic and psychological etiologies of chemical dependency. Understanding the various ways in which alcohol and other substances affect the individual, physically as well as psychologically, is central to understanding the problem of chemical dependency and its treatment. Major theories and concepts of chemical dependency will be explored, as well as the chemistry and psychopharmacological properties of alcohol and other frequently abused substances. Implications for assessment and treatment are considered. The course is structured to conform with the training requirements of the Office of Alcohol and Substance Abuse Services and fulfills an essential educational requirement for those students who wish to become certified as Credentialed Alcoholism Counselors (CAC).
PREREQ: Graduate standing and permission of instructor.
credit: 3
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CPS 569 - Clinical Assessment in Mental Health Counseling
Catalog Year 2013-2014
This course will prepare students to interpret and perform clinical mental health assessments through the use of structured mental health interviews and objective personality and other assessments.
PREREQ: Graduate standing & completion of Cps 585 and 511 or Cps 512/3, or permission of instructor.
credit: 3
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CPS 574 - Vocational Development and Decision-Making
Catalog Year 2013-2014
This course approaches career development from the orientation of integrating career decisions into the broader spectrum of life-span development. A critical survey of practices, processes, media materials and informational sources are utilized to help the counselor facilitate client vocational exploration including decision-making at various life stages.
PREREQ: Cps 510, Graduate standing and permission of instructor.
credit: 3
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CPS 585 - Foundations of Psychological and Educational Appraisal
Catalog Year 2013-2014
A basic course emphasizing the theoretical framework for the processes of measurement and assessment. Related laboratory experiences focus on a variety of instruments and their use in school and agency settings.
PREREQ: Graduate standing and introductory course in statistics.
credit: 3
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CPS 587 - Individual Cognitive Assessment
Catalog Year 2013-2014
This course involves the thorough study of a variety of cognitive assessment techniques, emphasizing individual test administration, scoring, interpretation, and reporting.
PREREQ: Graduate standing, CPS 585, permission of instructor.
credit: 3
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CPS 588 - Academic and Educational Assessment
Catalog Year 2013-2014
A course to prepare the school psychologist to perform comprehensive diagnostic studies and to design and implement learning programs for children whose physical and/or psychological characteristics affect their learning efficiency in school settings. Particular, but not exclusive, consideration is given to relationships between individual learning patterns and such conditions as cerebral dysfunction, sensory deficits, motor disabilities, and intellectual deficits.
PREREQ: Graduate standing and permission of instructor.
credit: 3
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CPS 589 - Social, Personal, and Ecological Assessment
Catalog Year 2013-2014
A study of major types of observer systems (methods of collecting, analyzing and interpreting personality data) applicable in both individual test and naturalistic settings. Specific methods, emphasizing contemporary projective techniques, are investigated with respect to theoretical bases and applicability to the responsibilities of the school psychologist in assessing human behavior.
PREREQ: Graduate standing and instructor permission.
credit: 3
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CPS 590 - Introduction to Expressive Arts Therapy
Catalog Year 2013-2014
In this course students will develop an understanding of how various art forms can be used and combined in counseling. It is intended to provide students applied understanding of how art provides a framework to facilitate the connection with the self and others, identify and express feelings, support client’s strengths, develop resiliency, and foster change. Although students are not expected to demonstrate any exceptional talent or skill as an artist, they will be required to learn some simple art techniques that can be used with clients, and become familiar with a variety of strategies that could be applied to emergent opportunities for therapeutic intervention.
PREREQ: graduate student status in Counseling and Psychological Services or a related field, or instructor permission.
credit: 3
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CPS 591 - Introduction to Family Systems
Catalog Year 2013-2014
The course will help students to understand the impact of the family on one’s social, emotional and cognitive development. Family structure, functional and dysfunctional patterns of family interaction, patterns of communication, systems of discipline and various family constellations such as the blended family will be considered. The use of therapeutic techniques and processes will be reviewed and processed as will therapeutic strategies from several different perspectives.
PREREQ: Graduate standing.
credit: 3
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CPS 592 - Introduction to Play Therapy
Catalog Year 2013-2014
This course is intended to provide students with an overview of play therapy (KNOWLEDGE). It is intended that students will acquire a theoretical and applied understanding of the child-centered model of play therapy and the philosophy and skills necessary for counselors to include play therapy as a part of their intervention repertoire (REFLECTION & PRATICE).
