Fordham University            The Jesuit University of New York
 


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Course Offerings & Descriptions









Course Offerings

Summer I 2014
Summer II 2014
(updated 3.12.14)
Fall 2014
(updated 9.3.14)
Spring 2014
(updated 12.5.13)

Course Descriptions

Administration and Supervision (ASGE Courses)

ASGE0701: Master’s Comprehensive Exam/Assessment
Master’s comprehensive exam or assessment for programs in the Division of Educational Leadership, Administration, and Policy.

ASGE0705: HRE Master’s Comps

ASGE0900: Permanent Matriculation Status
Student demonstrates satisfactory progress towards completing 12-15 credits which contributes to permanent matriculation status.

ASGE0901: Doctoral Comprehensive Exam/Assessment
Doctoral comprehensive exam or assessment for programs in the Division of Educational Leadership, Administration, and Policy.

ASGE0999: Proposal Acceptance
Make application during the semester the dissertation proposal is completed. ASGE5112 Fundamentals of Educational

ASGE5119: Fundamentals of Educational 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.

ASGE5124: Funding and Grants
This course analyzes the technical skills of grant writing, data gathering’s effect on funding sources, and the politics of grantproposal submission.

ASGE5902: Management of Continuing and Adult Education Programs
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.

ASGE6105: 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).

ASGE6110: HR II: The Specialist (HR II)
This course explores the functions typically enacted by HR specialists, including benefits, compensation, succession planning, and labor relations.

ASGE6122: Applications of Computers to Administration and Supervision
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.

ASGE6130: Instructional Leadership
Development of leadership in optimal staff performance and emphasis on factors that facilitate learning. Students will develop protocol for curricula development.

ASGE6132: Organizational Behavior
Focuses on social/psychological forces influencing the behavior of the individual. Topics include communication, perception, motivation, attitudes, values, adultdevelopment, leadership, power, and influence.

ASGE6133: Groups in Organizations
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.

ASGE6145: Leading in a Diverse Society
Provides understanding and knowledge of the various cultural and ethnic groups in America and how they have impacted society and vice versa; explores concepts, issues, and dilemmas related to a multicultural, diverse society from both a historical and contemporary perspective; develops strategies to understand dynamics of the school community; and proposes solutions to meet challenges of a diverse society.

ASGE6224: 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; local, state, and federal relationships; and evaluation.

ASGE6225: 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.

ASGE6226: Organization of Community Relations Programs
Studies the role of school administrators in developing school-community and schoolhome programs and the involvement of school and community personnel in a program to further the educational aims of the community.

ASGE6227: Cases and Simulations in Administration and Supervision
This course uses a variety of cases and simulations to provide “situational data” for analysis of issues, problem solving, and leadership development.

ASGE6240: School Financial Accounting
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.

ASGE6241: Management of Schools Information Systems
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.

ASGE6245: Financial Management of Nonpublic Schools
This course will examine alternatives in generating, monitoring, and managing funds in nonpublic institutions.

ASGE6246: Management of Funded Programs
Consideration of the aspects of planning, organizing, and managing externally funded programs in settings such as school districts, colleges, universities, and other nonprofit organizations.

ASGE6321: Administration of Personnel
Basic personnel functions in school administration. Recruitment, selection, orientation, compensation, personnel development, personnel evaluation, welfare provisions, and collective negotiations.

ASGE6322: 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.

ASGE6323: School Business Administration
The principles and practices of business administration in the fields of teacher personnel, plant, supplies, equipment, and student funds in elementary and secondary schools.

ASGE6325: School Law
The legal status of the pupil, the teacher, and the superintendent; liabilities of school boards; interrelationships of the school andthe state. The interrelationships of the school board and municipality, as well as labor laws.

ASGE6330: Assessment of Personnel Performance in Educational Institutions
The examination and application of principles and practices in evaluation processes to personnel employed in educational systems. Strategies for implementi

ASGE6331: Shaping Educational 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.

ASGE6333: Professional Development
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.

ASGE6338: Ethics of School Administration
Using case studies and theoretical analyses, this course examines the ethical issues that school administrators commonly face.

ASGE6359: Administration of Post-Secondary Education
The course examines the variety of educational institutions beyond secondary education, including colleges and universities, community colleges, professional schools, and career preparation institutes from an organizational and management perspective. Beginning with an overview of the history and philosophy of post-secondary education, this course will consider how purpose, structure, function, budget, and operations have developed and changed to meet the changing needs of and demands on post-secondary education in the 21st century.

ASGE6361: Strategic Planning/Change
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.

ASGE6362: Understanding and Managing Change
Students learn to scan the internal and external environments to identify challenges and constraints, to understandstakeholders’ 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.

ASGE6371: Historical and Descriptive Research
Techniques in the use of archival materials, primary sources, and secondary publications will be taught in the framework of educational policy research.

ASGE6428: Administration of Higher Education
The course examines issues such as governance, leadership, decision-making, and personnel policies and practices in the day-to-day administration and long-range planning of higher education with special focus on both the unique and common roles and goals of community colleges, senior colleges, and universities in the United States.

ASGE6461: Critical Issues in Administration and Supervision
Synthesizes research on enduring and emerging issues in administration and supervision, including retrenchment, special education, finance, and desegregation.

ASGE6520/6521: Internship I and 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.

ASGE6531: Clinic for School Administrators
This clinic course provides a university setting in which present and prospective administrators can consider current issues, problems, and opportunities in contemporary school systems.

ASGE6532: Seminar for Nonpublic School Administrators
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.

ASGE6541: Perspectives on Leadership
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 becomming accountable school leaders.

ASGE6620: Advanced Statistics in Educational Leadership, Administration, and Policy
Covers statistical inference and prediction in research in educational leadership, administration, and policy, including parametric and nonparametric methods, and concepts of measurement and probability.

ASGE6720: Program Evaluation and Research in Administration and Supervision 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.

ASGE7322: Economics and Finance of Education
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.

ASGE7333: Data Analysis and Accountability
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 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 receive from 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.

ASGE7428: Seminar in 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.

ASGE7429: Social Theories and Educational Institutions
This is an in-depth analysis of social theories and their implications for the restructuring of educational and other social institutions. The course focuses on structural-functional theory and other theories and their contemporary critics.

ASGE7430: Political Factors in Administration and Supervision
The study of the effects of coalitions, local political systems, and power and authority with respect to administering and leading educational systems.

ASGE7431: Administration and Supervision Seminar
An advanced seminar in administration and supervision; exploration and study of comprehensive professional concerns.ASGE7432 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.

ASGE7435: Strategic Thinking, Planning, and Implementation
Every organization needs to grow, and today’s organizations need to do so in a competitive and ever-changing environment. The heart of the change process is in the strategy the organization selects to move forward. In this course, students learn to understand their industry, the competition, and their organization’s core competencies and values. They learn strategic models, including those of Michael Porter, Treacy and Wiersma, Hamel and Prahalad, Kim and Mauborgne, and Richard D’Aveni. Using Nadler and Tushman’s model for Congruence, they learn to align their organizations with the chosen strategy.

ASGE7438: Interdisciplinary Foundations of Supervision
This course emphasizes theories and concepts from anthropology, economics, psychology, sociology, and communications, applicable to supervision.

ASGE7439: Advanced Seminar for Nonpublic School Administration
This course provides advanced study of administration in nonpublic schools. Issues of finance, curriculum, personnel, physical plant, instruction, and community relations are covered.

ASGE7440: Seminar in Organizational 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 andpsychological forces influencing the behavior of the individual in organizations and the dynamics, processes, and structures of organizational behavior.

ASGE7442: Leading Organizational Change
This course focuses on the nature ofdiscontinuous change and on managing the paradoxes of change including chaos andorder.Several current theories of change will be presented and appliedto students’ organizational settings. The emphasis will be on developing leadership skills for crafting a vision, mission, and strategic plan for change, as well as for aligning the organization behind the vision.

ASGE7444: Leading a Learning Organization
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.

ASGE7446: Seminar in Organizational Culture
This course focuses on the nature of organizational culture: how it comes into being, how to shape a culture, and how to change a culture. Students discuss the development of norms, values, and behaviors in an organization. Examples of effective as well as dysfunctional cultures are analyzed.

ASGE7448: Seminar in Ethics and Social Justice
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.

ASGE7450: Seminar in the Spirituality of Leadership
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.

ASGE7530: Clinical Practice in Administration and Supervision
This course provides students with applied field experiences designed to work out solutions to particular problems of practice.

ASGE7531: Advanced Qualitative Research
This course offers students the opportunity to engage in field research activities that focus on initial research design, data collection, and analysis.

