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Counseling and Psychological Services |
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CPS 590 - Introduction to Expressive Arts Therapy
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.
Prerequisite: graduate student status in Counseling and Psychological Services or a related field, or instructor permission.
Offered: Irregular
Credit: 3
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CPS 591 - Introduction to Family Systems
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.
Prerequisite: Graduate standing.
Offered: Fall, Spring
Credit: 3
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CPS 592 - Introduction to Play Therapy
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).
Prerequisite: graduate student status in Counseling and Psychological Services or a related field; or instructor permission.
Offered: Irregular
Credit: 3
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CPS 595 - Contemporary Topics in Counseling and Psychological Services
Specialized study of current topics related to the psychology, counseling, and human services.
Prerequisite: Graduate standing.
Offered: Fall, Spring, Summer
Credit: 3
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CPS 596 - Research Methods and Program Evaluation
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.
Offered: Fall, Spring
Credit: 3
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CPS 599 - Independent Study
Individualized plan of study under the direction of a faculty member on a specialized topic relevant to counseling, psychological and/or human services.
Prerequisite: first year of graduate standing and permission of instructor.
Offered: Fall, Spring, Summer
Credit: 3
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CPS 603 - Clinical Consultation in Play Therapy
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.
Prerequisite: graduate student status in Counseling and Psychological Services or a related field and an introductory course in play therapy; or instructor permission.
Offered: Irregular
Credit: 3
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CPS 604 - Contemporary Issues in Play Therapy Practice
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.
Prerequisite: graduate student status in Counseling and Psychological Services or a related field and introductory course in play therapy; or instructor permission.
Offered: Irregular
Credit: 3
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CPS 607 - Trends and Issues in Higher Education
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.
NOTE: This course is one of three specialized courses leading to the program emphasis of Student Affairs Practice.
Prerequisite: Cps 531 and 615 or permission of the instructor.
Offered: Irregular
Credit: 3
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CPS 609 - Seminar in Professional Problems in School Psychology
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.
Prerequisite: Graduate standing and permission of instructor.
Offered: Spring
Credit: 3
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CPS 613 - Practicum in School Psychology
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.
Offered: Fall
Credit: 3
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CPS 614 - Advanced Practicum in School Psychology
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.
Offered: Spring
Credit: 3
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CPS 615 - Field Study in Counseling Services
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.
Prerequisite: completion of at least 24 hours of sequential graduate courses and permission of instructor.
Offered: Fall, Spring, Summer
Credit: 3
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CPS 617 - Internship in School Psychology
Placement as a participant in a school psychological services program under the supervision of an experienced, cooperating school psychologist and college faculty member.
NOTE: Credit:˜1 to 3.
Prerequisite: completion of at least 48 hours of sequential graduate courses and permission of the instructor.
Offered: Fall, Spring
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CPS 618 - Internship in School Counseling
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).
NOTE: Monthly seminars on campus are required of all students.
Prerequisite: matriculation in Counseling and Psychological Services Department, 30 hours of sequential course work including Cps 511, and permission of instructor.
Offered: Fall, Spring
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CPS 621 - Advanced Practicum & Consultation for Counselors
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
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.
Prerequisite: Graduate standing, Cps 510, and 585.
Offered: Spring, Summer
Credit: 3
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CPS 688 - Academic and Educational Interventions
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.
Prerequisite: Graduate standing, Cps 587, 588, and permission of instructor.
Offered: Fall
Credit: 3
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CPS 689 - Social/Emotional and Systems Interventions
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.
Offered: Fall
Credit: 3
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CPS 692 - Advanced Play Therapy: Theory and Practice
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.
Prerequisite: graduate student status in Counseling and Psychological Services or a related field and an introductory course in play therapy; or instructor permission.
Offered: Irregular
Credit: 3
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CPS 696 - Research Methods
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.
Prerequisite: Graduate standing and instructor permission.
Offered: Fall, Spring
Credit: 3
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CPS 698 - Individual Project: Research in Counseling and Psychological Services
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.
NOTE: Credit:˜1 to 3.
Prerequisite: graduate standing, Cps 696 or equivalent, and instructor permission.
Offered: Fall, Spring, Summer
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CPS 699 - Independent Study
Individualized plan of study under the direction of a faculty member on a specialized topic relevant to counseling and psychological or human services.
NOTE: Credit:˜1 to 3.
Prerequisite: second year graduate standing and instructor permission.