PREREQ: graduate student status in Counseling and Psychological Services or a related field; or instructor permission.
credit: 3
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CPS 595 - Contemporary Topics in Counseling and Psychological Services
Catalog Year 2013-2014
Specialized study of current topics related to the psychology, counseling, and human services.
PREREQ: Graduate standing.
credit: 3
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CPS 596 - Research Methods and Program Evaluation
Catalog Year 2013-2014
This course is intended to provide students with an introduction to applied research methods (AUTHENTIC LEARNING). It is designed to allow students to become informed consumers of psychological and service research. Students will be able to identify various research approaches and the strengths and limitations associated with different approaches. This course is also designed to give students the necessary skills to conduct research in the human services/community counseling field. Students will develop skills including: developing research questions, program evaluation, using the library, and using educational technology to search for literature and to present research for consumption in the field.
credit: 3
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CPS 599 - Independent Study
Catalog Year 2013-2014
Individualized plan of study under the direction of a faculty member on a specialized topic relevant to counseling, psychological and/or human services.
PREREQ: first year of graduate standing and permission of instructor.
credit: 3
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CPS 600W - Workshop
Catalog Year 2013-2014
The offerings under this course title will be practical in their orientation, they will be designed to serve, and will present topics of utility to a post-Master’s degree practitioner population.
PREREQ: graduate standing and permission of instructor.
NOTE: However, current students may enroll for elective credit with permission of their advisors.
credit: 1 to 2
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CPS 603 - Clinical Consultation in Play Therapy
Catalog Year 2013-2014
This is an advanced, experiential course in play therapy theory and practice. The goal of the course is to increase student’s effectiveness with and knowledge of play therapy through intensive study of practical applications and theoretical approaches. This course will also address models for the evaluation of play therapy sessions for case consultation and clinical supervision that use the skills of reflective listening, narrative writing, and identifying themes in children’s play.
PREREQ: graduate student status in Counseling and Psychological Services or a related field and an introductory course in play therapy; or instructor permission.
credit: 3
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CPS 604 - Contemporary Issues in Play Therapy Practice
Catalog Year 2013-2014
This course is intended to provide students with an in-depth exploration of contemporary issues in play therapy. Students will acquire a critical understanding of play therapy and the philosophy and skills necessary for determining when, how, and why play therapy should be included as a part of their intervention repertoire.
PREREQ: graduate student status in Counseling and Psychological Services or a related field and introductory course in play therapy; or instructor permission.
credit: 3
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CPS 607 - Trends and Issues in Higher Education
Catalog Year 2013-2014
The goal of this course is to provide an opportunity to examine and analyze current trends and issues facing American higher education and student affairs today.
PREREQ: Cps 531 and 615 or permission of the instructor.
NOTE: This course is one of three specialized courses leading to the program emphasis of Student Affairs Practice.
credit: 3
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CPS 609 - Seminar in Professional Problems in School Psychology
Catalog Year 2013-2014
A systematic exploration of theoretical and practical issues pertinent to the practice of school psychology. Considers contemporary views of the roles and functions of the school psychologist and current professional standards.
PREREQ: Graduate standing and permission of instructor.
credit: 3
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CPS 613 - Practicum in School Psychology
Catalog Year 2013-2014
The Practicum in School Psychology is an initial, applied experience in a two-step sequence leading to the culminating applied experience of internship. The practicum is an integrated and closely supervised field experience that emphasizes orientation to school and family systems and to community agencies that support the learning and mental health of children. Students will be placed in a school one day per week under the supervision of an experienced school psychologist. Students and the college supervisor will also meet weekly to discuss topics related to the selection of appropriate assessment instruments, data interpretation, the development of direct and indirect interventions, case conferencing, curriculum and the role of families and community support systems in the holistic development of children and adolescents.
credit: 3
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CPS 614 - Advanced Practicum in School Psychology
Catalog Year 2013-2014
Advanced practicum is the second field experience in school psychology that leads to the culminating experience of the internship. The practicum experience emphasizes the application and integration of skills learned in coursework and the initial practicum. Students will be placed in a school one day per week under the supervision of an experienced school psychologist. Students meet with the college supervisor on a weekly basis to discuss topics related to case conferencing, programmatic/needs assessment and the development of prevention programs, academic, social-emotional and behavioral interventions. Emphasis is placed on data based and outcomes-based decision-making.
credit: 3
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CPS 615 - Field Study in Counseling Services
Catalog Year 2013-2014
Student placement as a participant-observer in a cooperating agency engaged in mental health or human services. Experiences include a preplacement orientation, on-site supervisory visits, and integrative seminar meetings on campus.