ASGE7721: Research in Administration and Supervision I
Emphasizes development of individual research proposals, using quantitative methods and design, in preparation for dissertation seminar.

ASGE7731: Research in Administration and Supervision II
Continue development of conceptualizing research questions with emphasis on qualitative methodology.

ASGE8505: Directed Research in Educational Leadership, Administration, and Policy
Designed for students who are developing research problems or projects for their doctoral studies.

ASGE8750: Dissertation Seminar: Educational Leadership, Administration, and Policy
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.

ASGE8751: Dissertation Seminar: Educational Leadership, Administration, and Policy, Ph.D.
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.

ASGE9990: 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 Associate Dean for Academic Affairs.

Contemporary Learning (CLGE Courses)

CLGE0900: Permanent Matriculation Status
Enroll in this course to demonstrate satisfactory progress completing 12 to 15 credits, which leads to permanent matriculation status.

CLGE0999: Proposal Acceptance
Enrollment to document dissertation proposal is completed.

CLGE6100, 6101, 6102, 6103, 6104: Special Topics in Contemporary Learning and Interdisciplinary Research

CLGE6140: Foundations of Interdisciplinary Research I
During this two-semester seminar, doctoral students will be immersed in representative seminal and field/action research studies drawing on the professional literature in psychology, anthropology, linguistics, and education to develop an understanding of diverse research traditions. Participants will explore research designs and processes in published studies for posing questions, and collecting, analyzing, and interpreting data from quantitative and qualitative perspectives. Drawing on the knowledge bases informing an interdisciplinary understanding of learning, we will design our individual and collaborative studies using hypothesis testing and hypothesis-generating stances, mindful of the ethical dimensions of these endeavors.

CLGE6142: Foundations of Interdisciplinary Research II
During this two-semester seminar, doctoral students will be immersed in representative seminal and field/action research studies drawing on the professional literature in psychology, anthropology, linguistics, and education to develop an understanding of diverse research traditions. Participants will explore research designs and processes in published studies for posing questions, and collecting, analyzing, and interpreting data from quantitative and qualitative perspectives. Drawing on the knowledge bases informing an interdisciplinary understanding oflearning, we will design our individual and collaborative studies using hypothesis testing and hypothesis-generating stances, mindful of the ethical dimensions of these endeavors.

CLGE6240: Global Perspectives on Language, Culture, and Equity
This course provides theoretical and research exploration of global conceptualizations for communicating and learning in more than one language. By exploring historical and contemporary scholarly sources, Graduate Students (GSs) will create a more holistic understanding of language policies and practices in multilingual educational communities. The multiple contexts where many languages intersect and the impact of such intersection on educational policies, practices, and advocacy, will be examined critically. GSs will consider key implications of the research for achieving educational equity, affirming identities, and assuming an additive multilingual perspective in education.

CLGE6280: Multicultural Competencies and Tools of Awareness, Transformation, and Advocacy
Grounded in interdisciplinary theory, research, and practice implications for effective learning, this course is designed to develop (a) foundational multicultural competencies, particularly in the selfawareness components of empathic resources and hidden biases, and (b) culturally relevant tools for promoting educational achievement for all students, including those vulnerable to discrimination. Students will be challenged to reflect on their own cultural biases; expand their conception of appropriate professional roles; and develop awareness, knowledge, and skills necessary to facilitate effective learning opportunities with diverse students. This course incorporates didactic, experiential, cognitive, affective, individual, and smallgroup modes of learning. The prerequisite to this course is CTGE 6810, Sociopolitical Dimensions of Education.

CLGE6340: Designing, Implementing, and Evaluating Studies and Programs
This course will integrate the discussion of research designs and the development and implementation of evidence-based practices in educational settings. Multiple perspectives and experiences will be provided in developing practitioners as researchers through understanding and critiquing critical issues related to the implementation of response-tointervention models in school systems, research studies across disciplines, interventions provided to students with different challenges (e.g., reading, behavior, language/speech development), and practical experiences with classroom/school observations, and critiquing and conducting research using different research designs.

CLGE6380: Standardized and Alternate Assessments for Students at Risk or with Disabilities
This course will focus on practices and policies related to the use of standardized and alternative assessment approaches for understanding and supporting student learning, instructional planning, and policymaking. Assessment systems used with students with disabilities for progress monitoring, accountability, data-based decision making at individual, school, and state levels will be explored. The course will further explore roles of teachers and other professionals, administrators, and policymakers in developing equitable and meaningful standardized and alternative assessment approaches for all students.

CLGE6400: Learning Through Language
An interdisciplinary course focusing on the relationship for teachers and supervisors between language as a tool for learning nd 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 proficiencies of students in all levels of education.

CLGE6440: Understanding Contemporary Literacies
This course introduces various frameworks of literacy in the contemporary world. By exploring print and traditional literacies, new literacies, digital literacies, multimodal literacies, critical literacy, language study (e.g., sociolinguistics, psycholinguistics), and multilingualism, this survey course introduces students to these areas of study and asks them to create definitions of literacy that will inform their own research in the field.

CLGE6540: Development in Context
This course will review current thinking in developmental psychology as reflected in prevailing developmental theory and current areas of research. Course readings and assignments will address developmental issues throughout the lifespan, such as the parent-child relationship during infancy, peer relations during middle childhood, media impact on social development during adolescence, and transitions in cognitive performance during adulthood. Special emphasis will be placed on the ramifications of these issues for contemporary learning among child and adult learners.

CLGE6550: Motivation to Learn
Have you ever wondered why some individuals, despite setbacks, continue to work hard while others give up easily or do not try at all? Have you also ever wondered what could be done to motivate individuals? This course will focus on addressing these types of questions by taking an in-depth look at achievement motivation from a psychological perspective. In particular, we will look at how individuals’ responses to questions such as “Can I do this task?” and “Why do I want to do this task?” shape their engagement and learning. We will address these questions through the theoretical lenses of major theories of achievement motivation, including attribution theory, expectancy-value theory, social-cognitive theory, achievementgoal theory, and self-determination theory. As part of our discussion, we will also consider how achievement motivation develops, and what can be done to promote the development of adaptive forms of motivation. We will also address that role technology plays in impacting motivation to learn.

CLGE7150: Program Assessment and Evaluation I
This course focuses on how to assess the effectiveness of educational service delivery systems, both in schools and other human service settings. Students develop facility in methods to measure, assess, and analyze information relating to different types of evaluation. Students will also learn how to conduct a metaevaluation. During this two-semester interdisciplinary experience, doctoral students will conduct a research study for a school or district that has identified a program that they would like evaluated. Working in interdisciplinary teams, students will clarify the purpose of the evaluation, review relevant materials and research related to the program, identify all of the relevant stakeholders, and develop a program evaluation plan to be submitted to the district. In the second semester, students will identify and design a variety of measurement tools to collect data from all stakeholder groups. Both survey and interview data will be collected and analyzed. Each team will be responsible for presenting their findings and contributing to the final report submitted to the school.

CLGE7152: Program Assessment and Evaluation II
This course focuses on how to assess the effectiveness of educational service delivery systems, both in schools and other human service settings. Students develop facility in methods to measure, assess, and analyze information relating to different types of evaluation. Students will also learn how to conduct a metaevaluation. During this two-semester interdisciplinary experience, doctoral students will conduct a research study for a school or district that has identified a program that they would like evaluated. Working in interdisciplinary teams, students will clarify the purpose of the evaluation, review relevant materials and research related to the program, identify all of the relevant stakeholders, and develop a program evaluation plan to be submitted to the district. In the second semester, students will identify and design a variety of measurementtools to collect data from all stakeholder groups. Both survey and interview data will be collected and analyzed. Each team will be responsible for presenting their findings and contributingto the final report submitted to the school.

CLGE7175: Internship in Contemporary Learning and Interdisciplinary Research
Offered as a guided tutorial course, students will engage in professional experiences in the schools and/or education-related agencies as interns. Students must receive a minimum of one hour of supervision for every eight hours at the site. Supervision may be provided by doctoral-level curriculum coordinators, supervisors, or consultants. Registration requires the written approval of chairperson, faculty supervisor, and agency director.

CLGE7190: Advanced Seminar in Interdisciplinary Research I
This team-taught, two-semester seminar will scaffold the skills and learning of research apprentices through the process of conducting interdisciplinary, ethnographic, field, and empirical research studies. As part of this course, students will be exposed to diverse data collection and analytic tools, including an exploration of the uses of classroom/authentic artifacts, community building, concept development, verbal protocol analysis, and development as a learner/researcher.

