Course Listing and Course Descriptions
Please note that course listings are tentative and subject to change.
Fall 2013 Course Offerings
Summer 2013 Course Offerings
Spring 2013 Course Offerings
GSE Courses & Course Descriptions
Graduate School of Education courses listed are each earn three credits, unless otherwise indicated. Their course numbers are composed of a character prefix that indicates the course discipline area within the Graduate School of Education and a four-digit number that shows the course level and identity.
The prefixes used for Graduate School of Education courses are:
ASGE Educational Leadership, Administration and Policy
CTGE Curriculum and Teaching
PDGE Professional Development
PSGE Psychological and Educational Services
UEGE Urban Education
EDGE School of Education
Course levels are indicated as follows:
4000 series Undergraduate courses
5000 series Graduate courses and institutes
6000 series Graduate courses and advanced institutes
7000 series Advanced graduate courses
8000 series Seminars and guided tutorials
9000 series Special courses or process registrations
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Undergraduate Courses
Open only to Fordham undergraduate students admitted to one of the initial teacher-education certification sequences.
CTGE 0404: Undergraduate Elementary
Portfolio (0 credit)
(UND ELEM PORTFOLIO)
Professional portfolio/comprehensive assessment for students in elementary teacher preparation program.
CTGE 0405: Undergraduate Secondary Portfolio (0 credit)
(UND SEC PORTFOLIO)
Professional portfolio/comprehensive assessment for students in secondary teacher preparation programs in biology, English and social studies 7–12.
CTGE 4154: Including Exceptional Students
(EXCP STDNT REG CLASS)
This course will introduce concepts and skills needed by teachers to include students with exceptionalities in regular classes. The content will include the nature and needs of students with the full range of disabilities and special health care needs and the provisions made for them in an individualized education program (IEP). The effects of these disabilities and needs on learning and behavior will be covered. Skills in identifying strengths and individualizing instruction will be introduced, as well as ways to collaborate with
others to prepare students with disabilities and special needs to their highest levels of academic achievement and independence within inclusion settings. Students are encouraged to create ideal inclusion models.
CTGE 4193: Assessment and Evaluation for Classroom Teachers
(ASSES/EVAL FOR CLRM TCHR)
Evaluation as an integral part of instructional programs; interpreting and applying the results of criterion-referenced and standardized tests; designing processes and opportunities for diagnosing pupil abilities and disabilities; portfolio assessment.
CTGE 4200: Field Experience Seminar: Issues in Reflective Practice
(FLD EXPER RFL PRACI)
This continuous enrollment seminar provides an introduction to schools
and to issues in schooling practices. Field experiences progress from observation and guided practice with small groups of students to full-time student teaching. Placements are assigned in selected secondary schools at grades 7–9 or 10–12; for teacher candidates in the childhood program, field experiences are in grades 1–3 and 4–6. Other placements are determined by program and certification requirements.
CTGE 4215: The Arts in Childhood Education
(ARTS IN CHILDHOOD ED)
Introduction to creative and expressive development in children and to the theory and practice of appreciating and producing drama, movement, music and the visual arts, as well as the integration of the arts into interdisciplinary curriculum.
CTGE 4226: Teaching Social Studies to Children (1.5 credits)
(TCHG SOC ST TO CHILDREN)
This basic course in social studies education provides a conceptual and operational framework for reflective preservice teachers by systematically examining research, theory and practice as these influence teacher decision-making for enhancing student learning in social studies.
CTGE 4227: Teaching Mathematics to Children
(TCHG MATH TO CHILDREN)
This basic course in mathematics education provides a conceptual and operational framework for reflective preservice teachers by systematically examining research, theory and practice as these influence teacher decision-making for enhancing student learning in mathematics.
CTGE 4242: Teaching Science and Technology to Children
(TCHG SCI/TECH CHILDREN)
This course will provide opportunities to critically analyze recent concepts, theories, and practicesin developing a science curriculum. Current trends, technologies, and technological issues and their impact on society will be explored. Emphasiswill be placed upon gaining knowledge bases for the life, physical and earth sciences. Opportunities will be provided to develop an understanding of instructional technologies as tools for reflective practitioners, and to evaluate their use and effectiveness.
CTGE 4260: Social Studies Methods in Secondary Schools
(SOC STUD METH SEC)
This coursefocuses onrecent developments and persistent issues of classroom practice in the teaching of secondary social studiesand on developing skills in teaching methods, such as reflective inquiry, problem
solving, critical thinking and decision making. Disciplines include anthropology, economics, geography, history, jurisprudence, political science, psychology and sociology.
CTGE 4270: Biology Methods in Secondary Schools (BIOLOGY METHODS SEC)
This course familiarizes students with a variety of methods and materials for teaching biology in the secondary schools. The development and analysis of the goals and content of a secondary biology course are emphasized using short-and long-range planning, adherence to curricular standards, assessment of student achievement and teacher effectiveness, instructional applications of technology, and other instructional methods and strategies. Course activities provide a basis for the development of competent science teachers, including familiarity with relevant journals, issues, sources of information and instructional assistance, and opportunities to practice reflection.
CTGE 4301: Designing Interdisciplinary Curriculum Activities for Multicultural
Secondary Classes
(DESIGN SEC CURRIC)
This course will draw on theories and research on learning as students develop curricular goals, objectives and activities
for specific students enrolled in secondary schools. Particular emphasis will be placed on responding to the learning needs of evolving adolescents and adults from philosophical, cultural and psychological perspectives. Opportunities for integrating activities across disciplines will be considered, as well as domain-specific objectives and stances.
CTGE 4540: Adolescent Literature (1.5 credits)
(ADOLESCENT LIT)
An exploration of the role of adolescent literature across disciplines and as a vehicle for introducing students to themselves, their world and the worlds of other cultures.
CTGE 4548: Reading and Writing Across the Curriculum
(RDG WRTG ACROSS CURRIC)
Literate societies use reading and writing as tools to review the body of extant knowledge and to record new knowledge; in this way, they build knowledge in their society. Literate individuals access published works and create documents that record individual understanding of the world. In this course, students will learn strategies to teach for gathering and interpreting these materials, and for promoting proficiency with a wide range of texts. Included in this course are strategies to assist elementary grade teachers with the integration of reading, writing and the other language arts in social studies, science, math and the arts, and with the acquisition of comprehension, critical thinking and study skills needed
for a variety of text types.
CTGE 4838: English Language Arts Methods in Secondary Schools
(ENG LA METH SEC)
This course will develop the knowledge, abilities, attitudes and methods necessary
for teaching the English language arts to secondary level students. Emphasis is on selecting and designing instructional strategies, materials and assessment tools for inclusive multicultural classes.
EDGE 4100: Issues and Trends in American Education
(ISSUE/TRND IN AMER EDUC)
The course is designed to provide students with the opportunity to become familiar with the important movements, trends and innovations that are shaping the education profession.
EDGE 4101: Race and Multicultural Education in American Society
(RACE & MULTICULT EDUC)
Examines the concepts of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups; examines the institutionalized nature of prejudice and its impact on the cultural, economic, social status and mobilitypatterns of selected ethnic groups.
EDGE 4210: Interactive Learning Technologies (1.5 credits)
(INTERACT LRN TECH)
The course goals include: developing an understanding of cognitive technologies as tools for reflective practitioners and evaluating educational software using multiple appropriate criteria.
EDGE 4216: Psychology of Child Development
(PSY OF CHILD DEVLMT & LRNG)
Theory and research on child development, including prenatal through preadolescent stages. For teachers and psychologists, this course provides foundation knowledge about the physical, intellectual and emotional development of children. Applications to learning in and adjusting to school settings are stressed.
EDGE 4300: Childhood: Learners and Learning
(CHILDHOOD LRNRS & LRNG)
Theory and study of the physical, intellectual and emotional development of children, from prenatal to preadolescent stages, and design, development and evaluation of instruction in elementary grades. For undergraduate students who are preparing for certification as teachers of the elementary grades N–6.
EDGE 4302: Adolescence: Learners and Learning
(ADOLESC LRNRS & LRNG)
Cognitive, affective and physical development of adolescents; design and delivery
of instruction in junior and senior high schools; classroom management and
discipline; and the evaluation of student performance.
UEGE 4102: Historical, Philosophical and Multicultural Foundations of American
Education
(HIST PHIL MULTICULT FND)
This introductory course examines the historical and philosophical roots of public education and discusses how this system is related to the social, multicultural, political and economic life of the nation. As a course in educational foundations, this course examines the concept of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups.
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Division of Curriculum and Teaching Courses - C & T
CTGE 0701: Master’s Comprehensive Exam/Assessment
(MASTERS COMPS I)
Part 1 of the master’s comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0702: Master’s Comprehensive Exam/Assessment
(MASTERS COMPS II)
Part two of the master’s comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0703: Intern Fellowship Portfolio
(INTERN FELLOW PORTFOLIO)
Development and review of professional portfolio for elementary teacher candidates in the Intern Fellowship Program.
CTGE 0704: Childhood Education Portfolio
(CHILDHOOD PORTFOLIO)
Development and review of professional portfolio for childhood education teacher candidates in M.S.T. certification programs. Candidates must demonstrate that they have met childhood education program goals as well as program goals of specific certification areas.
CTGE 0705: MAT Portfolio
(MAT PORTFOLIO)
Development and review of professional portfolio for secondary teacher candidates in the M.A.T. Program.
CTGE 0706: MAT Specialty Comps
(MAT SPECIALTY COMPS)
Comprehensive exam or assessment in students’ areas ofspecialty for secondary teachercandidates in the M.A.T. Program.
CTGE 0707: Early Childhood Education Portfolio
(EARLY CHILDHOOD PORTFOLIO)
Development and review of professional portfolio for early childhood education teacher candidates in M.S.T. certificationprograms. Candidates must demonstrate that they have met early childhood education program goals as well as program goals of specific certification areas.
CTGE 0709: Adolescence Education Portfolio
(ADOLESCENCE PORTFOLIO)
Development and review of professional portfolio for adolescence education teacher candidates in M.S.T. certification programs. Candidates must demonstrate that they have met adolescence education program goals as well as program goals of specific certification areas.
CTGE 0710: Portfolio for Literacy Education
(RDG & LITERACY PORTFOLIO)
Development and review of professional portfolio for candidates in the Language and Literacy Education programs, Birth–Grade 6; Grades 5–12.
CTGE 0718: Childhood Special Education Portfolio
(CHILDHOOD SPEC ED PORTFOLIO)
Development and revision of professional portfolio for Childhood Special Education teacher candidatesin the M.S.Ed program.
CTGE 0801: P.D./Advanced Certificate Comprehensive Exam/Assessment
(PD/ADV CERT COMPS I)
Part one of the P.D./advanced certificate comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0802: P.D./Advanced Certificate Comprehensive Exam/Assessment
(PD/ADV CERT COMPS II)
Part two of the P.D./advanced certificate comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0900: Permanent Marticulation Status
During the semester the student demonstrates satisfactory process completing 12-15 credits which leads to Permanent Marticulation Status.
CTGE 0901: Doctoral Comprehensive Exam/Assessment
(DOCTORAL COMPS I)
Part one of the doctoral comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0902: Doctoral Comprehensive Exam/Assessment
(DOCTORAL COMPS II)
Part two of the doctoral comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.
CTGE 0999: Proposal Acceptance
During the semester the dissertation proposal is completed.
CTGE 5060: Teacher-as-Researcher: Pre-service
(TEACHER/RESEARCHER PRESERV)
This course provides the opportunity for pre-service teacher candidates to develop an understanding of the processes related to developing and conducting classroom research. All candidates design and conduct action research related to their student teaching experience.
CTGE 5065: Integrating Technology Into Elementary Education
(INTEG TECH ELEM ED)
This course assumes introductory knowledge, skills, and understanding of concepts related to technology including the ability to access, generate, process and transfer information using appropriate technologies as well as familiarity with various software programs. This course will assist students in planning, designing, implementing and assessing learning environments and experiences supported by technology. This course will emphasize computer capabilities for teaching, classroom management, the use of assistive technology and communicating electronically from a K-6 perspective.
CTGE 5066: Teaching Social Studies to Children
(TCHG S.S. TO CHILDREN) (3 credits)
This basic course in social studies education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on research, theory and practice as these influence teacher decision-making for enhancing student learning in social studies.
CTGE 5151: Uncovering and Developing Academic Talent
(DEVELOP ACAD TALENT)
Study of research and practices dealing with underachieving students, including both educationally and socially disadvantaged children and others performing below their apparent ability levels.
CTGE 5152: Human Relations in the Classroom
(HUMAN RELATIONS IN CLASS)
Human relations theory and practice applied to teacher-pupil, teacher-parent, school and community relationships. Utilization of school experience to enhance self-image and develop desirable attitudinal behaviors.
CTGE 5153: Teaching the Gifted and Talented
(TEACHING THE GIFTED) Characteristics and problems of gifted students and ways of meeting their intellectual needs and interests. Emphasis will be placed on innovations, appropriate materials and activities.
CTGE 5154: Including Exceptional Students
(EXCP STDNT REG CLASS)
This course will introduce concepts, skills and assistive technologies that enable teachers to include students with exceptionalities in regular classes. Emphasis will be on students with mild disabilities; in addition, we will learn about students with the full range of disabilities and special health care needs, alongwith the kinds of provisions often made for them in an Individualized Education Program (IEP). The course focuses on three interconnected strands: a) the effect of disabilities on learning and behavior, b) skills to identify student strengths and areas of need in order to individualize instruction, and c) collaborating with others to prepare students to their highest levels of academic achievement and independence within inclusion settings. Students are encouraged to create ideal inclusion models.
CTGE 5156: Inclusive Curriculum: Design, Assessment and Classroom Organization
(INCLUSIVE CURRIC ASSESS ORG)
This course focuses on three interconnected teaching strands: curriculum design, classroom organization and management, and assessment. It assumes a reflective practitioner stance in which the teacher draws from multiple models in planning for learning andteaching, as well as the position that sensitively planned curriculum and teaching will encourage an inclusive community of learners, minimize behavior problems and provide an encouraging environment for all children. These three strands are integrated through the study of interdisciplinary curriculum.
CTGE 5157: Assessment Strategies for Young Children with Disabilities
(ASSESS YOUNG CHILD W/DISBIL)
This course provides an overview of assessment approaches and practices in early intervention and early childhood special education programs. Students will obtain skills in administering formal and informal assessments, implementing culturally unbiased instruments and procedures, and interpreting and communicating assessment results for planning intervention and evaluating instruction and programs. The role of the family in the assessment process is emphasized.
CTGE 5158: Instructing All Children with Disabilities
(INSTRUCT CHILD W/DISABIL)
This course focuses on basic curricular practices and procedures in developing programs for all students with disabilities and special health needs. It emphasizes the teaching-learning process, individual and group interventions, and the use of technology in teaching basic skills and content subjects. It builds consultant and collaborative skills needed to establish positive parent and professional relationships. The instructional strategies used in this course include: lecture, guest speakers, videotapes, discussion, simulation, role-playing, small group problem solving activities and individual projects.
CTGE 5159: Assessment of All Children with Disabilities
(ASSESS CHILD W/DISABIL)
This course prepares students to use formal and informal educational diagnostic methods for assessment, analysis and evaluation of children with disabilities. Issues of non-biased assessment and instructional implications are included.
CTGE 5160: Instructional Modifications for Adolescents in Inclusive Classrooms
(INSTR MOD FOR ADOL INCL CLS)
This course will prepare teachers of adolescents to include students with disabilities and special health care needs in their regular content area classes. Primary focus is on adapting and individualizing instruction and designing assessments to accommodate these students. In addition, the course will address refining skills for improving reading comprehension of content area text and for collaborating with others to identify strengths, and preparing students with disabilities and special needs to their highest levels of academic achievement and independence. Prerequisite: CTGE 5154: Including Exceptional Students.
CTGE 5161: Differentiating Instruction for All Students
(DIFF INSTR ALL STUDENTS)
This course focuses on the development of curricula that is provided in a variety of educational settings. This course assumes that a classroom includes students of different physical and cognitive abilities, students of different racial, ethnic, religious and socio-economic origin, and students who demonstrate individual learning styles.
The emphasis of this course is on the teaching-learning process via a decision-making model for differentiating instruction. This process considers the materials, presentation style, organization of classroom instruction (small group, individual, etc.), and the use of technology in differentiating curricula. Recognizing instruction as a collaborative process, this course will examine ways to build collaborative skills needed to establish positive professional relationships with parents, psychologists, social workers, administrators, community agencies and paraprofessionals.
CTGE 5193: Assessment and Evaluation for Classroom Instruction (1.5 or 3 credits) (ASSES/EVAL FOR CLRM TCHR)
Evaluation as an integral part of instructional programs; interpreting and applying the results of criterion-referenced and standardized tests; designing processes and opportunities for diagnosing pupil abilities and disabilities, portfolio assessment.
CTGE 5195: Issues and Trends in Curriculum
(ISSUES/TRENDS IN CURRC)
Curriculum decision making in the light of national and state legislation, court decisions, public policy and exemplary educational programs.
CTGE 5200: Field Experience Seminar: Issues in Reflective Practice
(FLD EXPER RFL PRACI) (0 credits)
This continuous enrollment seminar and series of field placements focus on issues in schooling practices. Field experiences progress from observation to guided practice with small and whole groups of students. Teacher candidates are assigned to field experiences across a variety of settings and grade levels appropriate to their area of study. The seminar is intended as a vehicle for critical and collaborative reflection, through which theory can be integrated with practical experiences. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention, and for developing the skills and knowledge necessary to provide a sense of community in a safe, respectful, and nurturing classroom environment.
CTGE 5201: Student Teaching Seminar: Issues in Reflective Practice
(STUDENT TEACH SEM) (0–3 credits)
The continuous enrollment seminar and series of student teaching placements focus on issues in schooling practices. Student teaching experiences progress from guided practice with small and whole groups of students to full-time student teaching with ongoing responsibilities for curriculum and instruction. Teacher candidates are assigned to student-teaching experiences across a variety of settings and grade levels appropriate to their area of study. The seminaris intended as a vehicle for critical reflection through which theory can be integrated with practical experiences.
CTGE 5210: Field Experience in Early Childhood Education
(FIELD EXP EC ED)
Students will observe, plan, participate in and facilitate instruction designed for young children in early childhood settings such as day care, preschools, kindergartens and primary grade classrooms. University field-based supervisors oversee the development and progress of field experiences in community-based early childhood settings.
CTGE 5211: Practicum for In-Service Teachers (0 credits)
(PRACTICUM)
Supervised student teaching in a setting selected under advisement. Analysis of innovative designs and application of theory to practice. Critical analysis of student
competency through self evaluation and supervisory feedback. Open only to students who already possess initial or professional certification.
CTGE 5212: Teaching the Arts in Childhood Education (1 credit)
Introduction to creative and expressive development in children and to the theory and practice of appreciating and producing drama, movement, music and the visual arts, as well as the integration of the arts into interdisciplinary curricula.