PREREQ: completion of at least 24 hours of sequential graduate courses and permission of instructor.
credit: 3
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CPS 616 - Field Study in School Psychology
Catalog Year 2013-2014
Student placement as a participant-observer in a cooperating agency engaged in mental health services. Experiences include a pre-placement orientation, on-site supervisory visits, and integrative seminar meetings on campus.
PREREQ: completion of at least 24 hours of sequential graduate courses and permission of instructor.
credit: 3
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CPS 617 - Internship in School Psychology
Catalog Year 2013-2014
Placement as a participant in a school psychological services program under the supervision of an experienced, cooperating school psychologist and college faculty member.
PREREQ: completion of at least 48 hours of sequential graduate courses and permission of the instructor.
credit: 1 to 3
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CPS 618 - Internship in School Counseling
Catalog Year 2013-2014
A supervised experience in counseling and guidance services in a school setting under the joint supervision of a college faculty member and professional counselor on-site. The internship is designed to involve the student in the day-to-day functioning of a school counselor. Throughout the internship, the student will take on more and more of the responsibilities common to counselors at the particular setting (elementary, middle/junior high, senior high school).
PREREQ: matriculation in Counseling and Psychological Services Department, 30 hours of sequential course work including Cps 511, and permission of instructor.
NOTE: Monthly seminars on campus are required of all students.
credit: 3 or 6
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CPS 619 - Internship in Counseling Services
Catalog Year 2013-2014
A supervised experience in counseling and other agency services under the intensive supervision of a college faculty member as well as on-site counseling staff. The internship is designed to involve the student in the day-to-day functioning of a counselor at the respective site. Throughout the internship, the student will take on more and more of the responsibilities common to counselors at the particular setting (higher education, college counseling center, agency setting). Since the internship may be different for each individual intern, except as specified below.
PREREQ: matriculation in Counseling and Psychological Services Department, 30 hours of sequential course work including Cps 511, and permission of advisor.
credit: 3 or 6
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CPS 621 - Advanced Practicum & Consultation for Counselors
Catalog Year 2013-2014
An advanced supervised experience in individual or group counseling in which counseling theory is applied to practice and skills are enhanced. Students will also critically analyze major models of consultation with emphasis on generic and specific skills necessary for each model.
credit: 3
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CPS 686 - Consultation for Counselors and School Psychologists
Catalog Year 2013-2014
An advanced course in scientific observation, measurement, and assessment of individuals and groups, and the use of test interpretations in counseling. Supervised practicum in consultative process of gathering, synthesizing, interpreting and communicating information to students, parents, teachers, other school staff members, and community agency personnel.
PREREQ: Graduate standing, Cps 510, and 585.
credit: 3
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CPS 688 - Academic and Educational Interventions
Catalog Year 2013-2014
Presents educational curricula appropriate for disabled children, with emphasis on the needs of the retarded, the neurologically impaired, and the emotionally disturbed. Strategies for implementing and evaluating educational programs for individuals and groups are examined and instructional media and materials are extensively explored.
PREREQ: Graduate standing, Cps 587, 588, and permission of instructor.
credit: 3
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CPS 689 - Social/Emotional and Systems Interventions
Catalog Year 2013-2014
This class emphasizes the development of individual and systems level interventions to enhance the social, behavioral, affective and adaptive functioning of children and adolescents. Students will develop and apply interventions with clients from diverse cultural and ethnic back-grounds. Topics include both direct and indirect interventions including prevention, home/school/community collaboration, crisis intervention, conflict approaches, health issues and assisting educators and families in teaching prosocial behavior. Interventions discussed will be empirically supported and models for outcomes based assessment will be presented.
credit: 3
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CPS 692 - Advanced Play Therapy: Theory and Practice
Catalog Year 2013-2014
This course is intended to provide students with a critical analysis of theoretical approaches to play therapy with an emphasis on the dimensions of the process, the counselor’s understanding of children’s behavior and his/her perceptions of self, of the client, and of the therapeutic play relationship. It is intended that students will acquire an applied understanding of the Adlerian and Gestalt models of play therapy and the philosophy and skills necessary for counselors to include play therapy as a part of their intervention repertoire.