Offered: Fall, Spring, Summer
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Early Childhood Education |
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ECH 583 - Language Arts, Culture and Media for Young Children
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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Education |
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DASA 1020 - DASA Training
Training in harassment, bullying, and discrimination prevention and intervention: Dignity for all Students Act. A six-hour workshop in compliance with Part 52 and Part 80 of the Commissioners’ Regulations.
Credit: 0
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EDU 500 - Critical Pedagogy
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.
Prerequisite: graduate standing.
Offered: Fall, Spring
Credit: 3
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EDU 501 - Inquiry into Educational Foundations
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.
Prerequisite: graduate standing in the MSED Initial Certification Program, Childhood or Adolescence Education.
Offered: Fall, Spring
Credit: 3
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EDU 505 - Topics in Education
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.
Prerequisite: specific prerequisites will be determined by the topic of the course and/or permission of the instructor.
Offered: Irregular
Credit: 3
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EDU 506 - Use of Technology for Professional Development
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.
Prerequisite: Admission to MSED Professional Program.
Offered: Fall, Spring
Credit: 3
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EDU 510 - Educational Assessment
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.
Prerequisite: graduate standing.
Offered: Fall, Spring
Credit: 3
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EDU 511 - World Wide Web and Multimedia in Education
The rapid technological change and proliferation of information resources are lineaments of our contemporary society. World Wide Web and multimedia are radically redefining the way we obtain information and the way we teach and learn. Guided by the International Society for Technology Education’s National Educational Technology Standards for Teachers (NETS for Teachers), this course is for pre-service and in-service teachers who want to learn how to share online educational resources and multimedia web applications in an interactive and engaging way. It will serve as an elective in the education graduate programs.
Prerequisite: Graduate standing
Credit: 3
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EDU 514 - The Education of Diverse Populations
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.
Prerequisite: graduate standing.
Offered: Fall, Spring, Summer
Credit: 3
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EDU 515 - Web 2.0 Tools for Educators
This course provides a holistic overview of a wide range of Web 2.0 tools (social bookmarking, blogs, wikis, video and image sharing sites, podcasts, social networking sites, and so forth) in relation to K-12 education. Participants will also be given the opportunity to immerse themselves in how the emerging Web 2.0 tools can be used to support and develop collaboration, exchange of knowledge and learning processes.
Prerequisite: Graduate standing
Credit: 3
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EDU 516 - Continuing Professional Development through Research
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.
Prerequisite: Graduate standing
Credit: 3
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EDU 517 - GESA Works! Essential Classroom Instructional Elements to Improve Student Achievement
Synthesizing several decades of research and applying the findings to practice, the content is based on the award winning Generating Expectations and Student Achievement (GESA) professional development program. This course is designed on experiences and findings drawn from hundreds of studies, observations and interviews with those working in instructional settings, especially with diverse populations and with non-traditional students. Participants will review essential classroom instructional elements that have resulted in improving student achievement, productivity and retention. They will examine the correlation between perceptions, expectations, behaviors and achievement and the implications for specific populations of students. They will explore updated information on research-based areas of disparity in the learning environment and they will consider the use of positive, supportive, motivational instructional strategies, designed to counter the areas of disparity and be used as data sources for decision making in the classroom setting.
Prerequisite: Graduate standing.
Credit: 3
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EDU 519 - School Law for Teachers
This course focuses on how teachers and administrators in the field and graduate students in education can learn about tort (civil wrong doing) and case law and how it impacts them as well as their students. Topics, readings, and discussions are timely and focus on why it is important to have a good understanding of the law as it pertains to schools. Issues such as Common Core Learning Standards, Annual Performance Reviews, High Stakes Testing, Students with Disabilities, Student Discipline, Student Privacy and Free Speech Rights, Regulation of Off-Campus Speech, Curriculum, and other pertinent topics will be discussed. Most recently, school safety in general has come to the forefront, and peer bullying has emerged as a key issue for educators and policymakers; therefore, our study will also include a focus on federal and state anti-bullying initiatives.
Prerequisite: Graduate standing
Credit: 3
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EDU 525 - Project Smart: Topics in Education
Project SMART participants will examine current research and experience practices of a specific educational topic relevant to improving teaching and learning to meet NYS Learning Standards.
NOTE: Repeatable for credit with different topic.
Prerequisite: Acceptance into the Project Smart program.
Offered: Summer
Credit: 3
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EDU 530 - Culminating Seminar: Professionalism & Social Justice
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
The course introduces a variety of cooperative learning structures and research on the effects of cooperative learning.