CLGE7192: Advanced Seminar in Interdisciplinary Research II
This team-taught, two-semester seminar will scaffold the skills and learning of research apprentices through the process of conducting interdisciplinary, ethnographic, field, and empirical research studies. As part of this course, students will be exposed to diverse data collection and analytic tools, including an exploration of the uses of classroom/authentic artifacts, community building, concept development, verbal protocol analysis, and development as a learner/researcher.

CLGE7220: Closing the Opportunity/Achievement Gap
This course provides educators, leaders, and policymakers with the skills, knowledge, and dispositions to work with diverse youth populations. This course is designed to equip students with an understanding and awareness of an array of cultural strengths and challenges marginalized youth deal with on a daily basis. This course examines how we can help youth develop within and despite the public policy, cultural, and educational environments in and out of schools. We look at the strengths that can be found in students, communities, and the larger culture, and we analyze how to tap into those strengths and build bridges within communities. The course offers skills in structuring environments that can help an increasingly diverse student population have meaningful, developmental, and relevant educational experiences.

CLGE7240: Multilingual Literacy: Exploring Literacy in Multiple Languages and Cultures
This course provides theoretical and research foundations to the intersection of language and culture across literacy practices in multiple educational, social, and geographical contexts. Graduate Students (GSs) will examine notions about and uses of multilingual literacy informed by a variety of critical lenses that emerge from the scholarly literature in education, anthropology, sociocultural studies, and applied linguistics. We will explore the nature of language and culture as it interacts with the type of literacy that is enacted in schools and other educational settings in different countries and socioeconomic settings. Key implications for developing and implementing literacy pedagogy that is relevant to linguistic and cultural diversity and is instrumental in closing the achievement gap will be delineated.

CLGE7260: Equitable Assessment in Multilingual and Multicultural Classrooms
This course provides theoretical and research in multilingual and multicultural classrooms. By exploring historical and contemporary scholarly sources, Graduate Students (GSs) will decipher the trajectory of assessing Emergent Bilinguals’ (EBs) language proficiency and content knowledge in the United States, and compare to practices in other countries. GSs will critically examine ways in which an accountability system for EBs can be valid and reliable to accomplish two interrelated goals: (1) assessment of learning and (2) assessment for learning. GSs will consider key implications of the research for challenging narrow notions of accountability within multiple educational contexts, and for developing and implementing assessment practices that fully demonstrate EBs’ linguistic proficiency and academic knowledge.

CLGE7340: Contemporary Interventions for Struggling Readers and Writers
It is estimated that more than 10 million children in the United States have some degree of oral-language-based reading disability. Roughly 80 percent of children referred for special services require support services in reading, writing, and oral language. Best contemporary practices rely on interdisciplinary teams to assess difficulties and plan interventions. This interdisciplinary course draws from the fields of literacy, learning disabilities, psychology, and neuroscience in examining theories and research in reading and writing processes and best practices for universal design.

CLGE7350: Positive Behavior Supports
This course focuses on obtaining the knowledge and skills necessary to develop, implement, and evaluate the impact of Positive Behavior Support on student behavior. The course specifically covers general classroom management, Functional Behavior Assessment (FBA), and Positive Behavior Support (PBS) within the Response to Intervention (RTI). These are foundations of an appropriate behavioral intervention in supporting all students in classrooms and schools at large. The students will participate in lectures, discussions, article reviews, in-class activities, and case studies.

CLGE7490: Teaching Composition in the 21st Century: Theory and Practice
The nature of writing is changing in the 21st century. Contemporary models of teaching and learning must consider the role of composition in school curricula and the ways that technology and writing are inherently linked in a globalized world. This course will explore cognitive and sociocultural perspectives of writing, and ask students to consider and practice methods for teaching and researching issues of composition in the 21st century. Particular focus will be given to finding, reading, and critiquing studies related to the teaching of writing.

CLGE7520: Cognition, Technology, and Innovation
What role does technology play in learning? Is it helpful? Or does it impede learning? How can technology be used to facilitate learning? These are some of the questions that we will be addressing in this class. The overall objective of this course is to gain and apply knowledge of human information processing, motivation, and creativity to the design of effective instruction.

CLGE7570: Positive Trajectories: Resilience and Adaptation
This course provides an overview of the extant research on the individual, community, and cultural qualities that facilitate optimal development among “at risk” learners. Drawing on a strengths-based model, emphasis will be placed on the compensatory and protective mechanisms that support learning and achievement in and across diverse contemporary learning contexts.

CLGE8110: Dissertation Seminar: Contemporary Learning and Interdisciplinary Research
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.

CLGE8111: Dissertation Seminar: Contemporary Learning and Interdisciplinary Research
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

Curriculum and Teaching (CTGE Courses)

CTGE0701: Master’s Comprehensive Exam/Assessment
Part one of the master’s comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.

CTGE0702: Master’s Comprehensive Exam/Assessment
Part two of the master’s comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.

CTGE0703: Intern Fellowship Portfolio
Development and review of professional portfolio for elementary teacher candidates in the Intern Fellowship Program.

CTGE0704: Childhood Education 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.

CTGE0707: Early Childhood Education Portfolio
Development and review of professional portfolio for early childhood education teacher candidates in M.S.T. certification programs. Candidates must demonstrate that they have met early childhood education program goals as well as program goals of specific certification areas.

CTGE0709: Adolescence Education 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.

CTGE0710: Portfolio for Literacy Education
Development and review of professional portfolio for candidates in the Language and Literacy Education programs, Birth–Grade 6; Grades 5–12.

CTGE0712: Portfolio for TESOL

CTGE0715: Young Readers Portfolio

CTGE0718: Childhood Special Education Portfolio
Development and revision of professional portfolio for Childhood Special Education teacher candidates in the M.S.Ed. program.

CTGE0900: Permanent Matriculation Status
During the semester the student demonstrates satisfactory process completing 12 to 15 credits, which leads to permanent matriculation status.

CTGE0901: Doctoral Comprehensive Exam/Assessment
Part one of the doctoral comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.

CTGE0902: Doctoral Comprehensive Exam/Assessment
Part two of the doctoral comprehensive exam or assessment for programs in the Division of Curriculum and Teaching.

CTGE0999: Proposal Acceptance
During the semester the dissertation proposal is completed.

CTGE5065: Integrating Technology into Elementary Education
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, managing classrooms, using assistive technology, and communicating electronically from a K-6 perspective.

CTGE5066: Teaching Social Studies to Children
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.

CTGE5153: Teaching the Gifted and Talented
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.

CTGE5154: Including Exceptional Students
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 an Individualized Education Program (IEP). The course focuses on three interconnected strands: the effect of disabilities on learning and behavior, skills to identify student strengths and areas of need in order to individualize instruction, and collaboration 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.

CTGE5155: Special Education Foundations: Past, Present, Future
Trace the principles, policies, practices, and perspectives of special education over time in the United States and other countries. Analyze characteristics and instructional needs of students with a range of disabilities and implications for the legal and professional responsibilities of classroom teachers. Study autism in-depth and apply learning to practical situations. Increase student access to the general education curriculum through collaboration with other professionals, universal design for learning, response to intervention (RTI), and assistive technology. Consider implications for multicultural classrooms in the diagnosis and instruction of students with disabilities. Students will complete eight hours of fieldwork focused on students with disabilities. Prerequisite for all special education courses.

CTGE5156: Inclusive Curriculum: Design, Assessment, and Classroom Organization
This course focuses on three interconnected teaching strands: curriculum design, classroom organization and management, and assessment. It assumes a reflectivepractitioner stance in which the teacher draws from multiple models in planning for learning and teaching, 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.

CTGE5157: Assessment Strategies for Young Children with Disabilities
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.

CTGE5159: Assessment of All Children with Disabilities
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.

CTGE5160: Instructional Modifications for Adolescents in Inclusive Classrooms
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: CTGE5154 Including Exceptional Students.CTGE5161 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 socioeconomic origins; 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.

CTGE5165: Consultation and Co-Teaching in Collaborative Classrooms
Develop the knowledge, skills, and professional dispositions related to effective communication and shared problem solving used daily in supporting students, families, and the community. Practice facilitation roles and responsibilities in key school structures, such as IEP meetings, pre-referral intervention assistance teams, RTI teams, paraeducators, transition planning, and collaborative or co-teaching. Learn how to use positive behavior intervention and supports, functional behavioral analysis, and behavioral consultation. Plan how to develop a collaborative classroom culture where diversity strengthens a learning community. Students will complete 10 hours of fieldwork focused on students with disabilities.