PREREQ: graduate student status in Counseling and Psychological Services or a related field and an introductory course in play therapy; or instructor permission.
credit: 3
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CPS 696 - Research Methods
Catalog Year 2013-2014
Study of experimental design, qualitative research, and a critical analysis of published reports of educational and psychological research. Development and discussion of ideas for individual research projects. Preparation of preliminary research proposal.
PREREQ: Graduate standing and instructor permission.
credit: 3
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CPS 698 - Individual Project: Research in Counseling and Psychological Services
Catalog Year 2013-2014
This course provides opportunity for students to extend previously acquired research skills and competencies such as taught in Cps 696 and to apply them in actual research projects. Emphasis is placed on student directed activities, with individual supervision by staff provided as required.
PREREQ: graduate standing, Cps 696 or equivalent, and instructor permission.
credit: 1 to 3
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CPS 699 - Independent Study
Catalog Year 2013-2014
Individualized plan of study under the direction of a faculty member on a specialized topic relevant to counseling and psychological or human services.
PREREQ: second year graduate standing and instructor permission.
credit: 1 to 3
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CSC 516 - Foundations of Artificial Intelligence
Catalog Year 2013-2014
An introduction to programming techniques in Lisp and Prolog.
Topics include Lisp and Prolog syntax and semantics, basic
problem-solving knowledge representation, and logical inference
algorithms, and an introduction to their applications in artificial
intelligence.
PREREQ: Background equivalent to Csc 221 and 241, or instructor permission.
credit: 3
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CSC 535 - Web Services
Catalog Year 2013-2014
Web services enable computer applications to communicate with each
other across software platform, hardware and organizational
boundaries. This course covers the concepts and standards in web
services such as XML Schema, SOAP, WSDL, and UDDI. It discusses
proper design and implementation of web services with useful
applications.
PREREQ: Csc 241 and either Csc 365 or Isc 329.
credit: 3
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CSC 550 - Computational Linguistics
Catalog Year 2013-2014
Computational approach to the study of language. Problems in
understanding and producing natural (or natural-like) language by
computer and humans. Theories of parsing, meaning, knowledge
representation, and communication, along with their mechanical
programming paradigms.
PREREQ: Background equivalent to Csc 221 and 241, or instructor permission.
credit: 3
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CSC 554 - Systems Simulation
Catalog Year 2013-2014
Simulation techniques; discrete change models; simulation
languages; applications.
PREREQ: Background equivalent to Csc 241 or instructor permission.
credit: 3
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CSC 566 - Cognitive Science
Catalog Year 2013-2014
Introduction to the computational study of human and machine
intelligence. Discussion of computational models, algorithms, and
research in neural processing, vision, memory, learning, reasoning,
and information processing.
PREREQ: Background equivalent to Csc 241 or instructor permission.
credit: 3
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CSC 570 - Computer Graphics
Catalog Year 2013-2014
An introduction to the algorithms and data structures needed to
represent two- and three-dimensional static images, emphasizing
international standards for representing and manipulating images.
PREREQ: Background equivalent to Csc 241 and Mat 230 or instructor permission.
credit: 3
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CSC 586 - Topics in Artificial Intelligence
Catalog Year 2013-2014
Heuristic vs. algorithmic methods using examples such as game
playing programs. A discussion of a list processing language. A
survey of the accomplishments in the areas of game playing, theorem
proving, pattern recognition, question answering, adaptive systems,
music composition and machine translation of language.
PREREQ: Csc 516 or instructor permission.
credit: 3
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EAD 601 - Fundamentals of Administration
Catalog Year 2013-2014
At the conclusion of this course, students will be able to: identify the relationship between people’s behavior and their belief structure; utilize group process as a problem solving device; identify various leadership styles and their consequences; describe their own concept of Educational Administration; demonstrate a commitment to their own continued professional growth; and analyze a school district issue.