Prerequisite: graduate standing.
Offered: Irregular
Credit: 3
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EDU 555 - Curriculum Development
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.
Prerequisite: Graduate standing.
Offered: Spring, Fall, Summer
Credit: 3
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EDU 557 - Capstone: Creating and Sustaining Learner-Centered Educational Institutions
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
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.
Offered: Irregular
Credit: 3
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EDU 583 - Teaching English Language Learners Across the Curriculum
This course develops essential understandings of the backgrounds and the linguistic, educational, emotional, social and cultural needs of English language learners (ELLs). Teacher candidates learn methods and techniques proven effective for the instruction and assessment of ELLs. The course is designed for those in the Childhood or Adolescence Education program.
Prerequisite: Graduate standing.
Credit: 3
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EDU 590 - Exploring Culture in the Cuban Context
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.
Prerequisite: 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
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.
Prerequisite: graduate standing.
Offered: Fall, Spring
Credit: 3
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EDU 599 - Independent Study
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.
NOTE: Credit:˜1 to 3.
Prerequisite: Graduate standing and instructor permission.
Offered: Fall, Spring, Summer
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SSHS 1020 - Safe Schools, Healthy Students
Offered: Fall, Spring, Summer, WinterSession
Credit: 0
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Educational Administration |
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EAD 601 - Fundamentals of Administration
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.
Prerequisite: permanent teaching certification and thirty graduate hours.
Offered: Fall
Credit: 6
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EAD 610 - School Principalship
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.
Prerequisite: EAD 601.
Offered: Fall, Spring
Credit: 6
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EAD 620 - School Business Management for Building and District Leaders
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.
Prerequisite: Graduate standing.
Offered: Spring
Credit: 3
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EAD 621 - School Personnel Management for Building and District Leaders
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.
Offered: Summer
Credit: 3
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EAD 622 - School Law for Building and District Leaders
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.
Prerequisite: Graduate standing.
Offered: Irregular
Credit: 3
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EAD 641 - Supervision: Improvement of Instruction for Building and District Leaders
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.
Prerequisite: EAD 601 and 610.
Offered: Fall, Spring
Credit: 3
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EAD 652 - Curriculum Administration for Building and District Leaders
At the conclusion of this course, students will be able to supervise the successful implementation, monitoring and evaluation of well designed curricula.
Offered: Summer
Credit: 3
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EAD 660 - Organizational Change for Building and District Leaders
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.
Prerequisite: EAD 601.
Offered: Irregular
Credit: 3
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EAD 691 - Superintendent Development - A
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.
Offered: Irregular
Credit: 3
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EAD 692 - Superintendent Development - B
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.
Prerequisite: EAD 691.
Offered: Irregular
Credit: 3
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EAD 693 - Superintendent Development - Part C
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.
Prerequisite: EAD 692.
Offered: Irregular
Credit: 3
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EAD 695 - Internship for Building and District Leaders
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.
NOTE: Course is repeatable for total of 9 credits.
Prerequisite: EAD 601 and 610.
Offered: Fall, Spring, Summer
Credit: 3
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EAD 699 - Independent Study
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.
NOTE: Variable credit one to six, may be repeated for a total of 15 credits.
Prerequisite: EAD 601 and 610.
Offered: Not on a regular basis.
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English |
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ENG 502 - Theories of Teaching Composition
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.
Prerequisite: graduate standing or the permission of the instructor.
Offered: Irregular
Credit: 3
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ENG 510 - Literature of Medieval England
Readings of literature from Beowulf to Malory, including epic, romance, dream vision, fable, fabliau, and the lyric.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 515 - British Romantic Writers
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.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 519 - Shakespeare’s Development
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.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 522 - 19th-Century English Novel
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.
Offered: Irregular
Credit: 3
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ENG 523 - 20th-Century British Novel
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.
Offered: Irregular
Credit: 3
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ENG 525 - Chaucer
This course studies The Canterbury Tales and Troilus and Criseyde against the background of the later Middle Ages; it places an emphasis on the narrative technique of the poet. There may be some oral interpretation of the Middle English originals.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 526 - Early English Drama: City Comedy and Revenge Tragedy
A survey of diverse play texts from the early 1600s, up to and including the antitheatrical English civil war period of the 1640s. Examines popular comedies and tragedies as well closet dramas and court masques.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 528 - Milton
Representative verse and prose of Milton studied against the background of Renaissance, Reformation and Revolution. Early prose and verse, major prose, Paradise Lost, Paradise Regained and Samson Agonistes.