CTGE 5221: Classroom Problems for the Beginning Elementary School Teacher
(CLASS PBLMS: BEG TCHR)
Deals with the problems encountered by beginning teachers in elementary education with references to such matters as classroom management, curriculum and teaching, and discipline.
CTGE 5222: Practicum for In-Service Teachers
(PRACTICUM)
Supervised student teaching in a setting selected under advisement. Analysis of innovative designs and application of theory to practice. Critical analysis of student
competency through self evaluation and supervisory feedback. Open only to
students who already possess initial or professional certification.
CTGE 5224: Reading, Writing and Language Arts
(RDG WRIT LANG ARTS)
This course provides students with a survey knowledge of theories and practices of the interrelationships among speaking, reading, writing, listening and thinking as these apply to instructional strategies of reflective practitioners.
CTGE 5227: Teaching Mathematics to Children
(TCHG MATH TO CHILDREN)
This basic course in mathematics education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on research, theory and practice as these influence teacher decision-making for enhancing student learning in mathematics.
CTGE 5230: Framework for Education for All Young Children
(FRAMEWORK ED YOUNG CHILD)
A critical analysis of the theoretical and empirical bases for working in early childhood settings developed for young children with and without disabilities. Overview of legislation, program models and program review.
CTGE 5231: Workshop in Early Childhood Education
(WRKSHP EARLY CHILD ED)
Translating thetheories and concepts of early childhood education into the practice of early childhood education; emphasis on structured discussions with active speakers, films and demonstrations. Course content will vary to meet the unique characteristics and needs of students enrolled.
CTGE 5232: Early Childhood Curriculum and Assessment
(EC CURRIC/ASSESS)
Conceptual analysis and evaluation of existing early childhood curricula, including emerging trends and issues; educational assessment of the young child; strategies and issues; formulation and implementation of educational goals and objectives; instructional and behavioral.
CTGE 5233: Early Learning Through Play
(EARLY LRNG THRU PLAY)
This course focuses on creating, implementing and assessing appropriate play experiences in diverse early childhood classrooms. The development of play and its potential for learning across the curriculum will be addressed, with emphasis on the preschool, kindergarten and early primary grades. Helping families understand the value of play in early learning also will be included.
CTGE 5234: Family, Community and All Young Children
(FAM/COM/ALL YOUNG CH)
Critical examination of the ecology of early childhood; the young child as a reactive and proactive agent in dynamic interaction with forces in the physical and social environment (family, home, neighborhood, media, legislation, child advocacy, etc.); the reciprocal relationship between early childhood education, family and community.
CTGE 5235: Infant/Toddler/Preschool Programs
(INFANT/TODDLER/PRESCH PROG)
Focus on the establishment and implementation of programs for very young children. The emphasis is on programs for infants and toddlers; programs for preschoolers are also addressed. The course links educational and child developmental theories and approaches to their applications in the care and education of very young children. The environment, the role of the caregiver/teacher, and the role of significant adults and peers are studied.
CTGE 5236: Emerging Literacy: Cultural and Linguistic Issues
(EMERGING LITERACY)
Focuses on language development in very young children from the perspectives of
culture and family factors. Emphasis is on identifying areas of risk and disabilities.
CTGE 5238: Integration of Technology in Early Childhood Classrooms
(INTEGRATION MICRO SFTWR EC ED)
Focus on use and integration of microcomputer hardware and software in early educational settings. Emphasis on ways of integrating computers across curriculum areas. Use of computers with young children with disabilities.
CTGE 5239: Teaching English to Speakers of Other Languages (1.5 credits)
(TESOL: PRESERVICE)
Consideration of English as a second or third language for children who speak other languages or dialects at home: study of materials, approaches and techniques used in teaching various language skills; identification of cognitive, linguistic and academic issues involved.
CTGE 5240: Competencies in Reading Diagnosis and Development: Spanish
(COMP RDG DIAG/DVL: SPAN)
Identification of teaching competencies; diagnostic and prescriptive teaching categories in elementary schools; leadership training for teachers and others concerned with developing competency approaches to Spanish reading and Spanish language teaching. Course is taught in Spanish.
CTGE 5241: Reading and Literature: K–12 Spanish
(RDG/LIT: K–12 SPANISH)
An intensive study of various types of Spanish literature for children; principles of evaluation and selection on basis of needs and interests. Course is taught in Spanish.
CTGE 5242: Teaching Science and Technology to Children
(SCI AND TECH FOR CHILDREN)
This course will provide opportunities to critically analyze recent concepts, theories and practices in developing a science curriculum. Current trends, technologies and technological issues and their impact on society will be explored. Emphasis will be placed upon gaining knowledge bases for the life, physical and earth sciences. Opportunities will be provided to develop an understanding of instructional technologies as tools for reflective practitioners, and to evaluate their use and effectiveness.
CTGE 5245: Children’s Literature in a Multicultural Society
(CHILD LIT MUTLICULT CLSRM)
Issues of equity and justice are explored through literature. Adult and children’s literature are used to examine the concept of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups. Introduction to various genres and uses of literature in the Early Childhood and Childhood language arts program.
CTGE 5247: Teaching Linguistically and Culturally Diverse Children
(TCH LING CULT DIV CHILD)
Theory and practical approaches and strategies to make content relevant and understandable to students in mainstream classrooms who may lack English language proficiency, experience and background.
CTGE 5250: Elementary School Curriculum Theories and Development
(EL SCH CURR THEORIES/DEV)
An examination of conceptions of curriculum theory with special attention to the elementary school curriculum. Roles and processes in curriculum development and change are explored.
CTGE 5255: Elementary School Mathematics Curriculum
(EL SCH MATH CURRICULUM)
Analysis and evaluation of mathematics programs; systems of numeration; sets and numbers; skill development; problem solving; techniques for teaching geometric concepts and construction; the Metric System.
CTGE 5257: Social Studies Curriculum and Instruction in the Elementary School
(SOC ST CURR/INSTEL SCH)
Emphasis on the methodology of social studies instruction: review of curriculum trends, survey of curriculum materials, opportunities to develop teaching and resource units analysis, and evaluation of social studies programs.
CTGE 5259: Contemporary Social Studies Education
(CONTEMP SOC ST ED)
This course familiarizes students with the trends and issues facing the specific disciplines in the social studies. The course will examine trends, issues and implications for the future of American history, global studies, government and politics, economics, anthropology, sociology and psychology. A strong content base and an appreciation of contemporary issues will enable students to understand the current status of social studies and the implications for the future.
CTGE 5260: Teaching Social Studies to Adolescents
(TCHG SOC STUDIES TO ADOL)
This course focuses on recent developments and persistent issues of classroom practice in the teaching of secondary social studies, and on developing skills in teaching methods such as reflective inquiry, problem solving, critical thinking, decision making and assessment. Disciplines include anthropology, economics, geography, history, jurisprudence, political science, psychology and sociology.
CTGE 5270: Teaching Biology to Adolescents
(TCHG BIOLOGY TO ADOL)
This course familiarizes students with a variety of methods and materials for teaching biology in the secondary schools. The development and analysis of the goals and content of a secondary biology course is emphasized using short and long range planning, adherence to curricular standards, assessment of student achievement and teacher effectiveness, instructional applications of technology, and other instructional methods and strategies. Course activities provide a basis for the development of competent biology teachers, including familiarity with relevant journals, issues, sources of information and instructional assistance, and opportunities to practice reflection. The goals and objectives of the course are in concert with the National Science Education Standards for professional development of learning biology content, learning to teach biology, lifelong learning and integrated programs.
CTGE 5271: Teaching and Assessing Biology: Adolescents
(TCHG ASSESS BIO: ADOL)
This course familiarizes students with a variety of methods and materials for teaching biology in the secondary schools. The development and analysis of the goals and content of a secondary biology course emphasized using short and long range planning, adherence to curricular standards, assessment of student achievement and teacher effectiveness, instructional applications of technology, and other instructional methods and strategies. Course activities provide a basis for the development of competent biology teachers, including familiarity with relevant journals, issues, sources of information and instructional assistance, and opportunities to practice reflection in action.
CTGE 5275: Integrating Math, Science and Technology Education
(INTEG MATH SCI TECH ED)
This is a culminating course in the secondary math and science education programs. It assumes a strong knowledge base in math and/or science content knowledge, pedagogical content knowledge and pedagogical knowledge. One goal of this course is to gain a deeper knowledge and understanding of models of integrated teaching and learning such as project-based learning, problem-solving learning, thematic and interdisciplinary teaching and learning. The second goal is to explore technology through integrated learning activities and projects. In order to gain this knowledge and experience we will engage in dialogue, investigation, analysis and reflection of specific projects that integrate math, science and technology in secondary school. The course will culminate in teams of students developing an MST integrated project to be utilized in their own teaching practice.
CTGE 5279: Contemporary Science Education
(CONTEM SCIENCE ED)
This course is designed to provide students with a familiarity with the origins and growth of the ideas of science education. It will also examine past, current and emerging issues affecting science education.
CTGE 5280: Teaching Chemistry to Adolescents
(TCHG CHEM TO ADOL)
This course integrates the knowledge and processes of chemistry with chemistry teaching and learning. Teachers build and develop reflective teaching and learning practices that will enable them to teach, support and assess students of diverse interests, abilities and culture. The goals and objectives of thecourse are in concert with the National Science Education Standards for professional development of learning chemistry content, learning to teach chemistry, lifelong learning and integrated programs.
CTGE 5281: Teaching and Assessing Chemistry: Adolescents
(TCHG ASSESS CHEM: ADOL)
This course integrates the knowledge and processes of chemistry with chemistry teaching and learning. Teachers build and develop reflective teaching and learning practices that will enable them to assess, teach, and support students of diverse interests, abilities and cultures.
CTGE 5286: Teaching and Assessing Mathematics: Adolescents
(TCHG ASSESS MATH: ADOL)
This course introduces a variety of instructional and assessment strategies for teaching mathematics to adolescents in grades 7 – 12. Discussions center on methods of planning, teaching, and managing mathematics classes. This course is taught during the student teaching experience.
CTGE 5290: Teaching Physics to Adolescents
(TCHG PHYSICS TO ADOL)
This course integrates the knowledge and processes of physics with physics teaching and learning. Teachers build and develop reflective teaching and learning practices that will enable them to teach, support and assess students of diverse interests, abilities and culture. The goals and objectives of the course are in concertwith the National Science Education Standards for professional development of learning physics content, learning to teach physics, lifelong learning and integrated programs.
CTGE 5291: Teaching and Assessing Physics: Adolescents
(TCHG ASSESS PHYSICS: ADOL)
This course integrates the knowledge and processes of physics with physics teaching and learning. Teachers build and develop reflective teaching and learning practices that will enable them to assess, teach and support students of diverse interests, abilities and cultures.
CTGE 5301: Designing Interdisciplinary Curricular Activities for Multicultural Secondary Classrooms
(DES INTERD SEC CURRIC)
This course will draw on theories and research on learning to develop interdisciplinary and intradisciplinary activities for secondary school students. Emphasis on response to learning needs from philosophical, cultural and psychological perspectives.
CTGE 5302: Creating Contexts for Learning in Multicultural Secondary Classrooms
(CREAT LRN CONTX SEC)
Exploration of theoretical and authentic school settings. Students design contexts and reflect on the effects of those designs on students’ learning.
CTGE 5303: Learning Environments for Diverse Adolescents: Reflective Field
Experience
(LRNG DIV ADOL: FLD EXPER)
This course helps teacher candidates develop an awareness of the complexity of teaching through field experiences. Emphasis is placed on classroom application of the critical and collaborative reflection upon concepts, techniques and theories learned in courses and other structured learning experiences. The course examines teacher candidates’ perceptions about the classroom and their learning that are necessary for anticipated learning to occur, ways teachers can learn about their diverse students, approaches to student motivation, the concept of effective classroom instruction for students within the full range of abilities, the planning and writing of unit plans, and classroom management systems. It also provides a structure for developing the skills and knowledge necessary to provide a sense of community in a safe, respectful and nurturing classroom environment.
CTGE 5304: Student Teaching Adolescents: Research and Reflective Practice
(STUDENT TCHG: RES/PRAC)
This course focuses on assuming a professional stance in regard to developing curriculum and interacting with students and colleagues in schools. Teacher candidates develop an understanding of the processes integral to reflecting on and researching student knowledge while promoting student learning. Students in this course will learn how to use research to examine, reflect on, and modify instruction to increase their knowledge and skills in teaching all students. Diversity and social justice are recurring themes for discussion and reflection. In addition, this course focuses on the development of the professional portfolio to meet the requirements for a comprehensive examination for the pedagogical portion of the program.
CTGE 5305: Teaching Linguistically and Culturally Diverse Adolescent Students
(TCHG LING/CULT DIVERSE ADOL)
This course highlights instructional approaches and strategies for adolescence teachers to promote oral and written English language development in culturallyand linguistically diverse students. There is an emphasis on creating an integrated classroom where the experiences, capacities, interests, and linguistic and cultural needs of adolescent English language learners are addressed. The course will examine language acquisition and development, as well as the impact of heritage and culture on the progress of English language learners.
CTGE 5307: Research and Assessment while Teaching Adolescents (RESEARCH/ASSESS ADOL)
In this course teacher candidates develop an understanding of the processes integral to researching student knowledge while promoting student learning. Teacher candidates will review, create, evaluate and interpret a wide range of standardized and alternative approaches to assessment, acquiring an abundant repertoire of strategies for assessing student learning in the classroom context, and using that information to plan or modify instruction. Students will learn how to use research to examine and reflect on their teaching, and to update knowledge and skills in teaching.
CTGE 5308: Student Teaching Adolescents: Research and Reflective Practice
This course focuses on assuming a professional stance inregard to developing curriculum and interacting with students and colleagues in schools. Teacher candidates develop an understanding of the processes integral to reflecting on and researching student knowledge while promoting student learning. Students in this course will learn how to use research to examine, reflect on, and modify instruction to increase their knowledge and skills in teaching all students. Diversity and social justice are recurring themes for discussion and reflection. In addition, this course focuses on the development of the portfolio to meet the requirements for a comprehensive examination for the pedagogical portion of the program.
CTGE 5324: Assessment of Reading and Writing Proficiencies
(ASSESS RDG PROFICIEN)
Literacy educators need to assess student achievement as a basis for planning futureinstruction as well as documenting student proficiencies. Alternative assessment procedures and standardized measures that students explore include the utilization of authentic tasks and portfolio documentation along with appropriate categories for recording achievement.
CTGE 5326 : Perspectives on Standardized Language and Literacy Assessment: Policy and Practice
(LIT ASSESS: POL & PRAC)
Focuses on issues, principles, and current practices in literacy assessment, examination of available measures and evaluation procedures of norm-referenced, language and literacy assessment, relationship of standardized assessment to instruction, and examination of strengths and weaknesses of such instruments.
CTGE 5355: Curriculum Theories and Development
(CURR THEORIES & DEVELPMT)
Objectives, theories and practice issues and problems in relation to principles of learning, needs of students and requirements of society; critical analysis of curriculum trends; role of the teacher in curriculum development.
CTGE 5357: Innovative Curriculum and Teaching Practices and Models
(CUR/TCH PRAC)
Examines innovative curriculum models and teaching methods to improve the learning conditions for students; exemplary programs and practices are discussed including interdisciplinary teaching, and teaming of students and faculty; implications are drawn for maximizing student learning.
CTGE 5360: Secondary School Curriculum Theories and Development
(SEC CURR THEOR & DEVP)
An examination of conceptions of curriculum theory with special attention to the secondary school curriculum today. Roles and processes in curriculum development and change will be explored.
CTGE 5410: Education of the Exceptional Child in the Mainstream
(ED OF EXCP CHLD IN MNSTM)
Focuses on a variety of topics relating to the mainstream in special education and the educational implications and mandates of Public Law 94-142, Education of All Handicapped Children Act.
CTGE 5411: Perspectives and Issues in Early Childhood Special Education
(PERSPEC ISSUES EC SPEC ED)
This course provides an overview of the historical and legal perspectives of special education, early intervention and early childhood special education services. It introduces various service delivery models employing an interdisciplinary approach. Controversial issues and trends in early intervention, early childhood and early childhood special education are integrated to enable students to read and critically apply research and recommended practices.
CTGE 5415: Perspectives in Special Education
(PERSPECT SPEC EDUC)
This course is a survey of many different types of disabilities in children with many degrees of severity. The course will include the study of the causes, behavior patterns and educational programs for moderate and severely disabled children through young adulthood.
CTGE 5421: Planning Instruction for Young Children with Disabilities
(INSTR CHLD W/DISABIL)
Assessment, formal and informal, leading to the development of intervention in naturally occurring environments. Examination of the learning environments and the multiple forces that affect learning. Selecting strategies for intervention and evaluating their outcome. This course will enable students to structure physical and social environments, and to develop and implement instructional and intervention plans and procedures that are developmentally appropriate and respectful of familial, cultural, linguistic
and societal diversity. Also, students will learn to respond to the individual interests, strengths and needs of young children with disabilities.
CTGE 5422: Assessment of Young Children
(ASSESS YOUNG CHILD)
The focus of this course is the development of a knowledge base in assessment procedures unique to working with young children, from birth to the early primary grades. Course content encompasses formal and informal procedures useful for screening eligibility for special instruction and planning day-to-day instructional strategies in regular and special education early-childhood settings. The role of staff and family in this process is integral to the discussion.
CTGE 5423: Mental Retardation: Formal and Natural Assessment for Classroom Teachers
(MNTL RETARD: ASSESS)
Assessment, preparation and organization of the classroom environment for children with mental retardation disorders; utilization of behavior principles and educational diagnostic methods for assessment, analysis and evaluation.
CTGE 5424: Behavior Disorders: Formal and Natural Assessment for Classroom Teachers
(BEHAV DISORD ASSESS)
Assessment, preparation and organization of the classroom environment for children with emotional disorders; utilization of behavior principles and educational diagnostic methods for assessment, analysis and evaluation.
CTGE 5425: Learning Disabilities: Formal and Natural Assessment for Classroom Teachers
(LD ASSESSMENT)
Assessment, preparation and organization of the classroom environment for children with learningdisorders; utilization of behavior principles and educational diagnostic methods for assessment analysis and evaluation.
CTGE 5433: Innovative Curriculum and Teaching Practices for Children with Mental Retardation
(CURR PRACT: MR)
Focuses on basic curricular practices and procedures in developing programs for students with mental retardation. Emphasizes the teaching-learning process, individual and group interventions, and utilizing technology in teaching basic skills and content area information. Building consultant and collaborative skills needed in establishing positive parent and professional relationships.
CTGE 5434: Innovative Curriculum and Teaching Practices for Children with
Behavior Disorders
(CURR PRACT: BD)
Focuses on basic curricular practices and procedures in developing programs for students with behavior disorders. Emphasizes the teaching-learning process, individual and group interventions, and utilizing technology in teaching basic skills and content area information. Building consultant and collaborative skills needed in establishing positive parent and professional relationships.