PREREQ: permanent teaching certification and thirty graduate hours.
credit: 6
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EAD 610 - School Principalship
Catalog Year 2013-2014
At the conclusion of this course, students will be able to: develop an organizational structure for the middle manager to facilitate the goals and objectives of the unit; implement the management process for the middle manager most appropriate to specific middle manager’s position, and predict the consequences of that particular management process selected; verbalize and demonstrate technical skills that are necessary to perform formative and summative teacher evaluations; verbalize and demonstrate supervisory skills.
PREREQ: Ead 601.
credit: 6
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EAD 620 - School Business Management for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of the course, students will: understand the resource allocation process as embodied in a school’s budget and how it can be used to benefit the school; understand the evolving nature of state aid to public education in New York State, and its role in promoting equity in funding for education; understand and be able to explain to others how school taxes are determined and the role that property assessment and equalization rates play in establishing tax rates; and understand the role and responsibilities of the school business administrator.
PREREQ: Graduate standing.
credit: 3
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EAD 621 - School Personnel Management for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of this course, students will be able to: develop an effective teacher selection process; identify the key features of effective orientation and induction programs for teachers new to the district; state their beliefs as to the key criteria and standards of performance teacher applicants and candidates for tenure should meet; and understand the legal process for teacher discipline and dismissal.
PREREQ: Ead 601 and 610.
credit: 3
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EAD 622 - School Law for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of this course, students will be able to: use the resources available in the library for analyzing and reporting legal problems; understand procedures for analyzing case law and legislation.
PREREQ: Graduate standing.
credit: 3
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EAD 641 - Supervision: Improvement of Instruction for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of this course, students will be able to employ the skills of clinical supervision, describe various alternate models for teacher supervision (i.e., peer coaching), and discuss major current issues in the field.
PREREQ: Ead 601 and 610.
credit: 3
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EAD 652 - Curriculum Administration for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of this course, students will be able to supervise the successful implementation, monitoring and evaluation of well designed curricula.
PREREQ: Ead 601 and 610.
credit: 3
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EAD 660 - Organizational Change for Building and District Leaders
Catalog Year 2013-2014
This course acquaints candidates with central concepts of organizational change in educational settings. Candidates are expected to read and discuss theories and paradigms related to organizational change; to reflect on their own experiences in organizations undergoing change; and to analyze and issue related to organization change.
PREREQ: Ead 601.
credit: 3
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EAD 661 - Professional Adults as Learners for Building and District Leaders
Catalog Year 2013-2014
This course is a laboratory in understanding the professional adult as a learner. Students reflect on their own professional learning; develop questions related to adult professional learning; identify and use resources to frame responses to their questions and share their activities; students gather, analyze and report data relating to the professional learning environment in the course.
PREREQ: Ead 601.
credit: 3
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EAD 691 - Conceptual Models of Leadership
Catalog Year 2013-2014
This is the first course in a three course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this first course students are introduced to a conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. The model also incorporates the impact of the superintendency on one’s personal life. In addition, students develop a first draft of their educational platform (beliefs) as a superintendent and will begin to examine superintendent-level thinking about issues of practice by working in a cohort team with two local superintendents on real problems of practice.
credit: 3
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EAD 692 - Superintendent Development - B
Catalog Year 2013-2014
This is the second course in a three course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this second course students explore the conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. They also reflect on how a superintendency might impact their personal life. In addition, students participate in workshops and seminars on various aspects of the superintendency, work on a team to analyze real problems of practice, and read about/discuss the superintendency.
PREREQ: Ead 691.
credit: 3
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EAD 693 - Assessment of School Leadership Models
Catalog Year 2013-2014
This is the third course in a three course sequence to assist middle-level school administrators (principals, directors, coordinators, assistant superintendents) in understanding and preparing for the school superintendency. In this third course students will assess themselves against the conceptual model that presents four types of leadership the successful superintendent must exhibit (instructional, political, organizational, strategic) in both the district and community environment. The students also evaluate the impact of the superintendency on their personal lives and assess whether this is the appropriate career path. Also, students participate in workshops and seminars on various aspects of the superintendency, work on a team to analyze real problems of practice, and read about/discuss the superintendency.