CTGE5170: Assessment of All Learners with Disabilities
Examine assessments used to determine eligibility for special education and responsiveness to instruction, including norm-referenced tests, criterion-referenced assessment tasks, and curriculum-based assessments. Explore assessments designed specifically for evaluating students’ literacy skills, mathematics skills, behavior, and intelligence. Conduct an in-depth assessment project in which multiple assessment methods are used to evaluate an at-risk student or student identified with special needs in the language or communication domain, and make recommendations for services and instruction. Students will complete eight hours of fieldwork focused on students with disabilities.

CTGE5175: Teaching English Language Arts and Social Studies in Inclusive Adolescence Classrooms
Learn strategies for resolving dilemmas of learner differences when planning curriculum content, daily learning experiences, and assessments specifically for english language arts and social studies courses. Practice evidence-based teaching methods focused on remediation and acceleration to increase the accessibility and achievement of diverse learners to the general education curriculum. Use the arts, technology, and assistive technology to support differentiated instruction. Establish equitable grading policies, monitor IEP goals, teach struggling readers and writers, and provide accommodations and modifications of curriculum and testing specific to teaching the subject areas of English language arts and social studies. Plan curriculum for a diverse learning community, considering learning processes, motivation, communication, and classroom management, including managing behavior of students with disabilities and promoting development of positive social interaction skills. Students will complete eight hours of fieldwork focused on students with disabilities.

CTGE5176: Teaching Math and Science in Inclusive Adolescence Classrooms
Learn strategies for resolving dilemmas of learner differences when planning curriculum content, daily learning experiences, and assessments specifically for math and science courses. Practice evidence-based teaching methods focused on remediation and acceleration to increase the accessibility and achievement of diverse learners to the general education curriculum. Use manipulatives, modeling, technology, and assistive technology to support differentiated instruction. Establish equitable grading policies, monitor IEP goals, teach struggling readers and writers, and provide accommodations and modifications of curriculum and testing specific to teaching the subject areas of math and science. Plan curriculum for a diverse learning community, considering learning processes, motivation, communication, and classroom management, including managing behavior of students with disabilities and promoting development of positive social interaction skills. Students will complete eight hours of fieldwork focused on students with disabilities

CTGE5200: Field Experience Seminar: Issues in Reflective Practice
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 the prevention of child abuse, drug and alcohol abuse, and violence, and for developing the skills and knowledge necessary to provide a sense of community in a safe, respectful, and nurturing classroom environment.

CTGE5201: Student Teaching Seminar: Issues in Reflective Practice
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 ofstudents 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 seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences.

CTGE5211: Practicum for In-Service Teachers
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.

CTGE5212: Teaching the Arts in Childhood Education
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.

CTGE5222: Practicum for In-Service Teachers
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.

CTGE5227: Teaching Mathematics 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.

CTGE5230: Framework for Education for All
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.

CTGE5231: Workshop in Early Childhood Education
Translating the theories and concepts of early childhood education into the practice of early childhood education; emphasis on structured discussions with speakers, films, and demonstrations. Course content will vary to meet the unique characteristics and needs of students enrolled.

CTGE5232: Early Childhood Curriculum and Assessment
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, and instructional and behavioral.

CTGE5233: Early Learning Through 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.

CTGE5234: Family, Community, and All Young Children
This course critically examines 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.

CTGE5236: Emerging Literacy: Cultural and Linguistic Issues
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.

CTGE5242: Teaching Science and Technology to 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.

CTGE5245: Children’s Literature in a Multicultural Society
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.

CTGE5247: Teaching Linguistically and Culturally Diverse Children
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.

CTGE5259: Contemporary Social Studies Education
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.

CTGE5260: Teaching Social Studies to Adolescents
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.

CTGE5270: Teaching Biology to Adolescents
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.

CTGE5271: Teaching and Assessing Biology:Adolescents
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.

CTGE5272: Teaching and Assessing Science in Adolescent Classrooms (7-12)
This course familiarizes students with a variety of methods and materials for teaching science (biology, chemistry, earth science, and physics) to adolescents.

CTGE5275: Integrating Math, Science, and Technology Education
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, and 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.

CTGE5279: Contemporary Science Education
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.

CTGE5280: Teaching Chemistry to Adolescents
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 the course 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.

CTGE5281: Teaching and Assessing Chemistry: Adolescents
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.

CTGE5286: Teaching and Assessing Mathematics: Adolescents
This course introduces a variety of instructional and assessment strategies for teaching mathematics to adolescents in grades 7 through 12. Discussions center on methods of planning, teaching, and managing mathematics classes. This course is taught during the student teaching experience.

CTGE5290: Teaching Physics to Adolescents
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 cultures. The goals and objectives of the course are in concert with the National Science Education Standards for professional development of learning physics content, learning to teach physics, lifelong learning, and integrated programs.

CTGE5291: Teaching and Assessing Physics: Adolescents
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.

CTGE5304: Learning Environments for Diverse Adolescents: Reflective Field Experience
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 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.

CTGE5305: Teaching Linguistically and Culturally Diverse Adolescent Students
This course highlights instructional approaches and strategies for teachers of adolescents to promote oral and written English language development in culturally and linguistically diverse students. Emphasis is 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.

CTGE5308: Student-Teaching Adolescents: Research and Reflective Practice
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, his course focuses on the development of the portfolio to meet the requirements for a comprehensive examination for the pedagogical portion of the program.

CTGE5355: Curriculum Theories and Development
This course covers the 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; and the role of the teacher in curriculum development.

CTGE5357: Innovative Curriculum and Teaching Practices and Models
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 studentsand faculty; implications are drawn for maximizing student learning.

CTGE5411: Perspectives and Issues inEarly Childhood Special Education
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.

CTGE5421: Planning Instruction for Young Children with Disabilities
Topics include 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; and 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.

CTGE5422: Assessment of Young Children
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.

CTGE5460: Field Experience for Special Educators
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.

CTGE5505: Foundations of Language and Literacy Education
Focuses on systems of language, relationships between speech and writing, and the variation within and across languages. It covers cognitive dimensions—perception and memory, reading comprehension, and writing processes—of literacy and their interrelationships. Develops understandings of the history and structure of the English language, and of language development in individuals.

CTGE5506: Foundations of Language and Literacy Education in Inclusive Classrooms
Focuses on systems of language, relationships between speech and writing, and the variation within and across languages. It covers cognitive dimensions—perception and memory, reading comprehension, and writing processes—of literacy and their interrelationships. Develops understandings of the history and structure of the English language, and of language development in individuals.

CTGE5531: Foundations of Adolescent Literacy and the English Language
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 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.

CTGE5534: Beginning Reading and Writing in Inclusive Classrooms
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.

CTGE5536: Assessing and Developing Literacy English Language Arts Education
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 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 nonprint texts into the curriculum as a means for developing literacy.

CTGE5540: Adolescent Literature in a Multicultural Society
An exploration of the role of diverse adolescent literature from multiple genres across the disciplines 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.

CTGE5547: Literacy in the Content Areas
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 contentarea 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.

CTGE5548: Literacy Across the Curriculum in Inclusive Classrooms
This course has a threefold 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 teacherresearchers. 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.

CTGE5549: Assessing and Developing Reading and Writing in Social Studies, Science, and Mathematics
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.

CTGE5551: Reflective Practice and Field Experience I in an Inclusive Childhood Classroom
This course provides an introduction to schools and schooling practices. It is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. Class 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 is designed to meet the varyingneeds 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.

CTGE5552: Reflective Practice and Field Experience II in an Inclusive Childhood Classroom
This course provides an introduction to schools and schooling practices. It is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. Class 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.

CTGE5553: Reflective Practice and Student Teaching I in an Inclusive Childhood Classroom
This course provides an introduction to schools and schooling practices. It is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. Class 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.

CTGE5554: Reflective Practice and Student Teaching II in an Inclusive Childhood Classroom
This course provides an introduction to schools and schooling practices. It is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. Class 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.

CTGE5631: Science Curriculum and Instruction
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.

CTGE5791: Social Studies Curriculum
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.

CTGE5838: Teaching English Language Arts to Adolescents
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.

CTGE5840: Second Language Acquisition
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; secondlanguage proficiency, characteristics of L2 learners, ESL programs, instructional approaches, and instructional resources for teachers.

CTGE5841: Principles of Bilingual Education
Topics include an examination of local, national, and international types of bilingual curricular models and practices; sociolinguistic and psycholinguistic aspects of bilingualism; and approaches to concept development in bilingual students.

CTGE5842: Second Language Acquisition and Assessment
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, secondlanguage proficiency, characteristics of L2 learners, ESL programs, instructional approaches, and instructional resources for ESL teachers.