CTGE 5435: Innovative Curriculum and Teaching Practices for Children with
Learning Disabilities
(CURR PRACT LD)
Focuses on basic curricular practices and procedures in developing programs for students with learning disabilities. Emphasizes the teaching-learning process, individual and group interventions, and utilizing technology in teaching basic skills and content area information. Building consultant and collaborative skills needed in establishing positive parent and professional relationships.
CTGE 5443: Creative Arts and Skills for Children with Learning Disorders
(CREAT ARTS/LD CHILD)
Utilization of the representational arts in the education of children with learning disorders. Experiences in various media combined with knowledge and assessment of the creative developmental stages.
CTGE 5444: Therapeutic Services for Children with Learning Disorders
(THERPEU SERV LD CHILD)
Review of treatmenttechniques, demonstrations and readings in the various therapeutic modalities, including verbal and nonverbal techniques such as music, drama, dance and poetry.
CTGE 5453: Teaching Reading Skills to Children with Mental Retardation
(RDG SKILLS CHILD MR)
Designed to develop competencies needed to teach reading to students with mental retardation. Emphasis will be on assessment and intervention strategies in addition to current research which underlies effective remediation.
CTGE 5454: Teaching Reading Skills to Children with Behavior Disorders
(RDG CHLD BD)
Designed to develop competencies needed to teach reading to students with behavior disorders. Emphasis will be on assessment and intervention strategies in addition to current research that underlies effective remediation.
CTGE 5455: Teaching Reading Skills to Children with Learning Disabilities
(RDG SKILLS CHILD LD)
Designed to develop competencies needed to teach reading tostudents with learning disabilities. Emphasis will be on assessment and intervention strategies in addition to current research which underlies effectiveremediation.
CTGE 5460: Field Experience for Special Educators
(FLD EXPER SPEC EDUC)
An initial student teaching placement in a general education classroom for teacher candidates in special education who are not certified in regular education (Sequence C). Students are required to observe, model and provide instruction.
CTGE 5500: Cognitive and Linguistic Dimensions of Literacy
(COG/LING DIM LITERACY)
Focuses on the linguistic dimension of literacy — systems of language, spoken/written language relationships, language variation — and the cognitive dimension of literacy — perception and memory, reading and writing processes, comprehension — and their interrelationships.
CTGE 5501: Sociocultural and Developmental Dimensions of Literacy
(SOCIO/ DEV DIM LITERACY)
Focuses on the sociocultural dimension of literacy — group uses of literacy, literacy as a tool for knowledge and power — and the developmental dimension — patterns of learning literacy, role of learner, adult and environment — and their interrelationships.
CTGE 5505: Foundations of Language and Literacy Education
(FOUND LANG LITERACY ED)
Focuses on the linguistic dimension — systems of language, spoken-written language relationships, variation within and across languages — and cognitive dimension — perception and memory, reading comprehension, writing processes, literacy — of literacy and their interrelationships. Develops understandings of the history and structure of the English language, and of language development in individuals.
CTGE 5506: Foundations of Language and Literacy Education in Inclusive Classrooms (FND OF LIT ED INCL CLRMS)
Focuses on the linguistic dimension — systems of language, spoken-written language relationships, variation within and across languages — and cognitive dimension — perception and memory, reading comprehension, writing processes, literacy — of literacy and their interrelationships. Develops understandings of the history and structure of the English language, and of language development in individuals.
CTGE 5531: Foundations of Adolescent Literacy and the English Language
(FND ADOL LIT ENG LANG)
This course will focus on “ways with words” and how to best promote language usage and literacy through our teaching. Topics explored will include linguistic dimensions/systems of language, relationships between spoken and written words, variations within and across languages, reading and writing processes, and of course, how to best incorporate this knowledge into practice as teachers of English language arts. Students will gain a deeper understanding of the English language and systems of grammar.
CTGE 5532: Developing Literacy in Intermediate Grades
(DEV LIT INTERMED GRADES)
In this course, students examine ways of organizing and implementing curriculum and instruction that foster literacy development in a range of students in the intermediate grades (grades 5–9). Students explore strategies for assessing and improving reading comprehension and writing fluency, develop strategies for motivating intermediate grade students to read and write, and discover methods for integrating electronic and other non-print texts into the curriculum as a means for developing literacy.
CTGE 5534: Beginning Reading and Writing in Inclusive Classrooms
(BEGIN RDG/WRTG: INCLUS)
This course focuses on the development of linguistic and cognitive processes in emergent literacy and beginning reading and writing, as well as application in models for the instruction and assessment of reading and writing in young children. The course includes contemporary as well as historic approaches to the relationship between meaning-based literacy activities and word-level reading and spelling. It also includes material on classroom-based interventions for young children at risk of reading failure because of learning differences.
CTGE 5536: Assessing and Developing Literacy English Language Arts Education(TCHG ASSESS ADOL LIT ENG ED)
In this course, students examine ways of assessing, organizing and implementing curriculum and instruction that foster literacy development in a range of intermediate and high school grades. Students explore strategies for assessing andimproving reading comprehension and writing fluency, develop strategies for motivating intermediate grade students to read and write, and discover methods for integrating electronic and other non-print texts into the curriculum as a means for developing literacy.
CTGE 5539: Reading, Writing and Literature K–12
(RDG/WRTG & LIT K–12)
Literature is a rich resource for recording the human experience. Students explore literature representing a wide range of ethnic backgrounds and historical eras, incorporating what is conventionally referred to as children’s and adolescent literature, women’s literature, multicultural literature and other censored voices, in addition to traditional works. The reading of the works will explore multiple strategies for interpreting literary texts in the process of increasing our understanding of humanity.
CTGE 5540: Adolescent Literature in a Multicultural Society
(ADOLESCENT LIT IN MULTICULT SOC)
An exploration of the role of diverse adolescent literature from multiple genres across thedisciplines as a vehicle for introducing students to themselves, their world and the worlds of other cultures. Works will include those written by women and authors from a variety of cultures. Students will plan curricula that incorporate a variety of instructional strategies, integrating adolescent literature across curriculum areas in order to foster lifelong habits of reading, critical thinking and judgment in adolescent readers.
CTGE 5546: Language Development and Reading
(LANGUAGE DEVEL & READING)
Current knowledge of the reading process identifies reading as a complex phenomenon, one aspect of the process of learning language. The characteristics of contexts that nurture language development define those that nurture reading proficiencies. Students in the course will analyze the contexts most productive in promoting language development and instructional strategies.
CTGE 5547: Literacy in the Content Areas
(LITERACY CONTENT AREA)
In this course, students will learn about reading and writing as processes, language and literacy development, the use of literature and meaningful writing activities in content area curriculum, and the acquisition of comprehension, critical thinking and study skills needed for a variety of text types. Assessment of literacy proficiencies will be examined. The focus of this course is on middle and high school application.
CTGE 5548: Literacy Across the Curriculum in Inclusive Classrooms
(LIT ACROSS CURRIC: INCLUS)
This course has a three-fold focus: an in-depth study of strategies for comprehending and creating text; integration of previous coursework in a comprehensive literature-based interdisciplinary theme unit; and an expectation that teachers or teacher candidates will teach, evaluate and reflect upon this curriculum in their role as teacher- researchers. Topics include: background knowledge, questions and queries, reader response theory, cognitive and metacognitive strategies, interconnections between text structure in reading and text structure in writing, study and research strategies, and multiple print sources including technology. The course promotes the individualization of curriculum for all children.
CTGE 5549 : Assessing and Developing Reading and Writing in Social Studies, Science and Mathematics
(ASSESS DEV RDG WRTG)
In this course, students will learn about reading and writing as processes, language and literacy development, and use of literature and meaningful reading-writing strategies in content area curriculum, and the acquisition of comprehension, critical thinking and study skills needed for a variety of text types. Assessment of literacy proficiencies will be examined. The focus of this course is on middle and high school application.
CTGE 5551: Reflective Practice and Field Experience I in an Inclusive Childhood Classroom
(REFL PRAC FLD EXPER I)
This course provides an introduction to schools and schooling practices. The Reflective Seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Field experiences progress from observation to guided practice with small and whole groups of students.
CTGE 5552: Reflective Practice and Field Experience II in an Inclusive Childhood Classroom
(REFL PRAC FLD EXPER II)
This course provides an introduction to schools and schooling practices. The Reflective Seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Field experiences progress from observation to guided practice with small and whole groups of students.
CTGE 5553: Reflective Practice and Student Teaching I in an Inclusive Childhood
Classroom
(REFL PRAC ST TCHG I)
This course provides an introduction to schools and schooling practices. The Reflective Seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Student teaching experiences progress from guided practice with small and whole groups of students to full-time student teaching with ongoing responsibilities for curriculum and instruction.
CTGE 5554: Reflective Practice and Student Teaching II in an Inclusive Childhood
Classroom
(REFL PRAC ST TCHG II)
This course provides an introduction to schools and schooling practices. The Reflective Seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment forall children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Student teaching experiences progress from guided practice with small and whole groups of students to full-time student teaching with ongoing responsibilities for curriculum and instruction.
CTGE 5608: Literacy Institute
(LITERACY INSTITUTE)
Important and emerging topics in literacy education; theories, current research and best practice applications for developing literacy proficiencies K–12.
CTGE 5631: Science Curriculum and Instruction
(SCIENCE CURR & INSTR)
Principles of curriculum construction applied to development of science sequences for children of various ages and ability levels, to assist teachers to understand and present basic concepts of science, and to utilize the environment in science teaching.
CTGE 5633: Laboratory Experiences for Teachers of Elementary Science
(LAB EXPER: TCHR OF EL SCI)
Construction and use of laboratory equipment and materials that implement the critical-thinking and problem-solving approach to the teaching of new curriculum in science in elementary schools.
CTGE 5634: Community Resources in Science Education
(COMM RESOURCES IN SCI ED)
The resources of urban communities for teaching science at elementary and intermediate school levels. Field trips will include visits to urban centers for the study of astronomy, biology and applied physics.
CTGE 5635: Urban Ecological Problems in Curriculum
(URBAN ECOL PBLM IN CURR)
The urban environment will be studied through an interdisciplinary approach. The biological, legal, medical social, psychological and technological problems associated with city life will be studied as they affect school curriculum.
CTGE 5636: EnvironmentalStudies Workshop
(ENVIR STUDIES WORKSHOP)
The development of physical environment studies in the science curriculum, to stimulate the curiosity and growth of urban school children. Units of work will be built upon experiences gained by students through actual investigation of their environments.
CTGE 5638: Current Issues in Drug Education
(CURRENT ISSUES: DRUG ED)
Selected issues in substance abuse will be studied through an interdisciplinary approach. The pharmacological, social, psychological, legal, prevention and treatment problems associated with substance abuse will be studied as they affect teaching.
CTGE 5639: Substance Abuse Education Strategies for Adolescents
(SUBS ABUSE ED STRAT: ADOL)
Study of the relationship between adolescent development and behavior with respect to formulating appropriate and effective teaching strategies and developing curriculum for substance abuse education. Knowledge from disciplines such as sociology and psychology will be incorporated. Experiential techniques will be applied where appropriate.
CTGE 5640: Curriculum Development: Substance Abuse/Family Systems Approach (CUR DEV/SUB ABUSE/FAM SY)
Study of the development of curriculum methods and materials that can be used to teach participants in substance abuse prevention and treatment programs to better understand and deal with their family systems.
CTGE 5641: Environmental Problems and Solutions
(ENVIR PBLMS & SOLUTIONS)
A study of energy, its uses and issues related to its management. The knowledge, methods and materials offered in the course will help teachers to develop curriculum materials and activities suitable to the grade level and ability of their students.
CTGE 5791: Social Studies Curriculum
(SOC ST CURRIC)
This course is designed to provide students with the research data, trends and processes connected with developing an effective social studies curriculum. This course will have both a theoretical and practical focus, which will prepare students for all the steps needed to develop a curriculum — from framing goals and objectives to implementing the curriculum in middle and high school settings.
CTGE 5793: Curriculum Design
(CURRICULUM DESIGN)
A study of theory of curriculum design; examination of strategies on the nature of design of educational activities; knowledge and understanding relative to process
development, content organization and assessment.
CTGE 5833: Reading, Writing and the Arts
(READING AND THE ARTS)
Exploration of the arts in print (literature) and non-print media (music, visual and performing arts) and of the central role of the arts as symbols for expressive communication.
CTGE 5835: Language Arts and the Teaching of Reading and Writing
(LANG ARTS/TCHG OF RDG)
Study of the interrelationships among the language arts of speaking, listening, reading and writing. Survey of curriculum materials and trends.
CTGE 5836: Language Arts and the Teaching of Reading in English
(LANG ARTS: TCH RDG IN ENG)
This course will focus on aiding teachers to combine the teaching of reading, writing, speaking and listening skills in English.
CTGE 5837: Teaching English Through Reading and the Arts
(TCHG ENGL THRU RDG/ARTS)
This course will focus on aiding teachers to combine the teaching of reading in English with the teaching of the arts, especially music, creative dramatics, dance, painting and drawing.
CTGE 5838: Teaching English Language Arts to Adolescents
(TCHG ENG LNG ARTS TO ADOL)
This course will develop the knowledge, abilities, attitudes and pedagogical approaches necessary for teaching English language arts to diverse secondary-level students. Emphasis is on selecting and designing instructional strategies, materials and assessment tools for meeting the needs of all students in inclusive multicultural classes, and helping them meet the learning standards for English language arts.
CTGE 5840 : Second Language Acquisition
(SEC LANG ACQ)
Overview of the nature of second language acquisition processes with emphasis on teaching and learning. Areas addressed include: second-language acquisition, sociolinguistic and psycholinguistic factors in learning a second language, second-language proficiency, characteristics of L2 learners, ESL programs, instructional approaches and instructional resources for ESL teachers.
CTGE 5841: Principles of BilingualEducation
(PRIN OF BILINGUAL EDUC)
Examination of local, national and international types of bilingual curricular models and practices; sociolinguistic and psycholinguistic aspects of bilingualism; approaches to concept development in bilingual students.
CTGE 5844: Development of Communication Skills in English Language Learners (DEV COMM SKILLS ELL)
Practical approaches to development of language arts experiences, integrated bilingual and English language techniques; curriculum materials and assessment procedures.
CTGE 5845: Integrating English Language Arts Across the Content Areas in the ESL Classroom
(INTEG ENG LANG ARTS IN ESL)
This course provides an overview of the English language arts academic learning standards in terms of goals, learning experiences, materials and evaluation strategies. It includes strategies to integrate ESL standards in social studies, science and mathematics.
CTGE 5846: Teaching English Literacy to Culturally and Linguistically
Diverse Students
(TEACH ENG LIT CULT & LING DIVERSE)
Study of the oral, reading and writing theories, processes and strategies to teach students for whom English is a new or second language. A survey of appropriate
literature for children and adolescents, with an examination of the relationship between reading and writing. The course emphasizes addressing all students to include the exceptional/learning disabled.
CTGE 5847: Practicum in Teaching English as a Second Language
(PRACTICUM: TESOL)
Supervised teaching practice of a minimum of 180 hours in English as a Second Language classrooms. Bi-weekly seminars.
CTGE 5848: Student Teaching: TESOL
(STUDENT TCHG: TESOL)
One semester of supervised student teaching in English as a second language in an accredited elementary, junior high or high school, including observations and whole-class and small-group teaching. Seminar in effective teaching practices.
CTGE 5849: Observing and Documenting Children’s Learning: Reflective and
Effective English as a Second Language Practices
(OBSERV ASSES DOCU: ESL)
This course will introduce major child development and learning theories, and different assessment tools for observing and documenting the development and learning of English language learners. Implications for programming and instruction for English language learners will be discussed.
CTGE 5850: Observing and Documenting Children’s Learning: Reflective and
Effective Early Childhood Practices
(OBSERV ASSES DOCU: EC)
This course will introduce major child development and learning theories, and different assessment tools for observing and documenting child development and learning. Implications for programming and instruction for young children will be discussed.
CTGE 5851: Bilingual Curriculum Materials Workshop: Content Areas
(BIL CUR MATL—CONTNT AREA)
Analysis, creation and development of bilingual materials for mathematics, science and social studies, music and art; multimedia approaches considered.
CTGE 5852: Bilingual/ESL Curriculum Development: Reading and Language Arts (BIL/ESL CUR DEV: RDG/LANG)
Study of available materials and development of new materials for bilingual-ESL classrooms in reading and language arts; evaluation of language and cultural aspects of such materials.
CTGE 5853: Practicum in Bilingual/Second Language Classrooms
(PRACTICUM: BIL/ESL CLRMS)
Application and evaluation of teaching approaches, methods, and techniques in bilingual/second language classrooms with pupils of limited-English proficiency (LEP). Supervised student teaching of a minimum of 180 hours and clinical analysis by students and support personnel.
CTGE 5855: English as a Second Language for Adults
(ADULT ESL)
This course focuses on the specific needs educators encounter as they prepare to teacher adults English as a Second Language (ESL). Principles of adult learning theory will be integrated with principles of ESL to provide students an opportunity to explore and reflect on theory meeting practice in this specific curriculum area.
CTGE 5900: Strategies for Teaching Adults
(STRATEGIES TCHG ADULTS)
This course is designed to provide the student with a variety of strategies, methods and techniques for teaching an adult clientele in a variety of environments.
CTGE 5901: Program Development and Evaluation in Continuing Education
(PGM DEV/EVAL CONTIN ED)
This course is designed to provide an understanding of the principles and processes affecting program development in continuing education. The focus is on the planning, implementation and evaluation of the program process.
CTGE 5903: Funding of Adult Education
(FUNDING ADULT EDUCATION)
The purpose of this course is to provide students with a background in some of the strategies associated with funding adult education and human resource development programs.
CTGE 5904: Human Relations in Adult Education and Human Resource Development (HUMAN REL: ADULT ED & HRD)
Human relations theory and practice applied to the human problems found within institutional, bureaucratic and/or service systems. Topics considered are maturation, stress, conflict and improvement of human relations skills.
CTGE 5905: Techniques for Teaching Effective Communication in Adult Education (TCHNQ TCH COMM: ADULT ED)
This course will aid the institutional specialist in adult learning to teach writing and speaking skills to adults for institutional purposes. Topics will include writing reports, position papers and recommendations, as well as speaking at formal meetings, workshops and informal committee groupings.
CTGE 5910: Computers and Technology for Educators
(COMPUTERS & TECH FOR ED)
This course is designed to help educators explore how to use present and emerging technologies in their classrooms and for their professional and personal development. There are four major emphases in the course: personal computer skills development, computers as aids in record management and research, advanced computer applications, and other technologies available for teaching and learning. No prerequisites or prior experience with computers is necessary.
CTGE 5912: Internet Applications and Distance Education
(INTERNET APPL & DIST LRN)
This course will focus on innovative, effective and manageable applications of the Internet and distance education technologies in theclassroom.The primary emphasis will be integrating Internet resources, distance education and related activities into the curriculum, as well as considering the issues that technological and distance education bring to education.
CTGE 5920: AdultDevelopment and Adult Learning Theory
(ADULT DEVE & LRNG THEORY)
Provides an understanding of theories and research in adult learning and development. Explores the dynamic relationship between the domains of adult learning and development, as well as implications for the practice of adult education.