PREREQ: Ead 692.
credit: 3
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EAD 695 - Internship for Building and District Leaders
Catalog Year 2013-2014
At the conclusion of the internship, students will be able to: demonstrate the development of a professional competency program related to the student’s concentration and the internship experience; demonstrate the evaluation of a professional competency program in the internship experience, supplying documented validation of competency.
PREREQ: Ead 601 and 610.
credit: 9
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EAD 699 - Independent Study
Catalog Year 2013-2014
At the conclusion of this course, students will be able to: gain specific and individual knowledge, skills and competency in an area where the student desires work beyond that offered in structured program courses.
PREREQ: Ead 601 and 610.
credit: 1 to 6
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ECH 583 - Language Arts, Culture and Media for Young Children
Catalog Year 2013-2014
This graduate course will build participants’ knowledge of children’s literature, media, dramatic and visual arts, and music and movement education for young children, Birth-Grade 2. Developmentally appropriate curriculum topics including utilizing quality children’s literature to plan integrated thematic units, designing rich daily language and literacy routines that involve shared reading, writing and phonemic awareness activities; incorporating music and movement activities; and using anti-bias and culturally inclusive curriculum and teaching methods and materials to promote cultural awareness and appreciation.
Prerequisites: Graduate standing.
NOTE: This course is dual-enrolled with ECH 383, Language Arts, Culture and Media for Young Children. Differentiation in assignments exists between the graduate level course and ECH 383, the undergraduate level of this course.
credit: 3
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EDU 500 - Critical Pedagogy
Catalog Year 2013-2014
This course introduces ideas in critical theory that concern education and pedagogy, identifying social class, race, gender, ability, sexuality and other barriers to the development of a more just and egalitarian society. Social justice-oriented, critical pedagogy suggests a framework for thinking about teaching and practices that aim at providing authentic learning experiences to students from all backgrounds.
PREREQ: graduate standing.
credit: 3
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EDU 501 - Inquiry into Educational Foundations
Catalog Year 2013-2014
This course is the first in education for the pre-service educator seeking initial certification via the graduate level. This course will provide an introduction to the current trends in education through an inquiry approach designed to reflect on the past, present and future in respect to foundational issues, curriculum, and the teacher’s diverse roles in schools.
PREREQ: graduate standing in the MSED Initial Certification Program, Childhood or Adolescence Education.
credit: 3
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EDU 503 - Field Placement I: Observation & Participation
Catalog Year 2013-2014
This is the first of the required field-based experiences in the MSED Initial Certification programs. Candidates are required to attend and participate at a school setting for a minimum of 25 clock hours; they will observe and participate to help them better understand educational issues at local, state, and national levels.
PREREQ: concurrent enrollment in Edu 501.
credit: 1
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EDU 505 - Topics in Education
Catalog Year 2013-2014
This course covers varied offerings in selected areas of education dependent upon the demand for and expertise in delivering course work on topics of special current interest.
PREREQ: specific prerequisites will be determined by the topic of the course and/or permission of the instructor.
credit: 3
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EDU 506 - Use of Technology for Professional Development
Catalog Year 2013-2014
This course focuses on combining integration of computer applications and resources into teaching and learning. Students learn: a) how to use instructional technology tools and techniques, and b) how to evaluate, organize, and disseminate current and projected electronic educational resources, to develop “hands-on” projects. One of the main learning activities is to set up a framework for the electronic portfolio design and development.
PREREQ: Admission to MSED Professional Program.
credit: 3
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EDU 507 - Rethinking Educational Institutions
Catalog Year 2013-2014
This course explores historical and current theoretical constructs governing educational development leading to change in educational institutions. The focus of this class considers how historic philosophical, pedagogical, and social imperatives evolved into 21st century educational realities in schools and other sites of K-12 education.
PREREQ: Matriculation into ORITE graduate (MAT) program.
credit: 3
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EDU 510 - Educational Assessment
Catalog Year 2013-2014
This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational measurement and evaluation. Primary emphasis is on the acquisition of traditional and alternative measurement skills, technology applications, and the examination of contemporary evaluative issues confronted by educators for pre-K through 12 grade levels.
PREREQ: graduate standing.
credit: 3
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EDU 514 - The Education of Diverse Populations
Catalog Year 2013-2014
The course explores the many different and diverse peoples and groups of the world with a particular focus on cultural diversity in the United States.