CTGE5844: Development of Communication Skills in English Language Learners
Practical approaches to development of language arts experiences, integrated bilingual and English-language techniques,curriculum materials, and assessment procedures.

CTGE5845: Integrating English Language Arts Across the Content Areas in the ESL Classroom
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.

CTGE5846: Teaching English Literacy to Culturally and Linguistically Diverse Students
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 readingand writing. The course emphasizes addressing all students to include the exceptional/learning disabled.

CTGE5847: Practicum in Teaching English as a Second Language
Supervised teaching practice of a minimum of 180 hours in ESL classrooms. Biweekly seminars.

CTGE5848: Student Teaching: 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 wholeclass and small-group teaching. Seminar in effective teaching practices.

CTGE5849: Observing and Documenting Children’s Learning: Reflective and Effective English as a Second Language Practices
This course will introduce major childdevelopment 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.

CTGE5850: Observing and Documenting Children’s Learning: Reflective and Effective Early Childhood Practices
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.

CTGE5851: Bilingual Curriculum Materials Workshop: Content Areas
This course covers analysis, creation, and development of bilingual materials for mathematics, science, social studies, music, and art; multimedia approaches are considered.

CTGE5852: Bilingual/ESL Curriculum Development: Reading and Language Arts
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.

CTGE5853: Practicum in Bilingual/SecondLanguage Classrooms
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.

CTGE5855: English as a Second Language for Adults
This course focuses on the specific needs educators encounter as they prepare to teach 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.

CTGE5900: Strategies for Teaching 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.

CTGE5901: Program Development and Evaluation in Continuing Education
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.

CTGE5903: Funding of 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.

CTGE5904: Human Relations in Adult Education and Human Resource Development
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.

CTGE5905: Techniques for Teaching Effective Communication in Adult Education
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.

CTGE5910: Computers and Technology for Educators
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.

CTGE5912: Internet Applications and Distance Education
This course will focus on innovative, effective, and manageable applications of the Internet and distance education technologies in the classroom. 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.

CTGE5920: Adult Development and Adult Learning 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.

CTGE5925: Foundations of Adult Education
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.

CTGE6000: Developing Emerging Literacy
This course addresses emerging literacy in children from birth to age eight, 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.

CTGE6002: Beginning Literacy Development in Inclusive Classrooms
Theory- andresearch-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.

CTGE6004: Instructional Practices for Writing Across the K– 6 Curriculum
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 them more effective.

CTGE6006: Instructional Practices for Writing Across the 5 –12 Curriculum
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 through 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.

CTGE6008: Critical Literacy, Inquiry, and Literature for Children
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, and 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.

CTGE6010: Critical Literacy, Inquiry, and Literature for Adolescents
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.

CTGE6012: Assessment and Development of Literacy Processes: Birth– Grade 6: Practicum I
Literacy educators adopt reflective teacherresearcher 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. CTGE6012 is open only to matriculated students who have completed a minimum of nine credits in the program. Completion of CTGE6012 requires satisfying Gateway assignments, explained in the program handbook.

CTGE6014: Assessment and Development of Literacy Processes: Grades 5–12, Practicum I
Literacy educators adopt reflective teacherresearcher 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. CTGE6014 is open only to matriculated students who have completed a minimum of nine credits in the program. Completion of CTGE6014 requires satisfying Gateway assignments, explained in the program handbook.

CTGE6016: Research and Practice for Struggling Readers and Writers: Grades 1–6, Practicum II
Systematic documentation and analysis of literacy behaviors and literacy development of struggling readers and writers. 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 CTGE6012.

CTGE6018: Research and Practice for Struggling Adolescent Readers and Writers: Grades 5–12, Practicum II
Systematic documentation and analysis of literacy behaviors and literacy development of struggling readers and writers. 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 the completion of CTGE6014. Completion of CTGE6018 requires satisfying Gateway assignments, explained in the program handbook.

CTGE6191: Philisophy and Critique of Research in Curriculum
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.

CTGE6192: Research in the Teaching 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.

CTGE6195: Theory and Practice in Curriculum and Teaching
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.

CTGE6261: Technology in Reading, Writing, and Social Studies
The course will cover the uses of the computer and other technology in language arts and 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.

CTGE6262: Application of Computers to Special Education
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.

CTGE6265: Emerging Issues in Technology
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.

CTGE6300: 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.

CTGE6326: Perspectives on Standardized Language and Literacy Assessment: Policy and Practice
This course 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, examination of strengths and weaknesses of such instruments.

CTGE6400: Language for School Learning: Implications for Reading and Writing Programs
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.

CTGE6401: Teaching the Structure of the English
An introduction to theories of Englishlanguage 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.

CTGE6495: Communications Media and Education
Education examined as a communicating environment filled with formal and informal media–explicit and implicit messages involving educators as senders and receivers in a communications process.

CTGE6500: Interdisciplinary Perspectives on Literacy; Linguistic and Cognitive Development
The course focuses on literacy as the interrelationship between and among linguistic dimensions (systems of language, spoken-written language, development connections, language variation) and cognitive dimensions (development, teaching, learning, understanding, and interpretations). Addresses competing theories of literacy, language, and learning, and the potential implications for decision making by literacy leaders.

CTGE6501: Sociocultural and Developmental Dimensions of Literacy
Focuses on the sociocultural dimension of literacy (group uses of literacy; literacy as a tool for knowledge and power; the developmental dimension; patterns of learning literacy; role of learner, adult, and environment) and their interrelationships.

CTGE6532: Developing Literacy in Intermediate 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 through 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 nonprint texts into the curriculum as a means for developing literacy.

CTGE6551: Reflective Seminar in Literacy Education
As a culminating experience in the language and literacy program, students engage in weekly seminar sessions reflecting on evolving personal and 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.

CTGE6558: Seminar in Special Education: Human Relations and Collaboration
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.

CTGE6593: Administration and Supervision of Literacy and Language Programs
The course deals with organization, administration, and problems of organizing a reading program. Attention is also focused on in-service teacher education.

CTGE6608: Literacy Institute
This course covers important and emerging topics in literacy education; theories, current research, and best-practice applications for developing literacy proficiencies for kindergarten through grade 12.

CTGE6662: Teaching Geometric Concepts
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 as replacements, not as babysitters). The most effective tools build cognitive theory into their design. Tools that incorporate cognitive 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 graphicuser interfaces with a direct-manipulation style of interaction.

CTGE6781: Instructing Bilingual Special Education Students
The course presents a general overview of multiple perspectives in teaching the bilingual/limited English proficient students with special needs: instructional models, individualized instruction, the role of English in teaching, literacy development in both languages, and content-area teaching.

CTGE6810: Sociopolitical Dimensions of Education
This course introduces students to various pedagogical theories and leads to an understanding of how these theories relate to urban schooling in the 21st century. Several questions will guide the course: What are the relationships among power, knowledge, and social identities in the making of “teachers” and “students”? How is power—particularly in the form of class, race, gender, and other social stratifications—enacted, contested, and perpetuated in urban school contexts? Who is privileged? Who is disadvantaged?

CTGE6991/92: Internship in Curriculum and Teaching
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.

CTGE7190: Statistics and Quantification Design
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: onesemester of graduate study in educational and psychological statistics.

CTGE7194: Introduction to Qualitative Inquiry in Education
In this course, students will examine the nature and characteristics of various qualitative inquiry traditions utilized in educational research. Emphasis will be placed on developing competence in qualitative research design, data collection, analysis, and report writing.

CTGE7196: Research Policy in Early Childhood Education
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.

CTGE7220: The Dynamics and Dimensions of Teaching
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.

CTGE7236: Problems and Issues in Early Childhood Education
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.

CTGE7350: Research Seminar in Language, Literacy, and Learning
Contemporary research and innovations are studied; identification of crucial problems on which further research is needed; various avenues of research are explored.

CTGE7460: Advanced Seminar in Special Education Curriculum
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.

CTGE7470: Seminar in Language Disorders in Special Education
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.

CTGE7491: Reading and Writing as Psycholinguistic Processes
This course examines theories and research on reading and writing processes as these influence and result from cognitive activities. Implications for classroom use of reading and writing as activities for increasing learning.

CTGE7494: Language Development
An analysis 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.

CTGE7495: 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.

CTGE7496: Sociolinguistics: Language and Reading Analysis
An examination of theories of linguistic analysis as they provide insight into psycholinguistic and sociolinguist processes affecting reading. This course includes directions for research and implications for instruction.

CTGE7568: Advanced Practicum in Special Education
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.

CTGE7570: Advanced Study on Problems and Issues in Special Education
This course focuses on 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. Emphasis will be on communication and language disorders and on literacy development of children with disabilities.