Offered: Irregular
Credit: 3
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ENG 532 - American Realism and Naturalism
Examination of the primary literary movements between the Civil War and 1914 seen through social, political, and intellectual developments in the United States. Authors studied include the following: DeForest, Chopin, Clemens, Howells, James, Wharton, Cather, Bierce, Garland, Crane, Norris, London, Anderson, and Dreiser.
Offered: Irregular
Credit: 3
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ENG 534 - English Drama: City Comedy and Revenge Tragedy
A survey of diverse play texts from the early 1600s, up to and including the anti-theatrical English civil war period of the 1640s. Examines popular comedies and tragedies as well closet dramas and court masques. Prerequisite: Graduate standing.
Credit: 3
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ENG 535 - English Drama: Satire and Empire
Examines some of the most popular satirical comedies from the Restoration era of the 1660s to the late 1700s in light of changing theatrical practices, evolving social relations and the advent of British imperialism. Prerequisite: Graduate standing.
Credit: 3
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ENG 537 - Ethnicity and Cultural Difference in Literature
Study of the theoretical backgrounds and consequences for study of ethnic and minority literatures, concentrating on English-speaking nations with a primary emphasis on the United States a second emphases on English-language literatures of Africa and Asia. Readings in critical and literary-historical literature, along with study of representative writings of these ethnic groups.
Offered: Summer
Credit: 3
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ENG 540 - Modern American Drama
This course is an analysis of the important trends in 20th century American drama, from Eugene O’Neill to the present.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 551 - American Poetry Since 1945
This course examines American poets and poetry since World War II, including various movements, such as: the academic poets, the Black Mountain School, the Beat poets, the New York school, the New American poetics, and the Neo-formalist and L-A-N-G-U-A-G-E schools of poetry.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 557 - Black Women Writers
This course will examine major works of black women writers of the African diaspora. Post colonialism, feminism, and critical race perspectives are a few of the orientations explored through the works of black women writers in Africa and the Americas.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 566 - Literary Criticism
An overview of mainly contemporary developments in literary criticism, with some reference to classical esthetics and to developments through the new criticism mainly as preparation for understanding contemporary trends.
Offered: Summer
Credit: 3
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ENG 567 - Literature and Psychology
An interdisciplinary approach to the study of literature through selected readings in literature, psychology, and psychological criticism.
Offered: Irregular
Credit: 3
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ENG 570 - Women in Literature
A focus on literature by and about women. Applying techniques of literary analysis to works in several genres, students will concentrate on acquiring more sophisticated interpretive skills while at the same time examining literature from a feminist perspective.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 573 - Theories of Language
A survey and analysis of recent theories of language as the ground of literature, including reading, writing, speaking, and understanding. The course will examine the interplay between language and the issues of class, culture, gender, race, and childhood that affect our use of languages.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 575 - Theories of Diverse Sexuality
This course examines the contributions of gay, lesbian, bisexual, transgendered and transsexual studies to literature, art, politics and culture as well as many of the intellectual issues that surround controversies about non-normative human sexuality.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 581 - Narrative Theory
This course offers a theoretical examination of narrative and the various literary components and critical values associated with narrative. It concentrates on investigating key theoretical and critical statements that have helped define the way narrative is perceived. It also offers an opportunity to examine different examples of narrative by applying theoretical narrative principles to specific texts.
Offered: Irregular
Credit: 3
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ENG 587 - Business and Literature
Contact department for description.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 595 - Specialized Studies
Topical courses which treat authors, genres, or issues of concern that go beyond or challenge the generic and historical framework of other first-level graduate course.
Offered: Irregular
Credit: 3
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ENG 599 - Independent Study
An independent project carried out under faculty supervision. Permission of the instructor, the graduate director, and the department chair is required.
Offered: Fall, Spring and Summer Sessions
Credit: 3
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ENG 627 - Shakespeare and Interpretive Theories
This course studies a selection of Shakespeare?s writings in light of recent theories and their applications in literary criticism.
Prerequisite: Graduate standing
Offered: Irregular
Credit: 3
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ENG 650 - Special Topics in Fiction
Seminar course which focus on individual authors, groups of authors, and on topics.
NOTE: Topics will be announced one or two semesters before the courses are offered.