PREREQ: graduate standing.
credit: 3
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EDU 516 - Continuing Professional Development through Research
Catalog Year 2013-2014
This course is designed to introduce pre-service and practicing teachers to research and the ways in which it can be used for professional development. It will help candidates compare alternative philosophies of research, ways of formulating questions/hypotheses, research plans, and analysis procedures as they relate to improving teaching skills. Candidates evaluate existing studies and investigate a range of research approaches. This course uses a seminar format in which candidates investigate educational
issues to formulate research questions, select methods of data collection, analyze ethical issues, and reflect on ways this research will improve their practice.
PREREQ: Graduate standing
credit: 3
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EDU 530 - Culminating Seminar: Professionalism & Social Justice
Catalog Year 2013-2014
This course examines professionalism during the candidate’s student teaching experience through a social justice lens. The class will be completed through research and analysis in the student teaching classroom with consideration for social justice; candidates will participate in on-line discussions with their instructor, and complete a presentation at a professional conference.
Candidates actively participate in a professional conference by sharing some aspect(s) of their teaching and reflection. The ability to publicly share one’s reflective thoughts, or how one connects a set of ideas (or actions, teaching strategies, curriculum, etc.) to another set of ideas (literacy theories, social justice theories, etc.) is a key characteristic of professionalism.Please contact department for information on this course.
credit: 2
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EDU 545 - Cooperative Learning
Catalog Year 2013-2014
The course introduces a variety of cooperative learning structures and research on the effects of cooperative learning.
PREREQ: graduate standing.
credit: 3
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EDU 555 - Curriculum Development
Catalog Year 2013-2014
This course provides candidates with an introduction to the curriculum development process. Strategies and techniques for planning, designing, and implementing changes in curriculum’s will be presented.
PREREQ: Graduate standing.
credit: 3
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EDU 557 - Capstone: Creating and Sustaining Learner-Centered Educational Institutions
Catalog Year 2013-2014
This is the capstone experience for students completing dual certification as a Special Education 7-12 Generalist and a Science, Mathematics, or TESOL specialist. Through selected case studies, students will explore technological, ethical, moral, and legal concerns as they impact high needs classrooms.
Prerequisite: Successful completion of all other courses in MAT program
credit: 1
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EDU 581 - Schools and Urban Society
Catalog Year 2013-2014
This course will guide candidates in critical inquiry regarding schooling within the social context of an urban setting. Through a combination of study and practical experience in an urban school setting, candidates will gain an understanding of contextual, personal, and pedagogical issues related to teaching in an urban school.
credit: 3
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EDU 584 - Education in Global Contexts
Catalog Year 2013-2014
This course is designed to explore a broad range of research and scholarship that encompasses the fields of comparative, international, development and global education. It examines the historical contexts of neoliberal globalization and its infrastructure of communications technologies that impact public K-12 education and teacher education worldwide, against the interlocking backgrounds of social class, ethnic/racial, gender and sexuality, and ability constructs.
PREREQ: Graduate standing
credit: 3
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EDU 590 - Exploring Culture in the Cuban Context
Catalog Year 2013-2014
The purpose of this graduate course taught in Spanish is to promote the in-depth examination of Cuban culture through in-country study, living, and travel experiences. It is intended to promote the development of conceptual understandings in regard to culture, approaches for examining culture complexly, and active engagement in cultural and cross-cultural comparisons. Students will systematically explore authentic Cuban cultural practices and products and analyze underlying cultural perspectives, with emphasis on their unique social and political nature and implications of these. Students will design and develop a capstone project that integrates course concepts, Cuban culture, and the Spanish language. This is the companion course to the Spanish language course students will take in the FLEX (Facultad de Lenguas Extranjeras) program at the Universidad de la Habana.
PREREQ: Acceptance into the SUNY Oswego Cuba Summer Study Abroad Program, which requires demonstrated Intermediate High or above Spanish language proficiency.
credit: 3
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EDU 595 - Portfolio Development and Professional Synthesis
Catalog Year 2013-2014
This course introduces pre-service and/or in-service teachers to issues related to professional development especially in terms of professional portfolio development and other professional activities to further support and contribute to the betterment of the field of education In this process, portfolio development will serve as the main measure of preparedness and readiness with class activities to support this process. Equal attention will be given to professional development topics to be determined by student interest and need. Additionally, the course content will give attention to the department’s continuing commitment to social justice, mentoring, and building collaborative relationships.