CTGE7571: Research Issues and Policy Trends in Special Education
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 ncouraged to apply these concepts in their own classrooms and schools as a basis for their own field-based research.

CTGE7591: Evaluation and Testing in Literacy
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.

CTGE7595: Teacher Leadership, Supervision, and Professional Development
The course prepares teacher leaders to deal with the organization, evaluation, and implementation of professional development, mentoring, and supervision of instructional programs within a school.

CTGE7596: The Cognitive Bases of Language and Literacy
This course traces the origins of constructivist theory from the cognitive revolution in psychology, and includes work on theories of information processing, reader response, metacognition, and schema building, as well as the study of recent language- and literacy-based neurobiological methods. The course includes implications for curriculum and teaching, and possible links to the development of students’ research agendas.

CTGE7597: Tools for Inquiry in Language and Literacy Education
By “tools for inquiry” we mean both the research designs and data-collection instruments used in language and literacy research. We will explore a range of tools used across the continuum of qualitative, mixed-method, and quantitative research, including coding of language samples, as well as teacher-made and norm-referenced and criterion-referenced measures.

CTGE7664: Ethnography of Educational Settings
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.

CTGE7843: Second Language Proficiency
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.

CTGE7844: Language and Educational Assessment in Multiple Language Settings
Focuses on 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; and construction and application of new techniques and measures for such programs.

CTGE7845: Curriculum Models: Bilingual/ESL Programs
The course provides theoretical and practical knowledge related to planning, development, and implementation of curriculum models and methodsinbilingual 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.

CTGE7849: Theory and Current Research in Bilingual Education
Examination of curriculum development, 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, CTGE5546, CTGE7841.

CTGE8101: Advanced Research in Curriculum and Teaching
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.

CTGE8110/11: Dissertation Seminar in Language, Literacy, and Learning
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.

CTGE8502: Directed Research in Curriculum and Teaching
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.

CTGE9000: Special Topics in Curriculum and Teaching
Special topics in curriculum and teaching. (Permission of course instructor required.)

CTGE9990: 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 student’s adviser. Registration requires the approval of the professor directing the study, the division chairperson, and the Associate Dean for Academic Affairs.

Interdisciplinary Research (EDGE Courses)

EDGE0210: Child Abuse Identification and Reporting Workshop


EDGE0220: Drug, Alcohol, and Tobacco Training


EDGE0230: Schools Against Violence Education Workshop


EDGE0250: Health and Physical Education Training


EDGE0666: Maintenance of Matriculation


EDGE0990: Dissertation Oral Defense


EDGE0999: Dissertation Format Review


EDGE6100: Issues and Trends in American Education
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.

EDGE6101: Race and Multicultural Education in American Society
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.

EDGE6104: 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 or determining training effectiveness, and determining whether to use off-the-shelf materials or to develop in-house materials.

EDGE6105: 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.

EDGE6106: Practicum in Human Relations Education I
This course integrates the knowlEDGEand 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.

EDGE6107: Practicum in Human Relations Education 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.

EDGE6226: Design of Interactive Learning Systems
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 consent of instructor.

EDGE6280: Implementing a Computer-Based Instructional Program
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.

EDGE6703: Assessment in 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. Measurement concepts of reliability and validity are discussedin relation to developing or purchasing assessment tools.

EDGE6888: PracticuminCreative 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.

EDGE8001: Doctoral Research Apprenticeship
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: PermanentMatriculation Status.

EDGE9990: IndependentStudy
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.

EDGE9995: Doctoral Maintenance of Matriculation


EDGE9999: Dissertation Mentoring
Consultation with mentor and dissertation committee on defense of completed dissertation work

Psychology (PSGE Courses)

PSGE0705: Master’s Comprehensive Exam/Assessment in Counseling (0 credit)
Comprehensive exam or assessment for master’s program in counseling and personnel services.

PSGE0710: Master’s Comprehensive Exam/Assessment in Educational Psychology


PSGE0720: Master’s Comprehensive Exam/Assessment in Therapeutic Interventions


PSGE0725: Master’s Comprehensive Exam/Assessment in Preschool Psychology


PSGE0730: Master’s Comprehensive Exam/Assessment in Psychology of Bilingual Students


PSGE0735: Master’s Comprehensive Exam/Assessment in Educational Evaluation and Intervention


PSGE0805: P.D./Advanced Certificate Comprehensive Exam/Assessment in Counseling
Comprehensive exam or assessment for P.D. advanced certificate program in counseling.

PSGE0810: PD/Advanced Certificate Comprehensive Exam/Assessment in School Psychology


PSGE0815: PD/Advanced Certificate Comprehensive Exam/Assessment in Bilingual School Psychology


PSGE0900: Permanent Matriculation Status
During the semester the student demonstrates satisfactory progress completing 12 to 15 credits, which leads to permanent matriculation status.

PSGE0905: Doctoral Comprehensive in Counseling Psychology Exam/Assessment
Part One of the doctoral comprehensive exam or assessment for Ph.D. program in counseling psychology.

PSGE0910: Doctoral Comprehensive Exam/Assessment in Counseling Psychology
Part Two of the doctoral comprehensive exam or assessment for Ph.D. program in counseling psychology.

PSGE0915: Doctoral Comprehensive Exam/Assessment in Educational Psychology Part I


PSGE0920: Doctoral Comprehensive Exam/Assessment in Educational Psychology Part II


PSGE0925: Doctoral Comprehensive Exam/Assessment in Educational Psychology Part III


PSGE0930: Doctoral Comprehensive Exam/Assessment in School Psychology Part I


PSGE0935: Doctoral Comprehensive Exam/Assessment in School Psychology Part II


PSGE0999: Proposal Acceptance
During the semester the dissertation proposal is completed.

PSGE5203: Introduction to Research
Presentation of the basic concepts, tools, and methods of research in education and psychology.

PSGE5204: Research Methods in Counseling
Basic concepts, tools, and methods of research in counseling.

PSGE5210: Statistical Methods in Education and Psychology
Computation and interpretation of descriptive and inferential statistics. Measures of central tendency, variability, and relations. Probability theory and nonparametric tests of hypotheses.

PSGE5221: Introduction to Computers and Programming for Educators
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.

PSGE5301: Psychological Factors in Young Children with Disabilities
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 sociocultural and political contexts impacting child development, and the effectiveness of various intervention approaches and models so as to provide students with a knowlEDGEbase and skills for interventions.

PSGE5302: Psychology of Adolescent Development and Learning
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 adults, their learning abilities and processes; and individual, sociocultural, and other environmental factors affecting their learning and development.

PSGE5312: Foundations of Educational Psychology
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.

PSGE5314: Psychology of Classroom Organization and Management
The study of teacher-pupil interactions in classrooms. Characteristics of effective learning environments, time and behavior management, classroom climate, and leadership. Causes of student misbehavior and techniques for prevention and correction. Open only to matriculated students in one of Fordham’s initial teacher education programs.

PSGE5316: Psychology of Child Development and Learning
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 socioemotional domains. Special emphasis will be placed on the changes in learning that occur during infancy and childhood.

PSGE5318: Human Development and Learning: Pre-K–Grade 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.

PSGE5500: Psychological Factors in Children with 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.

PSGE5505: Psychology of Learning Disabilities
Identification of social, emotional, and learning characteristics of children diagnosed as brain injured, neurologically impaired, or learning disabled. Exploration of perceptual disabilities, language, and motivational and behavioral aspects of children who have learning problems.

PSGE5620: Introduction to 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 PSGE5622.

PSGE5621: Foundation of Professional Counseling and Consultation
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 PSGE5623.

PSGE5622: Pre-Practicum in Counseling I
Guided and supervised experience in individual counseling using a variety of counseling techniques. Must be taken with PSGE5620.

PSGE5623: Pre-Practicum in Counseling Process, Skills, and Techniques
Guided and supervised experience in individual counseling using a variety of counseling techniques. Must be taken with PSGE5621.

PSGE5630: Introduction to 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 PSGE5632 Pre-practicum in Counseling II.

PSGE5631: Counseling Theory and Practice
This course is designed to review and evaluate various theories of counseling and to encourage students to develop their own conceptualizations of the counseling process. This course must be taken concurrently with PSGE5633.

PSGE5632: Pre-Practicum in Counseling II
This course is the second semester of a two-semester pre-practicum experience. It must be taken concurrently with PSGE5630 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.

PSGE5633: Pre-Practicum in Applications of Counseling Theory to Practice
This course is the second semester of a two-semester pre-practicum experience. It must be taken concurrently with PSGE5631 Counseling Theory and Practice. Students will apply various theories of counseling to specific cases though role plays and taped practice counseling sessions. Feedback will be provided by the instructor and peers.