CTGE 5925: Foundations of Adult Education
(FOUNDATIONS OF ADULT ED)
This course explores the historical, philosophical and social foundations of adult education. Participants consider their personal philosophies and current issues as they strive to become reflective practitioners.
CTGE 5935: Learning and Teaching Modern Foreign Languages
(LRNG/TCHG: FRN LANG)
The teaching of modern foreign languages will be discussed, and progressive practices in methods will be evolved to meet present-day conditions in the junior and senior high schools.
CTGE 5940: Foundation Course for Parent Educators I
(FOUN COUR FOR EDUCTRS I)
An analysis of theories and models of parent education programs, an examination of child development theories and the integration of development stages with child-rearing practices. Emphasis on transmitting researched knowledge by parent educators in non-academic settings.
CTGE 5941: Foundation Course for Parent Educators II
(FOUN COUR FOR EDUCTRS II)
An examination of the child-rearing process from parents’ perspectives; the interactional nature of the family as a system; societal and cultural influences impacting on parentingpractices; theories of leadership and individual styles, attitudes, values and beliefs; and agenda and curricula for parent programs in divergent settings.
CTGE 5942: Internship for Parent Educators
(INTERN: FOR PARENT EDUCTR)
A practicum in working with parents at a site where parent education is offered.
Usually 1.5 credits per semester if student works eight sessions, or three credits per semester if student is assigned to 15 sessions. The practicum internship is supervised by a Fordham faculty member.
CTGE 6000: Developing Emerging Literacy
(DEVEL EMERGING LITERACY)
This course addresses emerging literacy in children from birth to age 8, with emphasis on the preschool and kindergarten years. It focuses on theoretical underpinnings and development of language, concepts about print, book knowledge, and early drawing and writing. Effective instructional and assessment strategies appropriate for diverse early childhood classrooms are emphasized. Children’s play as a vehicle for literacy development, as well as family literacy, is also included.
CTGE 6002: Beginning Literacy Development in Inclusive Classrooms
(BEG LIT DEV CLASS)
Theory- and research-based beginning reading and writing strategies for classroom teachers, K–3. The focus is on understanding the underlying processes that support strategies for young children in transition from spoken to written language, the development of phonemic awareness and invented spelling, the relationship between writing and reading, phonics and the use of multiple cue systems in early decoding and strategies for the construction of meaning. The course will also include theory and research of special programs for young children with learning differences.
CTGE 6004: Instructional Practices for Writing Across the K–6 Curriculum
(WRIT K–6 CURR)
This course will provide teachers of literacy the opportunity to explore writing as a process and to develop instructional practices that may lead to growth in all students’ writing abilities, across the childhood curriculum. In addition, students will have the opportunity to evaluate existing writing programs, and to propose revisions to the programs to make themmore effective.
CTGE 6006 : Instructional Practices for Writing Across the 5–12 Curriculum
(WRIT 5–12 CURR)
This course will provide teachers of adolescents the opportunity to explore writing as a process and to develop instructional practices that may lead to growth in all students’ writing abilities, across the curriculum in grades 5–12. In addition, students will have the opportunity to evaluate existing writing programs and to propose revisions to the programs to make them more effective.
CTGE 6008: Critical Literacy, Inquiry and Literature for Children
(LIT INQ LIT CHILD)
Explores how literacy can be used in the classroom as a vehicle for the critical examination of various issues and topics. Examines the use of the disciplines — literatures, sciences, social sciences — to provide the contents for the inquiry and the communication systems — language, art, music, mathematics and movement — to provide the processes through which the content is encountered.
CTGE 6010: Critical Literacy, Inquiry and Literature for Adolescents
(LIT INQ LIT ADOL)
This course explores how inquiry and literature can be used in the classroom as a vehicle for the critical examination of various issues and topics with adolescents.
CTGE 6012: Assessment and Development of Literacy Processes: Birth–Grade 6: Practicum I
(LIT PROC B–6)
Literacy educators adopt reflective teacher-researcher stances as they informally document and assess individual students’ reading and writing achievements while implementing instructional activities to promote literacy development in authentic settings for children from birth to grade 6. They design and/or select appropriate procedures for documenting, promoting, and evaluating learners’ strategies and proficiencies. Includes 25 hours of supervised practicum experience on-site. CTGE 6012 is open only to matriculated students who have completed a minimum of 9 credits in the program. Completion of CTGE 6012 requires satisfying Gateway assignments, explained in the Program Handbook.
CTGE 6014: Assessment and Development of Literacy Processes: Grades 5–12 — Practicum I
(LIT PROC 5–12)
Literacy educators adopt reflective teacher-researcher stances as they informally document and assess individual students’ reading and writing achievements while implementing instructional activities to promote literacy development in authentic settings for students in grades 5-12. They design and/or select appropriate procedures for documenting, promoting, and evaluating learners’ strategies and proficiencies. Includes 25 hours of supervised practicum experience on-site. CTGE 6014 is open only to matriculated students who have completed a minimum of9credits in the program. Completion of CTGE 6014 requires satisfying Gateway assignments, explained in the Program Handbook.
CTGE 6016: Research and Practice for Struggling Readers and Writers: Grades 1–6: Practicum II
(READ WRITE 1–6)
Systematic documentation and analysis of literacy behaviors and literacy development of the struggling reader/writer. Students adopt a reflective teacher-researcher stance as they implement and evaluate instructional activities intended to promote literacy growth. Includes 25 hours of supervised practicum experience on site. This course typically follows completion of CTGE 6012.
CTGE 6018: Research and Practice for Struggling Adolescent Readers and Writers: Grades 5–12 Practicum II
(READ WRITE 5–12)
Systematic documentation and analysis of literacy behaviors and literacy development of the struggling reader/writer. Students adopt a reflective teacher-researcher stance as they implementand evaluate instructional activities intended to promote literacy growth. Includes 25 hours of supervised practicum experience on site. This course typically follows the completion of CTGE 6014. Completion of CTGE 6018 requires satisfying Gateway assignments, explained in the Program Handbook.
CTGE 6050: Theaterin Education: Designing Interdisciplinary Curricula
(THEATER IN EDUCATION)
The course provides classroom teachers with an introduction to the theater and to the uses of theater as a unifying focus in the development of interdisciplinary curricula. It explores a team-building approach to the relationship between the creative process and multiple expressive forms in the arts, and in learning and teaching in schools.
CTGE 6057: Media Environments
(MEDIA ENVIRONMENTS)
Examination of how mass media function in terms of their owninternal operations and overall context: the way media are organized, assign tasks and roles, package and program news and entertainment. Course will include visits to TV and radio stations, newspapers and magazines, and firsthand briefings by influential media practitioners.
CTGE 6190: Statistics in Curriculum Studies (STAT IN CURRIC STUDIES)
Statistical methods applied to curriculum research studies. Strategies for evaluating educational intervention, balancing internal and external validity, obtaining appropriate population samples and implementing multivariate designs. Prerequisite: one semester graduate study in educational and psychological statistics.
CTGE 6191: Critique of Research in Curriculum
(CRITIQUE OF RES IN CURR)
Examination of the principles for the design of educational research. Students will be trained to subject educational research to intensive analysis, defining all possible sources of variation.
CTGE 6192: Research in the Teaching Process
(RES IN THE TCHG PROCESS)
Students develop an understanding of processes involved in conducting classroom research through designing and implementing collaborative or individual classroom research projects. Issues include: understanding the nature of classroom interactions and the learning process, the effects of specific techniques on learning and the influence of the classroom environment on learning. Findings are reported through workshops and papers.
CTGE 6196: Research and Policy Trends in Early Childhood Education
(RES POL TRND EARLY CH ED)
Critical analysis and review of recent research in early childhood education that affects program planning for all young children. Examination of the impact of research on legislative changes and lobbying efforts. Understanding of advocacy efforts for all young children.
CTGE 6218: The Life Sciences
(THE LIFE SCIENCES)
To improve the teaching of elementary and middle school life science by providing classroom teachers with a fundamental understanding of essential life science concepts while developing skills and strategies that can be used to help their students learn.
CTGE 6219: Physical Sciences
(PHYSICAL SCIENCES)
To improve the teaching of elementary and middle school physical science by providing classroom teachers with a fundamental understanding of essential physical science concepts while developing skills and strategies that can be used to help their students learn.
CTGE 6220: Science Technology and Society
(SCIENCE TECHNOLOGY/SOCIETY)
The analysis of the impact of scientific and technological developments of social, political and cultural processes and problems, in a high-tech, high-science era; applied relevance of the science and technology curriculum for teachers.
CTGE 6221: Earth Science Curriculum
(EARTH SCIENCE CURRICULUM)
To improve the teaching of elementary and middle school earth science by providing classroom teachers with a fundamental understanding of essential physical science concepts while developing skills and strategies that can be used to help their students learn.
CTGE 6236: Problems and Issues in Early Childhood Education
(PBLM ISS IN ERLY CHLD ED)
Examination of the concerns that affect practice and the child’s ability to learn. Selection of topics current to working with all young children in early childhood settings.
CTGE 6240: Integrative Seminar for Reflective Teacher Researchers
(INTEG SEM REF TCH RES)
This seminar focuses on professional issues facing the beginning teacher, with particular emphasis on establishing a teacher researcher stance.
CTGE 6251: Field Experiences in Early Childhood Special Education
(FIELD EXP EC SPEC ED)
Students will observe, plan, participate in and facilitate interventions designed for young children with disabilities and their families. University field-based supervisors oversee the development and progress of field experiences in community-based early childhood settings.
CTGE 6260: Media Technology: Mathematics and Sciences
(COMPUT: MATH/SCI INST)
Students will be introduced to multimedia technologies and their use in science and mathematics education. The goals for the course include an understanding of multimedia technologies as tools for teachers (not replacements, not baby sitters). The most effective tools build cognitive theory into their design. Tools that incorporatecognitive theory are said to represent cognitive technologies. A second goal is to empower the student to evaluate educational software along multiple dimensions. An additional goal involves familiarization with modern graphic-user interfaces with a direct-manipulation style of interaction.
CTGE 6261: Technology in Reading, Writing and Social Studies
(MICROCMP: RGD/WRTG/SOC ST)
The course will cover the uses of the computer and other technology in language artsand social studies at the elementary and secondary levels. Among the topics covered will be text processing, computerized tutorials and computerized simulations. Students will review a range of technology-based instructional activities, as well as create technology-based materials.
CTGE 6262: Application of Computers to Special Education
(APPL OF CMPTR IN SPEC ED)
Designed for teachers concerned with the educational needs of students with disabilities. Introduces computer software that is available for use by the teacher of students with the full range of disabilities and other health impairments. Experience using the Internet to access information, lesson plans and resources helpful to the special education teacher.
CTGE 6265: Emerging Issues in Technology
(EMERGING ISSUES IN TECHN)
This course is designed to help educators better understand how emerging issues in educational technologies influence their professional environment and pedagogical options. The course will focus on the educational transformations sometimes facilitated by electronic technology use and adoption. Going beyond learning particular techniques for integrating technology into the curriculum, this course takes a wider institutional view of the transformative potential of new technologies in education.
CTGE 6300: Curriculum Evaluation
(CURRICULUM EVALUATION)
Examination of evaluation strategies, techniques and models applicable to the school curriculum. Study of the application of objectives to evaluation;development of evaluation designs, systematic approaches to assessment, problems of implementation and accountability.
CTGE 6400: Language for School Learning: Implications for Reading and Writing Programs
(LNG SCH LRN: RD/WRT PGMS)
An interdisciplinary course focusing on the relationship for teachers and supervisors between language as a tool for learning and language as evidence of learning. Particular emphasis will be placed on the relationship between these concerns and the need for improving the reading and writing abilities of students in all levels of education.
CTGE 6401: Teaching the Structure of the English Language
(TCH STRUC OF ENGLISH)
An introduction to theories of English-language phonology, syntax and semantics and their implications for developing English-language understanding, speaking, reading and writing skills by speakers of other languages. Particular emphasis will be placed on the development of related teaching and learning approaches.
CTGE 6410: Collaborative Development of Models for Mainstreaming
(COLLAB DEV MDLS FOR MNST)
A course designed to examine and develop mainstreaming models through team collaboration. Emphasis on survey of current models, role definition, data gathering, implementation and evaluation processes. Intended for: regular and special educators, administrators/supervisors, parent advocates and support personnel. Master’s degree required or permission of adviser.
CTGE 6423: Language and Reading Disorders in Mental Retardation
(LANG/RD DISOR IN MEN RET)
Examination of normal language and reading development. Exploration of problems and methods of language development and improvement of reading and communication skills in children who are mentally retarded; analysis of developmental patterns in language, speech and reading functions and their application in the remediation of language and reading disorders.
CTGE 6424: Language and Reading Disorders in Behavior Disorders
(LANG/RD DISOR BEHAV DIS)
Examination of normal language and reading development. Exploration of problems and methods of language development, and improvement of reading and communication skills in children who have behavior disorders; analysis of developmental patterns in language, speech and reading functions and their application in the remediation of language and reading disorders.
CTGE 6425: Language and Reading Disorders in Learning Disabilities
(LNG/RD DISOR IN LD)
Examination of normal language and reading development. Exploration of problems and methods of language development, and improvement of reading and communication skills in children with learning disabilities; analysis of developmental patterns in language, speech and reading functions, and their application in the remediation of language and reading disorders.
CTGE 6451: Practicum with Preschool Exceptional Children (3 or 6 credits)
(PRACTICUM: PRESCH EX CHLD)
Supervised daily experiences in urban classes for preschool exceptional children
(3 credits, advanced students with prior student teaching experience; 6 credits, beginning students).
CTGE 6453: Practicum in Classes for Students with Mental Retardation
(PRACTICUM: MENTAL RETARD)
Supervised student-teaching experiences with students with mental retardation. The practicum is to be taken near the end of the program of study.
CTGE 6454: Practicum in Classes for Students with Behavior Disorders (PRACTICUM: BEHAV DISORD)
Supervised student-teaching experiences with students with behavior disorders. The practicum is to be taken near the end of the program of study.
CTGE 6455: Practicum in Classes for Students with Learning Disabilities (PRACTICUM: LD)
Supervised student-teaching experiences with students with learning disabilities. The practicum is to be taken near the end of the program of study.
CTGE 6456: Practicum: Bilingual/Bicultural Classes for Childrenwith Disabilities
(PRACT: BIL/BICULT HANDCP)
Supervised field experience in urban classes for students with disabilities who are bilingual/bicultural. Students will be supervised in a teaching situation for approximately 180 hours of experience in community school programs.
CTGE 6463: Practicum: Bilingual/Bicultural Classes for Children with Mental Retardation (PRACT: BIL/BICULT MR)
Supervised field experience in urban classes for students with mental retardation who are bilingual/bicultural. Students will be supervised in a teaching situation for approximately 180 hours of experience in community school programs.
CTGE 6464: Practicum: Bilingual/Bicultural Classes for Children with Behavior Disorders
(PRACT: BIL/BICUL BEH)
Supervised field experience in urban classes for students with disabilities who are bilingual/bicultural. Students will be supervised in a teaching situation for approximately 180 hours of experience in community school programs.
CTGE 6465: Practicum: Bilingual/Bicultural Classes for Children with Learning Disabilities
(PRACT: BIL/BICULT LD)
Supervised field experience in urban classes for children with disabilities who are bilingual/bicultural. Students will be supervised in a teaching situation for approximately 180 hours of experience in community school programs.
CTGE 6495: Communications Media and Education
(COMMUNICATNS MEDIA & ED)
Education examined as a communicating environment filled with formal and informal media, explicit andimplicit messages involving educators as senders and receivers in a communications process.
CTGE 6550/6551: Reflective Seminar in Literacy Education
(REFL SEM LITERACY ED)
As a culminating experience in the Language and Literacy program, students engage in weekly seminar sessions reflecting on evolving personal, professional philosophies and proficiencies. Students will explore approaches to evaluating, organizing, and enhancing literacy programs. Teacher research and practice as a literacy leader will result in the creation and presentation of a professional portfolio to a professional panel for evaluation and approval. The portfolio should contain evidence that the student has met each of the program objectives.
CTGE 6558: Seminar in Special Education: Human Relations and Collaboration
(SEM: SPEC ED HR/COLLAB)
Focus on current issues affecting special education practice. Examination of rights of students and parents, working with students from diverse backgrounds, and the various settings for providing instruction for students with physical, cognitive and/or emotional disabilities. Application of this information in analyzing our own recent experiences in schools. Additional focus on human relations and collaboration.
CTGE 6659: Teaching Mathematics in the Early Grades
(TCH MATH EARLY GRDS)
Teaching mathematics concepts in the early grades, building number sense, place value, whole numbers and fractions, probability and statistics, geometry and measurement experiences, explorations in addition, subtraction, multiplication, fractions, rectangles, consecutive sums, alphabetical statistics, geometry, mathematical relationships, etc. Deals with changing concepts for learning and teaching mathematics, including computers andtechnological developments.
CTGE 6660: Teaching Basic Mathematics and Mathematics Concepts
(TCH MATH & CONCEPTS)
For teachers using mathematics as a link to real-work problems, including knowledge and thinking, problem solving, numbers and measurement (whole numbers and decimals), number theory, fractions, ratio, proportion and percent, circles and cylinders, probability, statistics and graphs, algebra and coordinate geometry, computer awareness, consumer and job-related math, recreational mathematics, geometry and measurement. Changing concepts for teaching mathematics and the use of technology in mathematics are included.
CTGE 6661: Teaching Algebraic Concepts
(TCH ALGEBRAIC CON)
Course includes methods and content for N–6 teachers of pre-algebra and algebra. Expressions and equations (addition, subtraction, multiplication and division), integers, decimals, number theory, rational numbers, equations and inequalities, exponents and polynomials, factoring, ratio, proportion and percent, geometric equations, area and volume formulas, probability, statistics and graphs, square roots and graphs of equations and inequalities. Systems of equations, inequalities and absolute value, rational expressions and equations, radical expressions and equations, quadratic equations and trigonometric concepts. Includes technological and computer-related topics.
CTGE 6662: Teaching Geometric Concepts
(TCH GEOMETRIC CON)
The course is designed for the teacher of N–6 geometry. It will focus on the basic
geometric concepts, their role in the mathematics curriculum, their organization for the purpose of teaching and learning, and on methods of presentation. In general, the course will deal with the basic ideas of geometry, the notion of proof, parallel lines and planes, congruent triangles and parallel lines, similarity, right triangles, circles, constructions and loci, polygons, and surface area and volume.
CTGE 6663: Analysis of Secondary School Curriculum: Science and Mathematics
(ANLYS SEC CURR: SCI/MATH)
Analysis of curriculum projects and developments in general science, biology, physics, chemistry and secondary school mathematics.
CTGE 6664: Educational Environments: Ethnographic Study of Educational
Interactions
(EDUC ENVIRONMENTS)
The cultures of educational settings are studied from participants’ perspectives to understand the effect of these interactions on learning. Published studies and procedures for designing and implementing ethnographically collected data are the focus of the course. Sites include schools, museums, libraries, playgrounds and homes.