Offered: Irregular
Credit: 3
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ENG 690 - Internship in College Teaching
Internship experience working with Oswego faculty in the design, preparation, and presentation of undergraduate courses in composition and/or literature. Interns will be expected to prepare and present several class sessions, critique and comment upon the course, consult with the faculty member, and examine student writing, although evaluation of undergraduate work remains the responsibility of the faculty member. A written analytic and evaluative study of the project is required. One course emphasizes teaching composition; the other, literature.
Offered: Irregular
Credit: 3
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ENG 691 - Literature
Offered: Irregular
Credit: 3
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ENG 695 - Thesis
Offered: Irregular
Credit: 6
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ENG 699 - Reading for Examination
A program of independent reading, reviewed in tutorial sessions, designed to supplement course in a particular area of literary study in which the student wishes to specialize. The project will culminate in an examination designed and administered by faculty.
NOTE: It satisfies the Independent Study requirement for the Culminating Track, option B.
Offered: 1 to 6
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General Studies |
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GST 598C - Cooperative Education
This course provides work experience with a college approved employer in an area related to the student’s program of study. Emphasis is on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills and satisfactorily perform work-related competencies. This course represents the actual Co-op placement. It is not a classroom or online based course.
Prerequisite: Meet any college or major specific requirements as determined by the academic advisor prior to Co-op. Under the advisement of the academic advisor, determine if a Cooperative Education preparatory class is required based on individual student circumstance. If the course is required, the student must complete and pass the course with a Satisfactory (S) grade, maintain good academic standing as defined by SUNY Oswego’s policies, obtain approval of the Co-op placement by the Cooperative Education coordinator and comply with any pre-employment expectations required by the employer.
Advisor Note: a Co-op placement is not guaranteed.
Offered: Not on a regular basis.
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GST 691 - Graduate Professional Internship
Must be accepted into graduate program at Oswego. Approved learning agreement is required and students must register through the EXCEL Office.
NOTE: Variable credit 2 to 6.
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Geology |
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GEO 581 - Geology Field Program
Field course in geologic mapping and interpretation of regional geology.
Offered: Summer
Credit: 6
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Gerontology |
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GRT 501 - Introduction to Gerontology
As a multidisciplinary survey of the processes of aging, this course is intended to introduce the student to concepts in Gerontology, and broader understanding of aging or older persons. A variety of topics such as myths, biology of aging, gender issues, social roles, cultural expectations and aging, history, environmental issues, aging in diverse populations, and mental health will be introduced. The course includes an overview of programs and institutions that serve the elderly and their families and care providers.
Prerequisite: Graduate standing or instructor permission.
Offered: Irregular
Credit: 3
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Health Promotion and Wellness |
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HSC 510 - Mind-Body Wellness
Wellness should be seen as a combination of biological, psychological, and social factors rather than purely in biological terms. Topics in alternative health and healing introduces the fundamental concepts of complementary and alternative health and wellness methods and practices.
Prerequisite: Second semester senior and departmental approval, or graduate standing.
Offered: Irregularly
Credit: 3
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HSC 512 - Healthy Weight Management
The interrelationship between wellness and weight management with a focus on obesity and healthy weight loss.
Prerequisite: Second semester senior and departmental approval, or graduate standing.
Offered: Irregularly
Credit: 3
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HSC 514 - Wellness and Addictions
Biological and psychological explanations which have been and continue to be used to explain the etiology and meaning of addiction will be examined. This exploration will include considerations of the role of social, cultural, and population differences as they may relate to addictive behaviors. Topics will include the relationships between addictions and drugs, over eating, over exercising, computer use, alcohol, sex, and gambling.
Prerequisite: Second semester senior and departmental approval, or graduate standing.
Offered: Irregularly
Credit: 3
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HSC 520 - Health Behavior Change Process
Influential theories of health-related behaviors, processes of shaping behavior, and the effects of community and environmental factors (i.e. socio-ecological model and transtheoretical model [TTM] or stages of change model). Assessment of health risk factors.
Prerequisite: Second semester senior and departmental approval, or graduate standing.
Offered: Irregularly.
Credit: 3
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HSC 525 - Interactive Health Technologies
Students will develop an on-line portfolio to showcase 1) interactive health technology skills such as, but not limited to: blogging, use of apps and games to improve health; and using wikis and social media to communicate health promoting messages; and, 2) knowledge, skills and dispositions from a health promoting experience (e.g. research, internship, clinical experience, service learning, employment, co-op, etc.).
Prerequisite: Second semester senior and departmental approval, or graduate standing.
Credit: 3
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