PSGE5658: Fundamental Counseling and Interviewing 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 PSGE5622.

PSGE6220: Computer Applications to Research
Direction of computerized data analysis in research. Use and modification of statistical package programs. Reporting findings. Prerequisite: PSGE5210 or permission of instructor.

PSGE6226: Design of Interactive Learning Systems
See EDGE6226.

PSGE6301: Psychology of Child Development
Theory and research on child development including prenatal through preadolescent stages. For teachers and psychologists, this course provides foundation knowlEDGEabout the physical, intellectual, and emotional development of children. Applications to learning in and adjusting to school settings are stressed.

PSGE6302: Psychology of Adolescent Development
Theory and study of developmental and learning processes 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, sociocultural, and other environmental factors affecting their learning and development.

PSGE6304: Development of the 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.

PSGE6308: Cognition and Instruction I: Foundations and Basic Processes
Historical and contemporary perspectives on the nature of minds 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 corequisite: PSGE6312.

PSGE6309: Cognition and Instruction II: Problem Solving
Analysis of the cognitive theories and research on problem solving. Processes underlying imagery, reasoning, transfer of skills, andcultural influences on problem solving will be discussed. Prerequisite: PSGE6308.

PSGE6310: Institute on Applied 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 led by noted researchers.

PSGE6311: Applications of Behavior Analysis in Educational Settings
Theory and application of psychological principles to modification of social and academic behavior in classrooms and other educational settings.

PSGE6312: Psychology of Cognition and Affect
This course is designed to introduce students to the theoretical and empirical investigation of human learning. Specifically, emphasis is placed on understanding both cognitive and affective bases of learning, and on new findings that improve understanding and maximize the use of three complex human skills, particularly in relation to educational and psychological practice.

PSGE6314: Psychology of Problem Solving and Creativity
Definitions of problem solving and creativity; theory, research, and measurement of the creative problemsolving process. Principles and procedures to increase creative thinking. Prerequisite: PSGE6312 or instructor’s permission.

PSGE6320: Psychology of Motivation
Theoretical and empirical investigation of human motivation and self-determination. Emphasis on understanding emotional and control processes responsible for motivatingselected behavior. Prerequisite: PSGE6312 or instructor’s permission.

PSGE6323: Psychology of Classroom Management
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.

PSGE6324: Environments for Managing Challenging Behaviors
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.

PSGE6325: Psychology 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.

PSGE6337: Advanced Educational Psychology: Instructional Design
Theories and models of instructional design. Applications of theory and research in educational psychology to the analysis and development of instructional programs. Prerequisite: PSGE6312 or permission of instructor.

PSGE6338: Design and Evaluation of Creativity Programs
Design, development, and evaluation of education and training programs to 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.

PSGE6341: Psychology of Personality and Individual Differences
Theory and research in differential psychology applied to educational settings. Topics include age, sex, intellectual, socioeconomic, racial, and ethnic differences; cognitive styles; and specialtalent abilities. Prerequisite: PSGE6312 or permission of instructor.

PSGE6345: 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.

PSGE6346: Social Psychology of 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.

PSGE6401: Seminar in the Psychology of 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.

PSGE6417: Developmental and Intellectual Disabilities
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.

PSGE6418: Emotional Disorders of Childhood and Adolescence
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.

PSGE6446: Consultation with Families
The purpose of this course is to provide students with the skills necessary to be effective consultants with families of young children.

PSGE6565: Media and Technology: Applications to Instruction
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.

PSGE6601: Understanding the Individual
Study of physiological, psychological, and sociological factors influencing human behavior, with an in-depth case study of an individual required.

PSGE6602: 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.

PSGE6603: Multicultural Issues in Professional Psychology
The course is designed to provide psychologists, counselors, and school personnel with the requisite knowlEDGEfor 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.

PSGE6604: Addressing the Clinical and Cultural Realities of HIV Disease
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 knowlEDGEof mental health networks and local resources.

PSGE6605: Counseling Program Development and Evaluation
The purpose of this course is to provide students with an introduction to principles and methods of counseling program development and evaluation. Psychoeducational, therapeutic, developmental, and culturally appropriate interventions will be considered on individual, group, and system levels. The course focuses on developing and evaluating the effectiveness of counseling interventions based on research evidence. Students will apply the knowlEDGEthey gain—through course instruction, assigned readings, and focused reviews of literature relevant to their particular counseling interests—to develop a proposal for a counseling intervention program and design a plan for its implementation and evaluation. Prerequisites: PGSE 5620, 5622, 5204.

PSGE6607: Assessment in Counseling
This course is an introduction to basic issues and procedures in counseling assessment and testing across the life span. It is part of the PSGE6602 – PGSE 6607 counseling module, and the content is geared toward practicing professional counselors in a variety of settings. Multicultural and ethical issues are infused throughout the course content.

PSGE6609: Advanced Assessment and Appraisal in Counseling
Prerequisite for the course is Assessment in Counseling (PSGE6607). This course is required for students in the Mental Health Counseling program. This class focuses on clinical assessment in mental health counseling with an emphasis on objective inventories of personality and psychopathology. Students will be exposed to a number of assessments of personality and psychotherapy, with a particular emphasis on the range of inventories. Students will also learn diagnostic interviewing and semistructured assessments of psychopathology. Multicultural and ethical issues are infused throughout the course content and process.

PSGE6630: Group Counseling
Principles of group dynamics that have implications for group counseling are studied. Must be taken with PSGE6632. Prerequisites: PSGE5620 and PSGE5622.

PSGE6632: 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 PSGE6630. Prerequisites: PSGE5620 and PSGE5622.

PSGE6640: Career Counseling
Theories, research, and processes of career development are examined. Must be taken with PSGE6641. Prerequisites: PSGE5620 and PSGE5622.

PSGE6641: Practicum in Career Counseling
Focus is on assessment techniques and methods of career development. A casestudy approach is used. Must be taken with PSGE6640. Prerequisites: PSGE5620 and PSGE5622.

PSGE6645: General Psychopathology
This course will provide a comprehensive overview of psychopathology. The survey will begin by contextualizing notions of psychopathology within the historical milieu of the cultures of psychology and psychiatry. Methodological and taxonomic issues will be explored with an emphasis on the paradigm presented by DSM-IV. The major adult psychiatric disorders (both Axis I and Axis II) will be studied in detail. Related diagnostic and assessment strategies will also be discussed. Through readings and in-class activities, students are expected to develop an understanding of etiological, diagnostic, and treatment issues related to the various disorders addressed.

PSGE6649: Administration, Consultation, and Supervision of Counseling Services
Theory and research related to the administration of counseling services, consultation, and the supervision processes are explored. Attention is given to counseling services in both private and public sectors.

PSGE6650: Ethics and Professional Issues in Counseling
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 PSGE6652. Prerequisites: Areas I, II, III, and IV from the counseling curriculum.

PSGE6651: Field Experience I in Mental Health Counseling
This is the first field experience course (fall only) for master’s students in mental health counseling. Students function as mental health counselors under supervision in a hospital, college, or other agency settings. Experiences vary by site, are individually planned, and may include individual or group counseling, assessment, and attendance at case conferences or staff meetings. Students are responsible for locating and contracting with their own qualifying site, subject to the approval of the coordinator of master’s field experience and their adviser. The course includes group supervision, case presentations, and content specific to developing mental health counseling competencies. Corequisite: PSGE6650. Prerequisites: PSGE5620-5622, 5630-5632, 6630-6632, 6640-6641, 6602, and 6607.

PSGE6652: Field Experience in Counseling I
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 or 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 PSGE6650. Prerequisites: PSGE5620, 5622, 6640, 6630, 6632, 6602, and 6702.

PSGE6653: Field Experience II in Mental Health Counseling
This is the second field experience course (spring only) for master’s students in mental health counseling. Students function as mental health counselors under supervision in a hospital, college, or other agency settings. Experiences vary by site, are individually planned, and may include individual or group counseling, assessment, and attendance at case conferences or staff meetings. Students are responsible for locating and contracting with their own qualifying site, subject to the approval of the coordinator of master’s field experiences and their adviser. The course includes group supervision, case presentations, and content specific to developing mental health counseling competencies. Prerequisite: PSGE6651.

PSGE6654: Field Experience in Counseling II
This course is the second semester of a twosemester practicum experience for master’s students in counseling and personnel services.