CTGE 6761: Analysis of Secondary School Curriculum: Social Studies
(ANLYS SEC CURR: SOC ST)
Analysis of recent curriculum developments in social studies education. Examination of theoretical and practical innovations in materials and methods of presentation.
CTGE 6781: Instructing the Bilingual Special Education Student
(INS BIL SPEC ED STU)
The course presents a general overview of multiple perspectives in teaching the handicapped bilingual/limited English proficient students: instructional models, individualized instruction, the role of language in teaching, literacy development in both languages and content area teaching.
CTGE 6782: Bilingual Special Education: Issues and Trends
(BIL SPEC ED: ISSUES AND TRENDS)
The course will include issues and trends in the assessment, placement, and instruction of bilingual special education students. Model programs, recent research on the theory and practice of bilingual special education, parent involvement, staff development and the function of bilingualism will be discussed.
CTGE 6861: Analysis of Secondary School Curriculum: English
(ANLYS SEC CURR: ENGLISH)
Analysis of recent curriculum developments in the area of English. Examination of
theoretical and practical innovations in materials and methods of presentation.
Current curriculum development projects and curriculum research in English will be covered.
CTGE 6991/92: Internship in Curriculum and Teaching (3 or 6 credits)
(INTERN IN CURR/TCHG)
Offered as a Guided Tutorial Course. Professional experiences in the schools and/or educational agencies other than schools, as interns to curriculum coordinators, supervisors or consultants. Registration with approval of chairperson, faculty supervisor and agency director.
CTGE 7192: Advanced Curriculum Development
(ADV CURRICULUM DEVELOPMT)
Consideration of the theory and research of Piaget, the Neo-Piagetians and Gagne, as they relate to the development of instructional programs. The student will be required to design model curricula implementing principles of the theories covered.
CTGE 7195: Current Curriculum Theories
(CURRENT CURRIC THEORIES)
A critical review of conflicting curriculum theories advanced and implemented in contemporary education. Steps in developing and implementing curriculum theory will be analyzed, and the role of theory in curriculum development will be emphasized from varying perspectives.
CTGE 7220: The Dynamics and Dimensions of Teaching
(DYNAMICS & DIMEN OF TCHG)
The course will explore, define, and test knowledge and skills relative to the phenomena of teaching, approaches to teaching and results of research on teaching students will examine their own teaching practices related to their philosophical/belief systems.
CTGE 7230: Research Seminar: Elementary Education
(RES SEM: ELEMENTARY EDUC)
Contemporary research and innovations are studied; identification of crucial problems on which further research is needed; various avenues of research are explored.
CTGE 7330: Research Seminar in Secondary Education
(RES SEM: SECONDARY EDUC)
Contemporary research and innovations are studied. Crucial problems on which further research is needed are identified. Individual conferences are arranged for discussion of problems and practices.
CTGE 7350: Research Seminar in Language, Literacy and Learning
(RES SEMINAR: LLL)
Contemporary research and innovations are studied; identification of crucial problems on which further research is needed; various avenues of research are explored.
CTGE 7460: Advanced Seminar in Special Education Curriculum
(ADV SEM: SPEC ED CURRIC)
Focus on providing an appropriate curriculum for children, adolescents and young adults with disabilities. Examination of curriculum evaluation strategies, techniques and models applicable to both inclusive and special education classrooms. Students address issues of implementation and accountability. Students will apply this information in analyzing their own recent experiences in the classroom.
CTGE 7470: Seminar in Language Disorders in Special Education
(SEM: LANG DISORD IN SP ED)
Critical evaluation of major concerns in selected areas related to language development and remediation in the education of children, adolescents and young adults with disabilities.
CTGE 7491: Reading and Writing as Psycholinguistic Processes
(RDG/WRTG AS PSYCHOLING PRO)
Examination of theories and research on reading andwritingprocesses as these influence and result from cognitive activities. Implications for classroom use of reading and writing as activities for increasing learning.
CTGE 7494: Language Development
(LANGUAGE DEVELOPMENT)
Ananalysis of competing theories of the process of language development, language learning and language acquisition, particularly as these influence instruction focusing on language, learning and literacy.
CTGE 7495: Language and Cognition
(LANGUAGE AND COGNITION)
An examination of the relationship between language and cognitive human development and related issues in curriculum and instruction. Students will investigate
seminal and recent studies from linguistics, philosophy and psychology as these relate to the problem of curricular and instructional development to improve students’ critical thinking and use of higher-level cognitive skills.
CTGE 7496: Sociolinguistics: Language and Reading Analysis
(SOCIOLING: LANG/RDG ANALY)
Examines theories of linguistic analysis as they provide insight into psycholinguistic and sociolinguist processes affecting reading. Directions for research and implications for instructions.
CTGE 7568: Advanced Practicum in Special Education
(ADV PRACTICUM: SPEC EDUC)
Practicum experiences for advanced students, designed to prepare for supervisory roles and for curriculum development specialists; emphasis on the analysis of clinical teaching in a variety of classroom settings.
CTGE 7570: Advanced Study on Problems and Issues in Special Education
(ADV STY: PLM/ISS SPEC ED)
Focus on current problems and issues in special education related to the development and education of children, adolescents and young adults with physical, cognitive and/or emotional disabilities. Exploration of trends in providing educational services to students with disabilities; application of this information in analyzing our own recent experiences in schools.
CTGE 7571: Research Issues and Policy Trends in Special Education
(RES ISS/PLCY TRND: SP ED)
Focus on the design and conduct of research in special education. Critique recent research tools and techniques in the field and relate these to current needs for more informative research results in special education. Read examples of research that employ different types of research methodologies. Students will be encouraged to apply these concepts in their own classrooms and schools as a basis for their own field-based research.
CTGE 7572: Internship in Special Education
(INTERNSHIP IN SPEC EDUC)
Doctoral internship experiences for advanced students designed to prepare curriculum and research specialists, as well as supervisory and administrative assistants; emphasis on evaluation of programs.
CTGE 7591: Evaluation and Testing in Reading
(EVAL/TESTING IN READING)
Analysis and evaluation of current tests in reading; the major requirement for the course will be the construction of a new instrument to measure some part of the reading process. Recommended course: CTGE 7592.
CTGE 7592: Cognitive Bases of Reading
(COGNITIVE BASES OF READ)
Examination and application to reading curricula of theory and research in cognitive psychology. Students will be required to apply principles from the theories to the solution of problems in reading instruction. (With advisement.)
CTGE 7593: Administration and Supervision of Reading and Language Programs
(ADM & SUPV: RDG/LANG PGM)
The course deals with organization, administration and problems of organizing a reading program. Attention is also focused on in-service teacher education.
CTGE 7843: Second Language Proficiency
(SCND LANG PROFICNCY/LRNG)
Survey of research on how students from diverse backgrounds acquire a second language; psycholinguistic and sociolinguistic variables involved in curriculum; appraisal of techniques and instruments employed in such research; development of research models. Permission of chairperson or instructor required.
CTGE 7844: Language and Educational Assessment in Multiple Language Settings (LANG/ED ASMT MLT LANG ST)
Focuseson theoretical problems in bilingual and second language studies; examination of available measures and evaluation approaches, for example, language dominance and proficiency instruments; criterion referenced tests; construction and application of new techniques and measures for such programs.
CTGE 7845: Curriculum Models: Bilingual/ESL Programs
(CURR MODELS: BIL/ESL PGMS)
The course provides theoretical and practical knowledge related to planning, development and implementation of curriculum models and methods in bilingual and English as a second language program. The course focuses on: (l) curriculum models and design typologies; (2) analysis of policy issues; (3) language and cultural issues;
and (4) second language methods.
CTGE 7849: Theory and Current Research in BilingualEducation
(THEORY/RES IN BILING ED)
Examination of curriculum developments, models, trends and theories in bilingual, bicultural education and allied fields; analysis, critique and evaluation of educational research pertaining to the educational development of the bilingual/bicultural
student. Prerequisites: (1) a basic course in research and (2) a course in linguistics, for example CTGE 5546, CTGE 7841.
CTGE 8101: Advanced Research in Curriculum and Teaching
(ADV RESEARCH: CURR & TCHG)
Designed for advanced doctoral students who are developing dissertation topic areas or who are conducting research projects. The course is usually taken on an independent study basis because of unique student needs.
CTGE 8110/11: Dissertation Seminar in Language, Literacy and Learning (3 to 6 credits) (DISSERT SEMINAR: LLL)
Seminar for advanced doctoral candidates who have completed all coursework for their degree. The purpose of the seminar is to have students develop an approved proposal for their doctoral dissertation.
CTGE 8502: Directed Research in Curriculum and Teaching
(DIRECTED RES: CURR & TCHG)
Designed for students who have completed their coursework and are developing research problems or projects for completion of doctoral studies. It may not be used to replace any degree course requirements.
CTGE 9000: Special Topics in Curriculum and Teaching
(SPEC TOPICS C & T)
Special topics in curriculum and teaching. (Permission of course instructor required.)
CTGE 9990: Independent Study
(INDEPENDENT STUDY)
Designed to enable students to study selected topics in depth and to conduct research. For matriculated students only. An outline of the proposed work must be approved by the adviser. Registration requires the approval of professor directing study, the division chairperson and the director of graduate studies.
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Graduate School of Education Courses - EDGE
EDGE 0210: Child Abuse Identification and Reporting Workshop (0 credit)
(CHILD ABUSEIDENTIFICATION TRNG)
EDGE 0220: Drug, Alcohol, and Tobacco Training (0 credit)
(DRUG/ALCOHOL ABUSE INSTR TRNG)
EDGE 0230: Schools Against Violence Education Workshop (0 credit)
(SCH VIOLENCE PRVT TRNG)
EDGE 0250: Health and Physical Education Training (0 credit)
(HEALTH & P.E. INSTR TRNG)
EDGE 0666: Maintenance of Matriculation (0 credit)
(MAINTENANCE OF MATRCLTN)
EDGE 0999: Dissertation Format Review (0 credit)
(DISSERTATION FORMAT REVIEW)
EDGE 5094: United Nations in an Inter-dependent World
(UN IN INTRDPND WRLD)
An in-depth study of the role of the United Nations and its global responsibilities. This course is intended to provide social studies teachers with a curriculum base for courses in global concerns.
EDGE 5210: Interactive Learning Technologies (1.5 credits)
(INTERACT LRN TECH PRE)
The course goals include: developing an understanding of cognitive technologies as tools for reflective practitioners and evaluating educational software using multiple, appropriate criteria.
EDGE 5217: Introduction to Computers in Education
(INTRO TO COMPUTERS IN ED)
An overview of the history of computers, computer vocabulary, programming languages, CAI, LOGO, software construction and evaluation, educational and other applications, artificial intelligence, future trends, and issues facing the computer industry.
EDGE 5218: Software Evaluation
(SOFTWARE EVALUATION)
Students are introduced to a variety of existing software evaluation instruments and techniques. They explore the application of these to various commercially available educational software programs and packages. Students also learn to modify or develop evaluation instruments based on a task-analysis approach to an educational problem.
EDGE 5300: Childhood: Learners and Learning
(CHILDHOOD LRNRS & LRNG)
Theory and study of the physical, intellectual and emotional development of children, from prenatal to preadolescent stages, and design, development and evaluation of instruction in elementary grades. For graduate students in the master of science in education and master of science in teaching programs who are preparing for certification as teachers of the elementary grades N–6.
EDGE 5302: Adolescence: Learners and Learning
(ADOLESC LRNRS & LRNG)
Cognitive, affective and physical development of adolescents; design and delivery of instruction in junior and senior high schools; classroom management and discipline; and the evaluation of student performance.
EDGE 5314: Interactive Learning Technologies
(INTERACT LRN TECH)
The goals of this survey course include providing a hands-on overview of existing interactive technologies and discussion of uses for these technologies for instruction and classroom management.
EDGE 6100: Issues and Trends in American
Education (ISSUE/TRND IN AMER EDUC)
The course is designed to provide students with the opportunity to become familiar with the important movements, trends and innovations that are shaping the education profession.
EDGE 6101: Race and Multicultural Education in American Society
(RACE & MULTICULT EDUC)
Examines the concept of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups; examines the institutionalized nature of prejudice and its impact on the cultural, economic, social status, and mobility patterns of selected ethnic groups.
EDGE 6102: Issues and Trends in the Workplace
(ISS & TRENDS WORKPLACE)
This course is designed to provide students with the opportunity to become familiar with the important movements, trends and innovations that are shaping professional training in the workplace.
EDGE 6103: Valuing and Managing Diversity
(VALUE MANAGE DIVERSITY)
Examines the concept of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups; examines the institutional nature of prejudice and its impact on the cultural, economic, social status and mobility patterns of selected ethnic groups in the workforce.
EDGE 6104: Instructional Design
(INSTRUCTIONAL DESIGN)
This course builds students’ skills in determining customer learning needs by conducting needs analyses and following a five-step model of instructional design: specifying performance and instructional objectives, determining content requirements, selecting learning activities and media for each content item, developing means for determining training effectiveness, and determining whether to use off-the-shelf materials or to develop in-house materials.
EDGE 6105: Consulting Skills
(CONSULTING SKILLS)
Students develop the skills involved in each phase of the consultation process: contracting with clients, gathering critical performance data, diagnosing the information for improvement opportunities, providing feedback to the client and building strategies for intervention. This course prepares students for different types of client-consultant
relationships and for the multiple roles they must play during a consultation.
EDGE 6106: Practicum in Human Relations Education I
(HRE PRACTICUM I)
This course integrates the knowledge and skills acquired during the program. In
this first practicum, students identify an organizational problem and begin the consultation process. They must identify a sponsor, contract for the assignment, collect data and provide feedback to the appropriate organizational members.
EDGE 6107: Practicum in Human Relations Education II
(HRE PRACTICUM II)
This course continues the process begun in Practicum I. In partnership with the organization, students design and implement an intervention based on the data collected
earlier in the consultation process. They must evaluate the performance outcomes associated with the intervention.
EDGE 6226: Design of Interactive Learning Systems
(DESGN INTERACT LRN)
Cognitive theory and programming skills are taught that enable students to develop multimedia instructional software in a variety of paradigms (for example, simulation, coaching, hypertext, multimedia, tutorial, and drill and practice). To ensure instructional effectiveness, emphasis is placed on building instructional strategies (based on cognitive theory) into the design. To ensure usability, human-computer interaction issues are considered (again based on cognitive theory). Prerequisite: PSGE 5220 or EDGE 5217 or consent of instructor.
EDGE 6280: Implementing a Computer-Based Instructional Program
(IMPL COMP-BASED INST PGM)
Participants receive a broad exposure to computer technology and its potential in education. The course considers practical methods for integrating microcomputers with the existing structure and culture of the schools.
EDGE 6703: Assessment in HR
(ASSESS HR)
Focuses on understanding, using and developing assessment tools in the workplace. Students design an instrument, collect and analyze data, and write and present their findings. Measurementconcepts of reliability and validity are discussed in relation to developing or purchasing assessment tools.
EDGE 6888: Practicum in Creative Studies
(PRACT CREATIVE STUDIES)
Application of skills of creative problem solving in an education or training setting. Development and communication of a personal project concerned with education and training of thinking abilities and attitudes.
EDGE 8001: Doctoral Residency Seminar (0 credit)
(DOCT RESIDENCY SEMINAR)
A seminar (two consecutive semesters and a summer) in which the student is required to attend monthly seminars. The student is required to undertake research with a
faculty member, culminating in a research project that demonstrates the student’s
ability to do doctoral work. Prerequisite: Permanent Matriculation Status.
EDGE 9990: Independent Study
(INDEPENDENT STUDY)
Designed to enable students to study selected topics in depth and to conduct research. For matriculated students only. An outline of the proposed work must be approved by the adviser. Registration only by approval of professor directing study, chairman of the student’s division and director of graduate studies.
EDGE 9995: Doctoral Maintenance of Matriculation (0 credit)
(DOCTORAL MATINTENANCE)
EDGE 9999: Dissertation Mentoring
(DISSERTATION MENTORING)
Consultation with mentor and dissertation committee on defense of completed
dissertation work.
PDGE 5154: Including Exceptional Students
(EXCP STDNT REG CLASS)
This course will introduce concepts, skills and assistive technologies that enable teachers to include students with exceptionalities in regular classes. Emphasis will be on students with mild disabilities; in addition, we will learn about students with the full range of disabilities and special health care needs, along with the kinds of provisions often made for them in the Individualized Education Program (JEP.) The course focuses on three interconnected strands: a) the affect of disabilities on learning and behavior,
b) skills to identify student strengths and areas of need in order to individualize instruction, and c) collaborating with others to prepare students to their highest levels of academic achievement and independence within inclusion settings. Students are encouraged to create ideal inclusion models.
PDGE 5224: Reading Writing and Language Arts
(RDG WRIT LANG ARTS)
This course provides students with a survey knowledge of theories and practices of the inter-relationships among speaking, writing, listening and thinking as these apply to instructional strategies of reflective practitioners.
PDGE 5425: Learning Disabilities: Formal and Natural Assessment for Classroom Teachers
(LD ASSESSMENT)
Assessment, preparation and organization of the classroom environment for children with learning disorders; utilization of behavior principles and educational diagnostic methods for assessment analysis and evaluation.
PDGE 5433: Innovative Curriculum and Teaching Practices for Children with Mental Retardation
(CURR PRACT: MR)
Focuses on basic curricular practices and procedures in developing programs for students with mental retardation. Emphasizes the teaching-learning process, individual and group intervention, and utilizing technology in teaching basic skills and content area information. Building consultant and collaborative skills needed n establishing positive parent and professional relationships.
PDGE 5443: Creative Arts and Skills for Children with Learning Disorders
(CREAT ARTS/LD CHILD)
Utilization of the representational arts in the education of children with learning disorders, Experiences in various media combined with knowledge and assessment of the creative developmental stages.
PDGE 5539: Readings Writing, Literature — K-12
(READING/LITERATURE K-12)
Literature is a rich resource for recording the human experience. Students explore literature representing a wide range of ethnic backgrounds and historical eras, incorporating what is conventionally referred to as children’s literature and adolescent literature, women’s literature, multi-cultural literature and other censored voices, in addition to traditional works. The reading of the works will explore multiple strategies fir interpreting literary texts in the process of increasing our understanding of humanity.
PDGE 5547: Literacy In The Content Area
(RDG WRTG CONTENT AREA)
In this course, students will learn about reading and writing as processes, language and literacy development, the use of literature and meaningful writing activities in content area curriculum, and the acquisition of comprehension, critical thinking and study skills needed for a variety of text types. Assessment of literacy proficiencies will be examined. The focus of this course is on middle and high school applications.
PDGE 5852: Bilingual/ESL Curriculum Development: Reading and Language Arts (BIL/ESL CUR DEV: RDG/LANG)
Study of available materials and development of new materials for bilingual-ESL classrooms in reading and language arts; evaluation of language and cultural aspects of such materials.