PREREQ: graduate standing.
credit: 3
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EDU 599 - Independent Study
Catalog Year 2013-2014
With the approval of an advisor, a student may register for independent study to be carried out under the supervision of the advisor or another professor. This may be undertaken in lieu of an elective in the student’s program. The outcome must be evaluated and approved by the advisor.
PREREQ: Graduate standing and instructor permission.
credit: 1 to 3
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ENG 502 - Theories of Teaching Composition
Catalog Year 2013-2014
This course examines issues surrounding contemporary theories and practices of teaching expository writing, considering the pedagogical, political, linguistic, and psychological assumptions which underlie them. Recent research as it addresses such topics as the acquisition of language skills, strategies for the evaluation of and response to writing, writing across the curriculum to promote discovery and learning, and links between reading and writing, speaking and writing, and critical thinking and writing serves as a course focus. Through considering such issues, students will develop criteria for choosing among the many approaches and materials for teaching writing which compete for attention.
PREREQ: graduate standing or the permission of the instructor.
credit: 3
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ENG 510 - Literature of Medieval England
Catalog Year 2013-2014
Readings of literature from Beowulf to Malory, including epic, romance, dream vision, fable,
fabliau, and the lyric.
PREREQ: Graduate standing
credit: 3
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ENG 512 - 17th Century Prose and Poetry
Catalog Year 2013-2014
Survey of English non-dramatic literature from Ben Jonson through John Bunyan.
PREREQ: Graduate standing
credit: 3
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ENG 513 - Restoration and 18th Century British Literature
Catalog Year 2013-2014
A survey of the major British writers and literary movements of the Restoration and eighteenth-
century.
PREREQ: Graduate standing
credit: 3
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ENG 515 - British Romantic Writers
Catalog Year 2013-2014
Study of the major figures of the Romantic period in English Literature; emphasis on their
philosophy and artistry and on the society in which they lived.
PREREQ: Graduate standing
credit: 3
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ENG 516 - British Victorian Writers
Catalog Year 2013-2014
Major literary figures of the Victorian age in England studied against the background of their
era.
PREREQ: Graduate standing
credit: 3
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ENG 519 - Shakespeare’s Development
Catalog Year 2013-2014
The course examines the poetic and dramatic writings of William Shakespeare. The course
studies Shakespeare’s development as a writer who explores new possibilities for his poetry
and his plays while altering, amplifying, or discarding old strategies. We examine the full
range of Shakespeare’s writing: (1) from his somewhat early work in the sonnets and narrative
poems along with his early experiments in the comedies to his more mature developments
in the history plays and festive comedies, (2) from his first attempts at tragedy to the
breakdown of comic form in the problem plays, and (3) from his exclusive attention upon
tragedy to his almost exclusive work in the later romances. Our readings will be selected
from each phase and genre.
PREREQ: Graduate standing
credit: 3
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ENG 521 - 18th-Century English Novel
Catalog Year 2013-2014
This course generally covers the first century of the English novel by concentrating upon the established major figures—Defoe, Richardson, Fielding, Sterne, Smollett, and Austen—as well as others such as Goldsmith, Walpole, Radcliffe, Beckford, Lewis, Smith, Maturin, Day, or Brooke.
credit: 3
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ENG 522 - 19th-Century English Novel
Catalog Year 2013-2014
This course concentrates on key works—for instance those by Scott, the Brontes, Dickens, Thackeray, Eliot, Meredith, Trollope, or Hardy—as well as those by less well established writers who are representative of other aspects of the period.
credit: 3
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ENG 523 - 20th-Century British Novel
Catalog Year 2013-2014
A study of modern and contemporary authors writing in the context of 20th Century British culture. May include Commonwealth, Colonial, and Post-Colonial writers. Some attention to the cultural and critical contexts of the works studied. May include authors such as Ford, Joyce, Woolf, Forster, Lawrence, Waugh, Beckett, Murdoch, Lessing, Rhys, Naipaul.
credit: 3
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