PDGE 6262: Application of Computers to Special Education
(APPL OF CMPTR IN SPEC ED)
Designed for teachers concerned with the educational needs of students with disabilities. Introduces computer software that is available for use by the teacher of students with the full range of disabilities and other health impairments. Experience using the internet to access information, lesson plans and resources helpful to the special education teacher.
PDGE 6782: Bilingual Special Education: Issues and Trends
(BIL SPEC ED: ISSUES & TREND)
The course will include issues and trends in the assessment, placement, and instruction of bilingual special education students. Model programs, recent research on the theory and practice of bilingual special education, parent involvement, staff development and the functioning of bilingualism will be discussed.
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Division of Educational Leadership, Administration & Policy - ELAP
ASGE 0701: Master’s Comprehensive Exam/Assessment
(MASTER’S COMPS)
Master’s comprehensive exam or assessment for programs in the Division of Educational Leadership, Administration and Policy.
ASGE 0900: Permanent Matriculation Status
During the semester the student demonstrates satisfactory progress completing 12-15 credits which leads to Permanent Matriculation status.
ASGE 0901: Doctoral Comprehensive Exam/Assessment
(DOCTORAL COMPS)
Doctoral comprehensive exam or assessment for programs in the Division of Educational Leadership, Administration and Policy.
ASGE 0999: Proposal Acceptance
During the semester the dissertation proposal is completed.
ASGE 5112: Fundamentals of Educational Administration and Management
(FUND OF EDUC ADMIN & MGMT)
A basic course dealing with the role of the school-based administrator in the administration of schools. The course takes up issues related to accountable managementissues, school effectiveness, human resources, communications and human relations.
ASGE 5119: Fundamentals of Educational Supervision
(FUND OFEDUC SUPERVISION)
Considers the human, technical, educational and moral aspects of supervision; possible arrangements and alternatives for supervision; effective practices in supervision; and needed involvement of supervision in school restructuring. Students will develop K–12 curricula as part of their studies.
ASGE 5124: Funding and Grants
(FUNDING AND GRANTS)
This course analyzes the technical skills of grant writing, data gathering’s effect on funding sources, and the politics of grant proposal submission.
ASGE 5902: Management of Continuing and Adult Education Programs
(MGMT CONTIN & ADULT ED PRGMS)
This course is designed to provide an understanding of current behavior concepts,
theories, and processes of management and supervision as applied to adult education organizations and agencies.
ASGE 6105: HR I: The Generalist
(HR I)
This course begins the program, introducing current issues faced by organizations and by HR departments in particular. We examine those functions typically enacted by HR generalists, including recruitment and retention, employee relations and legal issues germane to HR (e.g., ADA, AFMA, OSHA, fire-at-will, sexual harassment).
ASGE 6110: HR II: The Specialist
(HR II)
This course explores the functions typically enacted by HR specialists. Including benefits, compensation, succession planning and labor relations.
ASGE 6122: Applications of Computers to Administration and Supervision
(COMPUTER APPL TO A & S)
The course is designed to provide administrators and supervisors with an opportunity to develop computer literacy and to become familiar with applications of computers to instructional and administrative/supervisory areas. All students in the Graduate School of Education may enroll in the course.
ASGE 6130: Instructional Leadership
(INSTRUC LEADSHP)
Development of leadership in optimal staff performance and emphasis on factors that facilitate learning. Students will develop protocol for curricula development.
ASGE 6132: Organizational Behavior
(ORG BEHAV)
Focuses on social/psychological forces influencing the behavior of the individual. Topics include: communication, perception, motivation, attitudes, values, adult development, leadership, power and influence.
ASGE 6133: Groups in Organizations
(GRPS/ORGS)
Focuses on social/psychological forces influencing the behavior of the individual in groups and within the larger organization. Topics include: group dynamics, team building, group facilitation, conflict management, organizational culture and organizational change.
ASGE 6145: Leading in a Diverse Society
(LDG DIVERSE SOCIETY)
Provides understanding and knowledge of the various cultural and ethnic groups in America and how they have impacted on society and vice versa; explores concepts, issues and dilemmas related to a multicultural, diverse society from both an historical and contemporary perspective; develops strategies to understand dynamics of the school community; and propose solutions
to meet challenges of a diverse society.
ASGE 6224: The Superintendency
(THE SUPERINTENDENCY)
Consideration of the chief roles of the superintendent of schools, such as school board relationships; personnel; finance and budgeting; program planning; community relationships; and local, state and federal relationships; evaluation.
ASGE 6225: Boards of Education
(BOARDS OF EDUCATION)
The study of the role, responsibilities, power and legal aspects of dealing with boards of education. Course is designed for board members and practicing and prospective school administrators.
ASGE 6226: Organization of Community Relations Programs
(ORG OF COMM RELS PGMS)
Studies the role of school administrators in developing school-community and school-home programs and the involvement of school and community personnel in a
program to further the educational aims of the community.
ASGE 6227: Cases and Simulations in Administration and Supervision
(CASES SIMULA A & S)
This course uses a variety of cases and simulations to provide “situational data” for analysis of issues, problem solving and leadership development.
ASGE 6240: School Financial Accounting
(SCH FIN ACCTG)
This course is designed to provide students with a functional knowledge of educational financial accounting. Sessions will cover accounting procedures and policies relating to generally accepted accounting principles, the recording of revenues and expenditures, capital and general fund project accounting, debt services, financial statement preparation and presentations, internal control procedures and relationships with auditing agencies.
ASGE 6241: Management of Schools Information Systems
(MNGMT SCH INFO SYS)
This course introduces educational administrators to the basic principles of data processing and management information systems. Sessions will include: basic concepts and terminology in data processing, logic and equipment; tools of analysis for determining school districts needs; the application of information systems to financial, human resource and administrative
decision-making; the implications of computer automated systems; and mainframe and
PC-based applications for school district reporting and management needs.
ASGE 6245: Financial Management of Non-Public Schools
(FIN MGMT OF NONPUB SCHS)
Thiscourse will examine alternatives in generating, monitoring and managing funds in non-public institutions.
ASGE 6246: Management of Funded Programs
(MGMT OF FUNDED PROGRAMS)
Consideration of the aspects of planning, organizing and managing externally funded programs in settings such as school districts, colleges and universities, and other nonprofit organizations.
ASGE 6321: Administration of Personnel
(ADMIN OF PERSONNEL)
Basic personnel functions in school administration. Recruitment, selection, orientation, compensation, personnel development, personnel evaluation, welfare provisions and collective negotiations.
ASGE 6322: School Finance
(SCHOOL FINANCE)
Theory and practice of property taxation, tax and educational equity issues, understanding state school aid and alternatives to existing funding patterns. It also considers the management of financial resources at the district and site level.
ASGE 6323: School Business Administration
(SCH BUSINESS ADMIN)
The principles and practices of business administration in the fields of teacher
personnel,plant, supplies, equipment and student funds in elementary and secondary schools.
ASGE 6325: School Law
(SCHOOL LAW)
The legal status of the pupil, the teacher and the superintendent; liabilities of school boards; interrelationships of the school and the state, the interrelationships of the school board and municipality as well as labor laws.
ASGE 6330: Assessment of Personnel Performance in Educational Institutions
(ASSESS PERSONNEL PERFORM)
The examination and application of principles and practices in evaluation processes to personnel employed in educational systems. Strategies for implementing evaluation processes are included.
ASGE 6331: Educational Management and Public Policy
(ED MGMT & PUBLIC POLICY)
A study of educational management as affected by public policies. Focus on political environments, decision-making processes and legislation influencing education, as well as strategies and techniques for managing their impact on educational institutions.
ASGE 6333: Professional Development
(PROFESS DEVEL)
This course deals with promoting the personal and career growth of people in organizations, using a model of a career life cycle beginning with orientation, and moving through each job change and promotion. Focus is on ways to provide challenging assignments to people through lateral rather than vertical moves.
ASGE 6338: Ethics of School Administration
(ETHICS OF SCHOOL ADMIN)
Using case studies and theoretical analyses, this course examines the ethical issues that school administrators commonly face.
ASGE 6361: Strategic Planning/Change
(STRATEGIC PLNG/CHNGE)
The basic elements and dynamics of planned change are examined. Emphasis is on strategies for achieving change in urban schools, including examples of successful innovation. The course focuses on how school leaders use data, and budgets to drive their instruction plans in a K–12 environment.
ASGE 6362: Understanding and Managing Change
(UNDRSTND/MANAG CHNGE)
Students learn to scan the internal and external environments to identify challenges and constraints, to understand stakeholders’ investments in maintaining or challenging the status quo, to understand and manage change in the context of various change models, and to align business strategies with organizational systems and structures.
ASGE 6371: Historical and Descriptive Research
(HIST & DESCRIP RESEARCH)
Techniques in the use of archival materials, primary sources, and secondary publications will be taught in the framework of educational policy research.
ASGE 6461: Critical Issues in Administration and Supervision
(CRITICAL ISSUES IN A & S)
Synthesizes research on enduring and emerging issues in administration and supervision including retrenchment, special education, finance and desegregation.
ASGE 6520 – 6521: Internship I and II (6 credits)
(ADMIN INTERNSHIP I and ADMIN INTERNSHIP II)
Systematic observation and planned participation in the administrative and supervisory activities of an urban or suburban school. Application must be submitted to the division chairperson by the end of the second month of the semester preceding internship.
ASGE 6531: Clinic for School Administrators
(CLINIC FOR SCH ADMINS)
This clinic course provides a university setting in which present and prospective administrators can consider current issues, problems and opportunities in contemporary school systems.
ASGE 6532: Seminar for Non-Public School Administrators
(SEMNR: NONPUBL SCH ADMIN)
This is an individualized, project-centered course in which participants will bring together multiple understandings and competencies developed in earlier courses and focus them in a synthetic way on a major problem or issue.
ASGE 6541: Perspectives on Leadership
(PERSPECTIVES ON LDRSHIP)
This course is designed to expose participants to various theories of leadership, to have them examine their own experience in working with a leader, to have them probe their own sources of motivation in seeking to exercise leadership, and to have them develop specific leadership skills and approaches in order to become accountable school leaders.
ASGE 6620: Advanced Statistics in Educational Leadership, Administration and Policy
(ADV STAT IN ASGE)
Covers statistical inference and prediction in research in educational leadership, administration, and policy, including parametric and non-parametric methods and concepts of measurement and probability.
ASGE 6720: Program Evaluationand Research in Administration and Supervision I
(PROG EVLTN AND RSCH IN A & S I)
Focuses on the nature of research as it applies to studies in educational leadership, administration and policy. Includes the development of research topics and the selection of appropriate ways to investigate these topics. Students will learn how to use data to drive instruction.
ASGE 7322: Economics and Finance of Education
(ECON & FINANCE OF ED)
Course studies the efficiency of the funding of education –including sources, budgets, uses and effects – at the federal, state and local levels. Key concerns are the equity of spending, the efficiency of resource utilization, the productivity of schools in relating dollars spent to student achievement, and the privatization of education (e.g. charter schools, vouchers and school choice). Course has practical uses for school leaders who must set budgets, maintain sources of school income, and analyze the spending of funds in both public and private schools.
ASGE 7333: Data Analysis and Accountability
(DATA ANALYSIS & ACCTLY)
School administrators are challenged to manage, analyze and use data to inform instruction and improve student performance. This course teaches the use of data for setting priorities and goals, monitoring progress and using data warehousing – thus holding educators accountable for results. Students will also analyze and share data in a “data cycle” format to inform educators and the public regarding what they receivefrom the district and/or read in the print and electronic media. The overall purpose is to use data analysis for school accountability, improvement and reform.
ASGE 7428: Seminar in Leadership
(SEM LEADERSHIP)
This advanced seminar deals with selected topics and issues in leadership. The course involves the exploration of theoretical frameworks as means of interpreting problems from the field and suggesting leadership responses to these problems.
ASGE 7429: Social Theories and Educational Institutions
(SOC THRY EDUC INSTIT)
This is an in-depth analysis of social theories and their implications for the restructuring of educational and other social institutions. The course focuses initially on structural-functional theory and its contemporary critics.
ASGE 7430: Political Factors in Administration and Supervision
(POLITICAL FACTORS IN A & S)
The study of the effects of coalitions, local political systems, and power and authority with respect to administering and leading educational systems.
ASGE 7431: Administration and Supervision Seminar
(ADMIN & SUPV SEMINAR)
An advanced seminar in administration and supervision; exploration and study of comprehensive professional concerns.
ASGE 7432: Seminar in Organizational Theory
(SEM: ORGANIZATIONAL THRY)
Focuses on application of organizational theory to school administration. Theories
of Weber, Argyris, McGregor, Etzioni and others will be examined.
ASGE 7438: Interdisciplinary Foundations of Supervision
(INTRDSCPLN FOUND OF SUPV)
This course emphasizes theories and concepts from anthropology, economics, psychology, sociology and communications, applicable to supervision.
ASGE 7439: Advanced Seminar for Non-Public School Administration
(SEM NON-PUBLIC SCH ADMIN)
This course provides advanced study of administration in non-public schools. Issues of finance, curriculum, personnel, physical plant, instruction and community relations are covered.
ASGE 7440: Seminar in Organizational Behavior
(SEM IN ORG BEHAVIOR)
This course focuses on individuals and groups in the organization and on both
the micro and macro perspectives of their behavior. The perspective, historical background, methodology and theoretical framework for the field of organizational behavior will be presented. The emphasis will be on developing leaders with a vision that reflects an understanding of the social/psychological forces influencing the behavior of the individual in organizations and the dynamics, processes and structures of organizational behavior.
ASGE 7442: Leading Organizational Change
(LEAD ORG CHANGE)
This course focuses on the nature of discontinuous change and on managing the paradoxes of change including chaos and order. Several current theories of change will be presented and applied to students’ organizational settings. The emphasis will be on the developing leadership skills for crafting a vision, mission and strategic plan for change, as well as for aligning the organization behind the vision.
ASGE 7444: Leading a Learning Organization
(LEAD LEARNING ORG)
This course focuses on the nature of learning organizations (in business and in schools) — and the process that has been used to create and lead such organizations. While studying various leadership styles and perspectives, an ongoing emphasis will be placed on hypothesizing how these divergent interpretations of leadership can be applied to learning organizations. Teams will complete in-depth studies of actual learning organizations (in business and schools) and present these models. This will lead to an individual reflective plan centering on leading a learning organization.
ASGE 7446: Seminar in Organizational Culture
(SEM IN ORG CULTURE)
This course focuses on the nature of organizational culture: how it comes into being, how to shape a culture, how to change a culture explicit. Students discuss the development of norms, values and behaviors in an organization. Examples of effective as well as dysfunctional cultures are analyzed.
ASGE 7448: Seminar in Ethics and Social Justice
(SEM ETHICS & SOC JUST)
This course develops students’ vocabulary for discussing and clarifying ethical issues and for gaining understanding of ethical issues within organizations. The course helps students develop policies and strategies to address ethical issues within their organizations, toward their clients and within the civic communities in which they are located.
ASGE 7450: Seminar in the Spirituality of Leadership
(SEM SPIRIT OF LDRSHIP)
This course focuses on the nature of spirituality and on leading the building of community within organizations. The course will explore spirituality as it basically relates to education. Throughout the course, spirituality will be differentiated from formal religion. The spiritual dimension of educational practice will be presented as it pertains to building community with educators, families, organizations and cultures.
ASGE 7530: Clinical Practice in Administration and Supervision
(CLNCL PRACTICE IN A & S)
This course provides students with applied field experiences designed to work out solutions to particular problems of practice.
ASGE 7531: Field Research in Administration and Supervision
(FIELD RESEARCH IN A & S)
This course offers students the opportunity to engage in field research activities that focus on initial research design, data collection and analysis.
ASGE 7721: Research in Administration and Supervision I
(RESEARCH IN A & S I)
Emphasizes development of individual research proposals, using quantitative methods and design, in preparation for dissertation seminar.
ASGE 7731: Research in Administration and Supervision II
(RESEARCH IN A & S II)
Continue development of conceptualizing research questions with emphasis on qualitative methodology.
ASGE 8505: Directed Research in Educational Leadership, Administration, and
Policy (DIR RESEARCH ASGE)
Designed for students who are developing research problems or projects for their
doctoral studies.
ASGE 8750: Dissertation Seminar: Educational Leadership, Administration, and Policy
(DISS SEM: ASGE — EDD)
Seminar for advanced Doctor of Education candidates in the Division of Educational Leadership, Administration and Policy who have completed all of their coursework. The purpose of the seminar is to assist students in developing an approved dissertation proposal.
ASGE 8751: Dissertation Seminar: Educational Leadership, Administration, and
Policy, Ph.D.
(DISS SEM: ASGE — PHD)
Seminar for advanced Doctor of Philosophy candidates in the Division of Educational Leadership, Administration and Policy who have completed all of their coursework. The purpose of the seminar is to assist students in developing an approved dissertation proposal.
ASGE 9990: Independent Study
(INDEPENDENT STUDY)
Designed to enable students to study selected topics in depth and to conduct research. For matriculated students only. An outline of the proposed work must be approved by the adviser. Registration requires approval of the professor directing the study, the division chair and the director of graduate studies.
UEGE 5102: Historical, Philosophical and Multicultural Foundations of American Education (HIST PHIL MULTICULT FND)
This introductory course examines the historical and philosophical roots of public education and discusses how this system is related to the social, multicultural, political and economic life of the nation. As a course in educational foundations, this course examines the concept of cultural pluralism — the values, traditions and aspirations of various immigrant and ethnic groups and the ways in which those differences influenced schooling cultures and processes.
UEGE 6001: Philosophy of Education
(PHILOSOPHY OF EDUCATION)
An examination of the philosophies underlying contemporary policy issues in education with an emphasis on egalitarian versus meritocratic positions.
UEGE 6241: Urban Education: Problems and Perspectives
(URBAN ED: PROB & PERP)
An analysis of those trends and innovations most likely to shape urban education delivery systems in the future.
UEGE 6243: The Impact of Prejudice on Minority Groups in America
(IMPACT OF PREJUDICE)
Examines the institutionalizednature of prejudice and the cultural, economic and social status of selected minority groups.
UEGE 6276: History of Education
(HISTORY OF EDUCATION)
An examination of selected innovations in American public and non-public education with an emphasis on use of the past to improve current practice.
UEGE 6330: Urban Sociology and Education
(URBAN SOCIOLGY AND EDUC)
An analysis of group values, mobility patterns and inter-group relations as they affect metropolitan school systems. Emphasis on the education of ethnic minority groups.
UEGE 6557: Educational Futures
(EDUCATIONAL FUTURES)
Provides an analysis of the methodologies and frameworks found in forecasting
studies. Particular emphasis is placed on developing adaptive capabilities of current institutions devoted to education to meet future needs.
UEGE 9990: Independent Study
(INDEPENDENT STUDY)
Designed to enable students to study selected topics in depth and to conduct research. For matriculated students only. An outline of the proposed work must be approved by the adviser. Registration requires the approval of the professor directing study, the division chairperson and the director of graduate studies.
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Division of Psychological and Educational Services - PES>
PSGE 0705: Master’s Comprehensive Exam/Assessment in Counseling
(MSE COMPS COUNSELING)
Comprehensive exam or assessment for Master’s Program in Counseling and Personnel Services.
PSGE 0710: Master’s Comprehensive Exam/Assessment in Educational Psychology
(MASTERS COMPS)
PSGE 0720: Master’s Comprehensive Exam/Assessment in Therapeutic Interventions
(MASTERS COMPS)
PSGE 0725: Master’s Comprehensive Exam/Assessment in Preschool Psychology
(MASTERS COMPS)
PSGE 0730: Master’s Comprehensive Exam/Assessment in Psychology of Bilingual Students
(MASTERS COMPS)
PSGE 0735: Master’s Comprehensive Exam/Assessment in Educational Evaluation and Intervention
(MASTERS COMPS)
PSGE 0805: P.D./Advanced Certificate Comprehensive Exam/Assessment in Counseling
(PD COMPS COUNSELING)
Comprehensive exam or assessment for P.D. Advanced Certificate Program in Counseling.
PSGE 0810: PD/Advanced Certificate Comprehensive Exam/Assessment in School Psychology
(PD/ADV CERT COMPS)
PSGE 0815: PD/Advanced Certificate Comprehensive Exam/Assessment in Bilingual School Psychology
(PD/ADV CERT COMPS)
PSGE 0900: Permanent Matriculation Status
During the semester the student demonstrates satisfactory progress completing 12-15 credits which leads to Permanent Matriculation Status.
PSGE 0905: Doctoral Comprehensive in Counseling Psychology Exam/Assessment
(PHD COMPS COUNS PSYCH I)
Part one of the doctoral comprehensive examor assessment for Ph.D. Program in Counseling Psychology.
PSGE 0910: Doctoral Comprehensive Exam/Assessment in Counseling Psychology
(PHD COMPS COUNS PSYCH II)
Part two of the doctoral comprehensive exam or assessment for Ph.D. Program in Counseling Psychology.
PSGE 0915: Doctoral Comprehensive Exam/Assessment in Educational
Psychology Part I
(DOCTORAL COMPS I)
PSGE 0920: Doctoral Comprehensive Exam/Assessment in Educational
Psychology Part II
(DOCTORAL COMPS II)
PSGE 0925: Doctoral Comprehensive Exam/Assessment in Educational Psychology Part III
(DOCTORAL COMPS III)
PSGE 0930: Doctoral Comprehensive Exam/Assessment in School Psychology Part I
(DOCTORAL COMPS I)
PSGE 0935: Doctoral Comprehensive Exam/Assessment in School Psychology Part II
(DOCTORAL COMPS II):
PSGE 0999: Proposal Acceptance.
During the semester the dissertation proposal is completed.
PSGE 5203: Introduction to Research
(INTRODUCTION TO RESEARCH)
Presentation of the basic concepts, tools and methods of research in education and psychology.
PSGE 5204: Research Methods in Counseling
(RESEARH METH COUN)
Basic concepts, tools and methods of research in counseling.
PSGE 5210: Statistical Methods in Education and Psychology
(STAT METH IN ED & PSY)
Computation and interpretation of descriptive and inferential statistics. Measures of central tendency, variability and relations. Probability theory and non-parametric
tests of hypotheses.
PSGE 5221: Introduction to Computers and Programming for Educators
(COMPUTERS FOR ED)
This introductory course will show students how to create software tools for personal, professional and research use. Using Program Construction Kit software (such as HyperCard, Toolbook and LinkWay), the first part of the course will introduce students to authoring systems and programming constructs. In the second part, students will work on projects that might include creating personal databases, using the computer to collect data, or an introduction to authoring multimedia instructional software.
PSGE 5301: Psychological Factors in Young Children with Disabilities
(PSY FACTORS YOUNG CHILD W/DISBIL)
This course provides an overview of the characteristics of disabling conditions in young children. It introduces the psychological, environmental and biological conditions, and the interactions among them that place children at risk for developmental delays and disabilities. It discusses the socio-cultural and political contexts impacting child development, and the effectiveness of various intervention approaches and models so as to provide students with a knowledge base and skills for interventions.
PSGE 5302: Psychology of Adolescent Development and Learning
(PSY OF ADOLESCENT DEVLMT)
Theory and study of development and learning process during the adolescent years. This course examines the cognitive, psychosocial, and character development of children from age 12 to 18 and young adulthood, their learning abilities and processes, and individual, socio-cultural and other environmental factors affecting their learning and development.
PSGE 5312: Foundations of Educational Psychology
(FOUNDATIONS OF ED PSY)
Introduction to the field of educational psychology. Basic concepts of learning, motivation, individual differences, instructional design and measurement as they apply to educational programs. The special developmental and educational needs of pre-kindergarten, elementary and secondary school students.
PSGE 5314: Psychology of Classroom Organization and Management (1 credit)
(PSY CLAS ORG MGT)
The study of teacher/pupil interactions in classrooms. Characteristics of effective learning environments, time and behavior management, classroom climate, leadership. Causes of student misbehaviors and techniques for prevention andcorrection.Open only to matriculated students in one of Fordham’s initial teacher education programs.
PSGE 5316: Psychology of Child Development and Learning
(PSYCH CHLD DEVEL LRNG)
This course will review current thinking in the study of child development as reflected in prevailing developmental theory and research. Course readings and assignments will address developmental issues throughout childhood within the physical, cognitive and socio-emotional domains. Special emphasis will be placed on the changes in learning that occur during infancy and childhood.
PSGE 5318: Human Development and Learning: Pre-school–Grade 12
(HUM DEVEL PREK–12)
This course will provide an overview of psychological principles relevant to the process of learning and teaching as applied to the kindergarten through secondary school learner. Topics will include theories of human development and learning, models of learning and instruction, and academic assessment.
PSGE 5500: Psychological Factors in Children with Disabilities
(PSY FACTORS DISABILITIES)
An introduction to understanding children with disabilities and special health care needs. Study of the physical social, emotional and learning characteristics of children identified as disabled.
PSGE 5505: Psychology of Learning Disabilities
(PSY OF LRNG DISABILITIES)
Identification of social, emotional and learning characteristics of children diagnosed as brain injured, neurologically impaired or learning disabled. Exploration of perceptual disabilities, language, motivational and behavioral aspects of children who have learning problems.
PSGE 5620: Introduction to Counseling I
(INTRO COUNSELING I)
An introduction to the profession of counseling. The processes and techniques of counseling are studied. Emphasis on the development of active listening skills.
Prevention and remediation are addressed. Must be taken with PSGE 5622.
PSGE 5622: Pre-Practicum in Counseling I
(PRE-PRACT COUNSELING I)
Guided and supervised experience in individual counseling using a variety of counseling techniques. Must be taken with PSGE 5620.
PSGE 5630: Introduction to Counseling II
(INTRO COUNSELING II)
This course is designed to review and evaluate various theories of counseling and to encourage students to develop their own conceptualization of the counseling process. This course must be taken concurrently with PSGE 5632 Pre-practicum in Counseling II.
PSGE 5632: Pre-Practicum in Counseling II
(PRE-PRACT COUNSELING II)
This course is the second semester of a two-semester pre-practicum experience. It must be taken concurrently with PSGE 5630 Introduction to Counseling II. Students will apply various theories of counseling to specific cases through role plays and taped practice counseling sessions. Feedback will be provided by the instructor and peers.
PSGE 5658: Fundamental Counseling and Interviewing Skills
(FUND COUN/INTERVW SKILLS)
Students develop attending and listening skills, and learn to respond therapeutically in a decision-making framework. Intended for students needing or interested in acquiring interviewing skills who have not taken PSGE 5622.
PSGE 6220: Computer Applications to Research
(COMPUTER APPS TO RES)
Direction of computerized data analysis in research. Use and modification of statistical package programs. Reporting findings.
Prerequisite: PSGE 5210 or permission of instructor.
PSGE 6301: Psychology of Child Development
(PSYCH OF CHILD DEVLMNT)
Theory and research on child development, including prenatal through preadolescent stages. For teachers and psychologists, this course provides foundation knowledge about the physical, intellectual and emotional development of children. Applications to learning in and adjusting to school settings are stressed.
PSGE 6302: Psychology of Adolescent Development
(PSY OF ADOLESCENT DEVLMT)
Theory and study of development and learning process during the adolescent years. This course examines the cognitive, psychosocial and character development of children from age 12 to 18 and young adulthood, their learning abilities and processes, and individual, socio-cultural and other environmental factors affecting their learning and development.
PSGE 6304: Development of the Creative Person
(DEVEL CREATIVE PERSON)
Study of the influence of developmental and individual difference factors on the creative person; psychodynamic and life-growth theories of the creative personality; family influences; biology and creativity; creativity and mental health; life patterns of creativity productivity; assessment of creative potential.
PSGE 6308: Cognition and Instruction I: Foundations and Basic Processes
(COGNITION & INSTRUCTION I)
Historical and current perspectives on the nature of mind and their relation to current psychological theories and research on cognition. Analysis will center on processes underlying perception and understanding — instructional implications will be discussed. Pre- or co-requisite: PSGE 6312.
PSGE 6309: Cognition and Instruction II: Problem Solving (COGNITION/INSTRUCTION II)
Analysis of the cognitive theories and research on problem solving. Processes underlying imagery, reasoning, transfer of skills and cultural influences on problem solving will be discussed. Prerequisite: PSGE 6308.
PSGE 6310: Institute on Applied Cognition
(INSTITUTE APPL COGNITION)
The relation between recent developments in the study of cognition to the solving of applied problems. The Institute will be organized around a series of lectures and discussions given by noted researchers.
PSGE 6311: Applications of Behavior Analysis in Educational Settings
(APPL BEHAV ANALY ED STG)
Theory and application of psychological principles to modification of social and academic behavior in classrooms and other educational settings.
PSGE 6312: Psychology of Learning
(PSYCHOLOGY OF LEARNING)
Theoretical and empirical investigation of human learning, information processing, and cognition. Emphasis on new findings that improve understanding and maximize the use of these complex human skills.
PSGE 6314: Psychology of Problem Solving and Creativity
(PSY OF PBLM SOLV/CREATIV)
Definitions of problem solving and creativity; theory, research and measurement of the creative problem-solving process. Principles and procedures to increase creative thinking. Prerequisite: PSGE 6312 or instructor’s permission.
PSGE 6320: Psychology of Motivation
(PSYCHOLOGY OF MOTIVATION)
Theoretical and empirical investigation of human motivation and self-determination. Emphasis on understanding emotional and control processes responsible for motivating selected behavior. Prerequisite: PSGE 6312 or instructor’s permission.
PSGE 6323: Psychology of Classroom Management
(PSY OF CLASSROOM MGMT)
Individual and collective behavior of children in the classroom, and the role of the teacher in establishing, maintaining and restoring the classroom as an effective learning environment.
PSGE 6324: Environments for Managing Challenging Behaviors
(ENVIRON MANAGE BEHAV)
Focus on planning and managing instructional environments for at-risk students and students with disabilities. Students will learn to establish secure learning environments that are structured to facilitate the academic and behavioral success of learners. Contemporary approaches to modifying behavior will be studied.
PSGE 6325: Psychology of Media
(PSYCH OF MEDIA)
This course is designed to examine key issues and theoretical perspectives within the interdisciplinary field of media psychology. Course readings will concern the psychological underpinnings of various forms of media including television, telecommunications, and multimedia, and their impact on the viewer from a psychosocial and cognitive vantage point. Special emphasis will be placed on the child and the adolescent user.
PSGE 6337: Advanced Educational Psychology: Instructional Design
(ADV ED PSY: INSTR DES)
Theories and models of instructional design, and applications of theory and research in educational psychology to the analysis and development of instructional programs. Prerequisite: PSGE 6312 or permission of instructor.
PSGE 6338: Design and Evaluation of Creativity Programs
(DESIGN/EVAL CREATIV PGM)
Design, development and evaluation of education and training programsto encourage creative thinking and problem solving. General problem-solving skills vs. discipline-based programs. Teacher and staff-development efforts. Selection and measurement of relevant creativity outcomes.
PSGE 6341: Psychology of Personality and Individual Differences
(PSY OF PERS & INDIV DIFFS)
Theory and research in differential psychology applied to educational settings. Topics include age, sex, intellectual, socioeconomic, racial and ethnic differences, cognitive styles and special-talent abilities. Prerequisite: PSGE 6312 or permission of instructor.
PSGE 6345: Social Psychology
(SOCIAL PSYCHOLOGY)
Social psychological theories, concepts and research are studied. Topics include interpersonal relations, social learning, social motivation, communication, attitudes, groups and organizations, and social change.
PSGE 6346: Social Psychology of Creativity
(SOC PSYCH CREATIVITY)
Study of social and cultural factors that influence the creative processes and creativity production. Creative problem solving in groups; group idea generation techniques; leadership and creativity; cultural stereotypes, motivation and creativity.
PSGE 6401: Seminar in the Psychology of Bilingual Students
(SEM PSYCH BILINGUAL STUDENTS)
This seminar provides a theoretical foundation for understanding critical issues that impact on the psychological functioning of bilingual children and adolescents
in the schools. The main objectives are to develop a multicultural psychological
perspective, including an understanding of the acculturation process, the nature of bilingualism, bilingual assessment and bilingual pedagogical issues.
PSGE 6417: Developmental Disorders/Mental Retardation
(MENTAL RETARDATION)
This course focuses on the assessment and diagnosis of several disorders of early childhood onset. These disorders include mental retardation, autism, other pervasive
developmental disorders, Rett’s Disorder, Asperger’s Syndrome and various learning disabilities. The etiologies of these disorders, as well as how they are manifested throughout the life span, will be highlighted by reviewing relevant research and through course discussions.
PSGE 6418 : Emotional Disorders of Childhood and Adolescence
(EMOT DIS: CHILD/ADOL)
Survey of causes and consequences of emotional problems of children and implications for educational planning. The major psychiatric and psychological classification systems are studied, as are the effects of social and cultural factors on emotional development.
PSGE 6446: Consultation with Families
(CONSULTATION FAMILIES)
The purpose of this course is to provide students with the skills necessary to be an effective consultant with families of young children.
PSGE 6565: Media and Technology: Applications to Instruction
(MEDIA/TECH APPL-INSTRUCT)
Study of major computer and video applications in instructional systems in which technology plays a major role. Students will design, develop and test a technological design.
PSGE 6601: Understanding the Individual
(UNDERSTANDING THE INDIV)
Study of physiological, psychological and sociological factors influencing human behavior, with an in-depth case study of an individual required.
PSGE 6602: Human Development
(HUMAN DEVELOPMENT)
This course presents an overview of human development through the life span. Theories of psychosocial development are emphasized, as are the implications of life stage for counseling assessment and intervention. Multicultural and feminist perspectives on human development are included.
PSGE 6603: Multicultural Issues in Professional Psychology
(MULTICULT ISSUES IN PSY)
The course is designed to provide psychologists, counselors and school personnel with the requisite knowledge for working with clients and students of diverse racial, ethnic and cultural backgrounds. Intervention techniques for working with a variety of racial/ethnic and special populations are included.
PSGE 6604: Addressing the Clinical and Cultural Realities of HIV Disease (1 credit)
(REALITIES HIV)
This course is designed for psychologists, school counselors, social workers, psychotherapists, HIV/AIDS volunteers, graduate students in human services programs and other mental health professionals. Students will receive the latest information about HIV/AIDS and people living with the disease. In addition, they will have the opportunity to practice HIV/AIDS-related counseling skills, identify potential barriers to effective practice, address HIV/AIDS-related grief, and expand their knowledge of mental health networks and local resources.
PSGE 6630: Group Counseling
(GROUP COUNSELING)
Principles of group dynamics that have implications for group counseling are studied. Must be taken with PSGE 6632.
Prerequisites: PSGE 5620 and PSGE 5622.
PSGE 6632: Pre-Practicum in Groups
(PRE- PRACTICUM IN GROUPS)
The course is an experientially-focused group counseling course in which students participate as both group members and leaders. Must be taken with PSGE 6630.
Prerequisites: PSGE 5620 and PSGE 5622.
PSGE 6640: Career Counseling
(CAREER COUNSELING)
Theories, research and processes of career development are examined. Must be taken with PSGE 6641. Prerequisites: PSGE 5620 and PSGE 5622.
PSGE 6641: Practicum in Career Counseling
(PRACTM: CAREER COUNSEL)
Focus is on assessment techniques and methods of career development. A case-study approach is used. Must be taken with PSGE 6640. Prerequisites: PSGE 5620 and PSGE 5622.
PSGE 6649: Administration, Consultation and Supervision of Counseling Services
(ADMIN CONSULT SUPERVIS)
Theoryand research related to the administrationof counseling services, consultation and the supervision process is explored. Attention is given to counseling services in both private and public sectors.
PSGE 6650: Ethics and Professional Issues in Counseling
(ETHIC/PROF ISS COUNSEL)
An integrating seminar in which the role and function of counselors in society are examined. Philosophical and psychological roots of counseling are studied and the ethical guidelines of the major professional organizations are analyzed. Important issues facing the counselor are also studied. Must be taken with PSGE 6652. Prerequisites: Areas I, II, III and IV from the counseling curriculum.
PSGE 6652: Field Experience in Counseling I
(FLD EXPERIENCE IN COUN)
Students must complete 130 hours of supervised off-campus experience. Site should be chosen with a view toward the student’s vocational goals. Students will function as counselors under supervision in schools, colleges, hospitals and/or mental health agencies. The practicum experience of each student will vary according to his/her site. Ideally each student will have an opportunity to engage in a wide range of counseling activities such as individual counseling, group counseling, assessment, attendance at case conferences or other staff meetings,and gradually become acquainted with the total counseling program at the agency or school. Students must provide their own sites, subject to the approval of the Field Experience Coordinator. Generally the course is to be taken during the fall semester of the final year of study. Must be taken with PSGE 6650. Prerequisites: PSGE 5620, 5622, 6640, 6630, 6632, 6602 and 6702.
PSGE 6654: Field Experience in Counseling II
(FIELD EXP COUNSEL II)
This course is the second semester of a two-semester practicum experience for masters students in Counseling and Personnel Services.
PSGE 6656: Multicultural Counseling
(MULTICULT COUNS)
This course is designed to equip students with the awareness, knowledge and skills for counseling culturally diverse clients. Students will be exposed to leading theories of multicultural counseling and racial/ethnic identity development and will be involved in case-study analysis, role plays and other diverse experiences.
PSGE 6670: Topical Seminar in Counseling
(TOPICAL SEM IN COUNSELING)
The specific theme or topic of the course will change as different issues in counseling psychology require more specific attention. The courseis an elective in both the professional diploma and doctoral programs. Students in other programs in the University may enroll with the permission of the instructor.
PSGE 6702: Fundamentals of Educational and Psychological Measurement
(FUND OF ED/PSY MEASRMENT)
Survey of measurement methods in education and psychology. Basic psychometric properties of tests, principles of test development, types of tests and evaluations of tests are studied.
PSGE 7101: Advanced Independent Study: PES
(ADV INDEPEND STUDY: PES) Independent study in topics in psychology. Permission of instructor required.
PSGE 7210: Experimental Design
(EXPERIMENTAL DESIGN)
Experimental and quasi-experimental research. Internal and external validity of experiments. Analysis of variance and covariance. Factorial designs, interpretation of main and interaction effects. Post hoc comparisons. Power analysis. Prerequisites: PSGE 5203, PSGE 5210 and PSGE 6702.
PSGE 7211: Correlational Design and Analysis (CORRELATIONAL DESIGN & ANALY)
Regression analysis (RA) and the design and interpretation of research using the general linear model (GLM). Interpretation Multiple R, beta coefficients, standard error. Dummy coding and interaction effects. Also, path analytic methods. Prerequisite: PSGE 7210.
PSGE 7213: Application of Multivariate
Techniques in Education and Psychology
(MULTIVAR TECH: ED & PSYCH)
Survey of multivariate statistics including regression, discriminant function, canonical correlation, multivariate analysis of variance and factor analysis. Emphasis is on the use of these techniques. Prerequisite: PSGE 7211.
PSGE 7301: Advanced Developmental Psychology
(ADV DEVELOPMENTAL PSYCH)
Analysis of recent theory and research in developmental psychology. Prerequisite: PSGE 6301 or PSGE 6302.
PSGE 7340: Practicum or Fieldwork in Educational Psychology
(PRACT/FLD WK: ED PSY)
Supervised practicum or fieldwork in an educational psychology-appropriate setting. On-campus seminars. Permission of program faculty required.
PSGE 7370: Pro-Seminar in Educational Psychology
(PRO-SEM IN ED PSY)
Advanced seminar on research topics in educational psychology. Guest speakers will make presentations on selected areas of research, theory and practice. Open to master’s and doctoral students in educational psychology and other programs.
PSGE 7412: Personality Assessment
(PERSONALITY ASSESSMENT)
Introduction to the theory of personality assessment. Practice in administration, scoring and interpretation of selected projective techniques of children, with emphasis on the Rorschach, Thematic Apperception Tests and Drawings. Registration limited to matriculated students in school psychology with the permission of the instructor. Prerequisite: PSGE 7508
PSGE 7413: School Psychology: Advanced Assessment Seminar
(SCH PSY ADV ASSESSMENT SEM)
This advanced seminar on assessment is designed to provide students with theoretical knowledge and applied skills in specialized areas of assessment. The specific topics covered will be offered as separate sections on an alternating basis. The major topics may include: advanced personality assessment, neuropsychological assessment, preschool assessment and dynamic assessment. Prerequisites: PSGE 7508 and permission from the instructor.
PSGE 7418: Issues in Non-Biased Assessment
(ISSUES NONBIAS ASSESSMNT)
In-depth examination of issues, research and models in non-biased assessment.
Topics will include adaptive behavior, problems in classification, test bias, fairness, and
judicial and legislative influences. Prerequisite: PSGE 7508.
PSGE 7422: Instructional Consultation
(INSTRUCTIONAL CONSULT)
Assessment and remediation of children with school learning problems. Teacher consultation, observation, task analysis and evaluation of learning problems.
Prerequisites: PSGE 7508 and PSGE 7445.
PSGE 7423: Therapeutic Interventions in the Schools
(THERAPEUTIC INTERVENTION)
This course is presented in two parts. The first part focuses on treatment efficacy, various therapeutic orientations, ethics and law. In the second half, practical empirically based intervention techniques appropriate for school psychological services for children and adolescents are discussed. Current best practices in the treatment of social, behavioral and emotional problems are emphasized.
PSGE 7424: Advanced Seminar in Interventions
(ADV SEM INTERVENTION)
This course is designed to be a topical seminar that will cover any one of a number of major issues and trends in therapeutic or instructional intervention.
PSGE 7429: Integration of Assessment Techniques
(INTEGRAT OF ASSESS TECHS)
Supervised pre-internship experience in the integrated use of psychoeducational tests, histories, observation and clinical interviews in the study of children, adolescentsand adults with learning and behavioral problems. Special considerations of assessment of minority children are addressed. The experience is based in the Rosa A. Hagin School Consultation Center and Early Childhood Center where students will conduct assessments with clients and attend weekly staff meetings. Registrationlimited to matriculated students in school psychology or with the permission of the instructor. Prerequisites: PSGE 7508, PSGE 7412 and PSGE 7418.
PSGE 7430: The Neuropsychology of Learning Disorders
(NEUROPSYCH 0F LRNG DISOR)
A survey of the biological bases of learning disorders. Topics include study and treatment of disorders of motor and sensory pathways, perception and attention, and implications of hemisphere specialization for school learning. Prerequisite: PSGE 7429.
PSGE 7435: Foundations of Neuropsychology
(NEUROPSYCH)
Focus is on neuropsychology as a science, and its purpose is to assist psychology students to develop an understanding of the theoretical bases and principles underlying brain-behavior relationships. This course will be designed so that students of school, counseling, and educational psychology will be prepared in and introduced to the theoretical foundations of neuropsychology.
PSGE 7442: Role and Function of the School Psychologist
(ROLE/FUNC SCHPSYCHOLGST)
An analysis of the role of the school psychologist. Emphasis is on models for delivering effective services. Consideration of ethical and legal issues.
PSGE 7445: Theories of School-Based Consultation
(THEOR SCH-BASED CONSULT)
Theory and practice in school-based consultation, including mental health consultation,
ecological/behavioral and organizational consultation.
PSGE7452: Clinical Supervision of School Psychologists
(CLIN SUPV SCH PSYCHOLGST)
This course, conducted mainly as a practicum, analyzes the process of supervision and the basic steps in providing supervision of school psychologists. Emphasis is placed on actual supervisory experience, providing supervision to others, with students expected to spend two laboratory hours weekly in addition to regular class. Registration limited to Ph.D. degree students in school psychology.
PSGE 7456: Evaluation of Psychological Services Delivery Programs
(EVAL OF PSY SERV DEL PGM)
Theories, models and practice of program evaluation in psychological and educational services. Prerequisites: PSGE 5210 and PSGE 6702.
PSGE 7480: Professional Diploma Internship in School Psychology I
(PD INTERN IN SCH PSY I)
Experience in providing school psychological services under qualified supervision that, in conjunction with PSGE 7481, is the equivalent of a full academic year. During the internship students attend seminars on campus. Completion of appropriate coursework and program permission required. (For professional diploma students only.)
PSGE 7481: Professional Diploma Internship in School Psychology II
(PD INTERN IN SCH PSY II)
A continuation of PSGE 7480.
PSGE 7482: Professional Diploma Internship in Bilingual School Psychology I
(PD INTERN BIL SCH PSY I)
Experience in providing school psychological services to a bilingual population under qualified supervision that, in combination with PSGE 7483, is the equivalent of a full academic year. Completion of appropriate coursework and program permission required. (For bilingual professional diploma students only.)
PSGE 7483: Professional Diploma Internship in Bilingual School Psychology II
(PD INTERN BIL SCH PSY II)
A continuation of PSGE 7482.
PSGE 7490: Doctoral Internship in School Psychology I
(PHD INTERN SCH PSY I)
Experience in providing school psychological services under qualified supervision that, in conjunction with PSGE 7492, combines to be counted as the equivalent of a full academic year. Completion of appropriate coursework and program permission required. (Open to Ph.D. degree students.)
PSGE 7492: Doctoral Internship in School Psychology II
(PHD INTERN SCH PSY II)
A continuation of PSGE 7490.
PSGE 7500: Clinical Practicum in School Psychology
(CLNCL PRACTM SCH PSYCH)
Supervised pre-internship field experience in psychological services, eight hours weekly in an agency or school offering clinical services to children or adolescents. Registration limited to matriculated students in school psychology. Program approval required.
PSGE 7501: Clinical Practicum in Bilingual School Psychology
(CLNCL PRACTM BIL SCH PSY)
Supervised pre-internship field experience in psychological services, eight hours weekly in an agency or school offering clinical services to bilingual or limited-English proficient children or adolescents. Registration limited to matriculated students in school psychology. Program approval required.
PSGE 7502: Consultation Practicum in School Psychology
(CONSUL PRACTM SCH PSYCH)
Supervised pre-internship fieldwork in delivering consultation services in schools eight hours weekly. Integrating seminar meets on campus. Registration limited to matriculated students in school psychology; completion of appropriate coursework and program approval required.
PSGE 7503: Consultation Practicum in Bilingual School Psychology
(CONSUL PRACTM BIL SCHO PSY)
Supervised pre-internship field experience in delivering consultation services in schools serving bilingual or limited-English proficient students, eight hours weekly.
Integrating seminar meets on campus. Registration limited to matriculated students in school psychology; completion of appropriate coursework and program approval required.
PSGE 7504: Advanced Internship in School Psychology I
(ADV INTERN IN SCH PSY I)
Students who are exempted from PSGE 7490 and PSGE 7492 are required to take this course and PSGE 7505. The advanced internship provides field-based experience in roles of leadership, research or program development and evaluation for appropriate doctoral-level psychologists.
PSGE 7505: Advanced Internship in School Psychology II
(ADV INTERN IN SCH PSY II)
A continuation of PSGE 7504.
PSGE 7507: Research Seminar in the Practice of Professional School Psychology
(RES SEM PRAC PRO SCH PSY)
This is an advanced seminar designed to enhance skills in research methods useful in gathering and sharing information on the clinical utility of evidence-based practices.
PSGE 7508: Cognitive Assessment
(COGNITIVE ASSESSMENT)
This course is designed to provide students with an in-depth knowledge of the process of cognitive assessment, including administration, scoring and interpretation of several intelligence tests. Students are expected to assess several individuals and to write reports based on these assessments. The knowledge base that students are expected to obtain through this course consists of the history of intelligence testing,current theories of intelligence, alternative approaches to traditional assessment procedures and issues in the measurement of intelligence.
PSGE 7509: School Psychology Advanced Seminar
(SCH PSY ADV SEM)
The advanced seminar is constructed in relation to major emergent issues/trends/developments that are pertinent to the field of school psychology. Prerequisite: Permission from instructor.
PSGE 7510: School Psychology Externship I
(SCH PSY EXT 1)
The externship course provides an opportunity for students in the School Psychology program to enhance research or practice related skills and competencies above and beyond those typically required in the program. Participants are supervised by a field supervisor at an external setting and by School Psychology faculty member(s). The externship course could be taken after the completion of appropriate coursework or practica. Prerequisite: Permission from instructor.
PSGE 7511: School Psychology Externship II
(SCH PSY EXT 2)
A continuation of PSGE 7490.
PSGE 7610: Advanced Measurement and Appraisal in Counseling
(MSMT/APPRSL FOR COUN)
An in-depth study of factors relating to valid test interpretation in professional settings. Experience in administering, scoring and interpreting objective measures of personality, interest, attitude and aptitude. Issuesrelated to differential diagnosis, alternative methods of assessment and actuarial analysis are studied. Prerequisite: PSGE 6702.
PSGE 7611: Assessment of Adult Intelligence
(ASSESS OF ADULT INTELL)
Study of major theories of human abilities with a focus on their importance in late adolescence and adulthood. Intelligence is analyzed as a major individual difference characteristic in clinical, vocational and educational settings. Skills acquired in the administration, scoring and analysis of major intelligence measures, including the WAIS-R. Prerequisite: PSGE 7610.
PSGE 7620: Theories of Counseling
(THEORIES OF COUNSELING)
Consideration of the major theories of counseling, including psychodynamic, cognitive, behavioral and phenomenological models. Common factors and distinct features are analyzed, as is the research supporting the models. Recent integrative efforts are studied.
PSGE 7630: Psychology of Small Groups
(PSYCH OF SMALL GROUPS)
The principles of group dynamics are analyzed with an emphasis on contemporary theories of group behavior.
PSGE 7634: Theory and Research of Family Interaction
(THRY/RES FAMILY INTERACT)
The course surveys and analyzes the major theoretical approaches and empirical literature in the area of family interactions.
PSGE 7638: Family Dynamics and Counseling
(FAMILY DYNAM COUNSEL)
Techniques and strategies of family and marriage intervention applied in supervised sessions involving demonstrations and role playing. Permission of the instructor required. Prerequisite: PSGE 5622.
PSGE 7639: Theories of Family Intervention and Counseling
(THRY FAMILYINTERV/COUN)
An in-depth study of the major approaches to working with couples and families. Recent developments in coupleenrichment and education will be considered, in addition to the major theories and strategies of family counseling.
PSGE 7640: Psychology of Career Development
(PSYCH OF CAREER DEVELPMT)
A critical analysis of theories and research concerning career development. Applications of psychological theories to the career development of diverse persons are studied. Prerequisite: PSGE 6640 or equivalent.
PSGE 7649: Clinical Supervision in Counseling Psychology
Theory and research in clinical supervision.
Prerequisite: PSGE 7655 or 7663
PSGE 7654: Doctoral Practicum in Counseling Psychology I
(DOC PRACT COUN PSYCH I)
This is the first semester of practicum for doctoral students in counseling psychology. Students engage in closely supervised practice of counseling psychology in a professional setting for a minimum of eight hours each week, including one hour of face-to-face individual supervision by a doctoral-level psychologist. Approval of the site and supervisor by the practicum coordinator is required as is the student’s eligibility to start the practicum. Taping of counseling sessions is required. Prerequisite: Master’s level practicum.
PSGE 7655: Doctoral Practicum in Counseling Psychology II
(DOC PRACT COUN PSYCH II)
The course is the second half of the field experience in counseling psychology required of students who are matriculated in the counseling psychology program. The course requirements are as described for PSGE 7654. Prerequisite: PSGE 7654.
PSGE 7656: Advanced Doctoral Practicum in Counseling Psychology I
(ADV DOC PRACT COUN I)
This is the third semester of practicum for doctoral students in counseling psychology. Students engage in closely supervised practice of counseling psychology in a professional setting 16 hours each week, including one hour of face-to-face individual supervision by a doctoral-level psychologist. Approval of the site and supervisor by the practicum coordinator is required. Taping of counseling sessions is required. Prerequisites: PSGE 7654 and PSGE 7655.
PSGE 7657: Practicum in Supervision in Counseling Psychology
(PRACT SUPV COUN PSYCH)
Theories and methods of clinical supervision will be studied. This course requires weekly supervision of master’s-level trainees following the class period. Prerequisite: PSGE 7655.
PSGE 7658: Advanced Doctoral Practicum in Counseling Psychology II
(ADV DOC PRACT COUN II)
This is the fourth semester of practicum for doctoral students in counseling psychology. The course requirements are as described for PSGE 7656. Prerequisite: PSGE 7656.
PSGE 7661: Advanced Practicum in Counseling I
(ADV PRACT COUN I)
Closely supervised practice in counseling requiring a minimum of 112 hours of experience in an approved setting. Registration limited to students in the professional diploma program. Taping of sessions is required. Prior approval by Coordinator of Field Experience is required to register.
PSGE 7663: Advanced Practicum in Counseling II
(ADV PRACT COUN II)
This is the second semester of practicum in counseling for professional diploma students. The course requirements are as described for PSGE 7661. Prerequisite: PSGE 7661.
PSGE 7666: Supervision of Counseling Practicum
(SUPV OF COUNS PRACTICUM)
Theories and methods of clinical supervision will be studied. This course requires a two-hour weekly supervision of master’s-level trainees following the class period. Prerequisite: PSGE 7663.
PSGE 7667: Internship in Counseling Psychology I
(INTERN IN COUNSELING I)
A full-year, full-time experience in providing psychological services under qualified supervision in an approved agency. A formal application process is required, which must be completed and approved by the program in the year prior to the beginning of the internship. All coursework except the dissertation seminar must be completed before enrolling in this course.
PSGE 7668: Internship in Counseling Psychology II
(INTERN IN COUNSELING II)
The second half of the internship requirement that is described in PSGE 7667.
PSGE7671: Issues in Counseling and Personnel Services
(ISS IN COUNSEL PER SERV)
An integrating seminar focusing on current issues, developments and ethics in counseling. Registration limited to professional diploma students. This course should be taken the first semester of study.
PSGE 7680: Qualitative Research Methods in Counseling Psychology
(RES METH IN COUN PSY)
Qualitative research methods useful inthe field of counseling psychology are examined. An overview of philosophy of science is included.
PSGE7711: Psychometric Theory
(PSYCHOMETRIC THEORY)
Classical and modern test theories, latent trait analysis, scaling methods, introductory factor analysis are studied. Prerequisites: PSGE 5210 and PSGE 6702.
PSGE 7712: Recent Trends in Measurement and Evaluation
(REC TRENDS IN MEA & EVAL)
Seminar on issues and developments in testing and evaluation. Original research and writing are required. Prerequisite: PSGE 7711.
PSGE 7900: Proseminar in Psychological and Educational Services
(PROSEMINAR)
The proseminar serves as an orientation to the research process, allows students to
learn aboutfaculty research interests and encourages discussions of research topics.
It constitutes an initial developmental step in the research process and is linked to the Experimental Design and Statistics Methods courses.
PSGE 8100: College Teaching Internship in Psychology and Services
(COLLEGE TCHG INTERN: PES)
Supervised field experience as a college-level instructor. On-campus seminars. Prerequisite: permission of the program faculty.
PSGE 8310: Internship in Educational Psychology
(INTERNSHIP IN ED PSYCH)
Supervised work as an educational psychologist in an approved setting. On-campus seminars. Permission of the program faculty required.
PSGE 8321: Critical Issues in Educational Psychology
(CRITCL ISSUES IN ED PSY)
An integrative seminar on theory and research in educational psychology. Developmentof topics for research. Permission of program faculty required.
PSGE 8620: Seminar in Individual and Group Counseling
(SEM INDIV & GROUP COUN)
An in-depth analysis of the research literature and major constructions of the therapeutic process. Outcome assessment issues and effectiveness of specific methods will be explored from an integrative theoretical perspective. Prerequisite: PSGE 7620.
PSGE 8640: Seminar in the Psychology of Career Development
(SEM PSYCH OF CAREER DEV)
A seminar for advanced students to review issues and research in vocational development and to plan for research projects in career development.
PSGE 8672: Social and Ethical Responsibilities in Counseling Psychology (SOCIAL/ETHICAL RESP: COUNS PSYCH)
The social, professional, legal, historical and ethical issues and standards relevant to the field of counseling psychology will be explored. This course is taken during the first semester of doctoral study in counseling psychology.
PSGE 8999: Dissertation Seminar in Psychological and Educational Services
(DISS SEMINAR: PES)
Consultation with faculty on the development and conduct of dissertation research. Prerequisite: permission of program faculty.
PSGE 9990: Independent Study
(INDEPENDENT STUDY)
Designed to enable students to study selected topics in depth and to conduct research. For matriculated students only. An outline of the proposed work must be approved by the adviser. Registration requires the approval of the professor directing study, the division chairperson and the director of graduate studies.
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