PSGE6655: Field Experience III in Mental Health Counseling
This course is offered as an option of a third field experience course (summer-I only) for those master’s students in mental health counseling who completed the minimum number of supervised hours in the first two practica. Students function as mental health counselors under supervision in a hospital, college, or other agency settings. Students are responsible for locating and contracting with their own qualifying site, subject to the approval of the coordinator of master’s field experiences and their adviser. The course includes group supervision, case presentations, and content specific to developing mental health counseling competencies. Prerequisite: PSGE6653.

PSGE6656: Multicultural Counseling
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.

PSGE6670: TopicalSeminar in Counseling
The specific theme or topic of the course will change as different issues in counseling psychology require more specific attention. The course is 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.

PSGE6702: Fundamentals of Educational and Psychological Measurement
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.

PSGE7101: Advanced Independent Study: PES
Independent study in topics in psychology. Permission of instructor required.

PSGE7210: Experimental Design
This is an advanced course in statistical methods applied to experimental and quasiexperimental research. Students will use and interpret analysis of variance and covariance in two- and three-way factorial designs with fixed random factors. Controls for the threats to internal and external validity are considered. Post hoc means tests in main and interaction effects are examined. Students will use calculators and computer computation programs.

PSGE7211: Correlational Design and Analysis
The purpose of this course is to survey fundamental and advanced topics in regression analysis. We will begin with standard linear regression before covering more advanced topics (e.g., path analysis). Special emphasis will be placed on the development of statistical reasoning skills and concepts; computational skill is secondary. Students will be taught the use of statistical software to handle the computations. This course will be writing-intensive. Completion of an extensive statistics project is an essential component of this course.

PSGE7213: Multivariate Techniques in Education and Psychology
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: PSGE7211.

PSGE7301: Advanced Developmental Psychology
Analysis of recent theory and research in developmental psychology. Prerequisite: PSGE6301 or PSGE6302.

PSGE7340: Practicum or Fieldwork in Educational Psychology
Supervised practicum or fieldwork in an educational psychology-appropriate setting. On-campus seminars. Permission of program faculty required.

PSGE7370: Pro-Seminar in Educational Psychology
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.

PSGE7412: Personality Assessment
Introduction to the theory of personality assessment. Practice in administration, scoring, and interpretation of selected projective techniques used with 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: PSGE7508.

PSGE7413: School Psychology: Advanced Assessment Seminar
This advanced seminar on assessment is designed to provide students with theoretical knowlEDGEand 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: PSGE7508 and permission from the instructor.

PSGE7418: Non-Biased Assessment and Decision Making
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: PSGE7508.

PSGE7422: Instructional Consultation
Assessment and remediation of children with school learning problems. Teacher consultation, observation, task analysis, and evaluation of learning problems. Prerequisites: PSGE7508 and PSGE7445.

PSGE7423: Therapeutic Interventions in the Schools
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.

PSGE7425: Advanced Intervention Seminar: Preschool Intervention
This course is designed to be a topical seminar that will cover a number of major issues and trends in preschool intervention.

PSGE7426: Advanced Intervention Seminar: Educational Intervention
This course is designed to be a topical seminar that will cover a number of major issues and trends in educational interventions.

PSGE7427: Advanced Intervention Seminar: Bilingual Intervention
This course is designed to be a topical seminar that will cover a number of major issues and trends in interventions with bilingual students.

PSGE7428: Advanced Intervention Seminar: Therapeutic Intervention
This course is designed to be a topical seminar that will cover a number of major issues and trends in therapeutic interventions. Intensive supervision will be provided.

PSGE7429: Integration of Assessment Techniques
Supervised pre-internship experience in the integrated use of psychoeducational tests; histories; observation; and clinical interviews in the study of children, adolescents, and 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 conductassessments with clients and attend weekly staff meetings. Registration limited to matriculated students in school psychology or with the permission of the instructor. Prerequisites: PSGE7508, PSGE7412, and PSGE7418.

PSGE7430: The Neuropsychology of Learning Disorders
A survey of the biological bases oflearning 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: PSGE7429.

PSGE7435: Foundations of Neuropsychology
Focus is on neuropsychology as a science, and its purpose is to assist psychology students in developing 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 thetheoretical foundations of neuropsychology.

PSGE7442: Role and Function of the School Psychologist
An analysis of the role of the school psychologist. Emphasis is on models for delivering effective services. Consideration of ethical and legal issues.

PSGE7444: Psychology: History and Ethics
The course provides a survey of the development of theoretical issues and methodology of psychology from the early Greek philosophers to current trends, including historical and current approaches from various cultures. Additionally, ethical principles and practice considerations for the science and practice of psychology will be explored through a variety of sources.

PSGE7445: Theories of School-Based Consultation
Theory and practice in school-based consultation, including mental health, ecological/behavioral, and organizational consultation.

PSGE7452: Clinical Supervision of School Psychologists
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. students in school psychology.

PSGE7456: Evaluation of Psychological Services Delivery Programs
Theories, models, and practice of program evaluation in psychological and educational services. Prerequisites: PSGE5210 and PSGE6702.

PSGE7480: Professional Diploma Internship in School Psychology I
Experience in providing school psychological services under qualified supervision that, in conjunction with PSGE7481, 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.

PSGE7481: Professional Diploma Internship in School Psychology II
A continuation of PSGE7480.

PSGE7482: Professional Diploma Internship in Bilingual School Psychology I
Experience in providing school psychological services to a bilingual population under qualified supervision that, in combination with PSGE7483, is the equivalent of a full academic year. Completion of appropriate coursework and program permissionrequired. For bilingual professional diploma students only.

PSGE7483: Professional Diploma Internship in Bilingual School Psychology II
A continuation of PSGE7482.

PSGE7490: Doctoral Internship in School Psychology I
Experience in providing school psychological services under qualified supervision that, in conjunction with PSGE7492, combines to be counted as the equivalent of a full academic year. Completion of appropriate coursework and program permission required (open only to Ph.D. degree students).

PSGE7492: Doctoral Internship in School Psychology II
A continuation of PSGE7490.

PSGE7500: Clinical Practicum in School Psychology
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.

PSGE7501: Clinical Practicum in Bilingual School Psychology
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.

PSGE7502: Consultation Practicum in School Psychology
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.

PSGE7503: Consultation Practicum in Bilingual School Psychology
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.

PSGE7507: Research Seminar in the Practice of Professional School Psychology
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.

PSGE7508: Cognitive Assessment
This course is designed to provide students with an in-depth knowlEDGEof 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 knowlEDGEbase 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.

PSGE7509: School Psychology Advanced Seminar
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.

PSGE7510: School Psychology Externship I
The externship 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 could be taken after the completion of appropriate coursework or practica. Prerequisite: Permission from instructor.

PSGE7511: School Psychology Externship II
A continuation of PSGE7490.

PSGE7520: Doctoral Externship inSchool Psychology
The externship consists of a specific professional experience during which studentsenhance the attitudes, knowledge, and skills learned during the program and practiced as part of their practica experience. The focus of the externship is on improving one’s skills in a specific area of school psychology practice in preparation for internship or future employment. Goals for the externship should be in keeping with the school psychology program goals.

PSGE7609: Advanced Personality Assessment
This course is designed to enable students to develop basic skills in projective assessment techniques with children, adolescents, and adults. An applied orientation will be assumed, yet one based on personality, affective processes, and developmental theories. Sociocultural aspects of personality assessment will be integrated in the context of projective assessment techniques. Prerequisite: PSGE7615.

PSGE7610: Advanced Measurement and Appraisal in Counseling
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. Issues related to differential diagnosis, alternative methods of assessment, and actuarial analysis are studied. Prerequisite: PSGE6702.

PSGE7611: Assessment of Adult Intelligence
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: PSGE7610.

PSGE7615: Adult Psychopathology
The course provides an overview of the etiology, course assessment, and treatment of adult disorders. Psychological, biological, and sociocultural perspectives of psychopathology are examined and differential diagnostic issues are explored. This course is intended for advanced (post-master’s) graduate students. For doctoral students.

PSGE7620: Theories of Counseling
Consideration of the major theories of counseling, including psychodynamic, cognitive, behavioral, and phenomenological models. Common factors and distinct features are analyzed, s is the research supporting the models. Recent integrative efforts are studied.

PSGE7630: Psychology of Small Groups
The principles of group dynamics are analyzed with an emphasis on contemporary theories of group behavior.

PSGE7634: Theory and Research of Family Interaction
The course surveys and analyzes the major theoretical approaches and empirical literature in the area of family interactions.

PSGE7638: Family Dynamics and Counseling
Techniques and strategies of family and marriage intervention applied in supervised sessions involving demonstrations and role playing. Permission of the instructor required. Prerequisite: PSGE5622

PSGE7639: Theories of Family Intervention and Counseling
An in-depth study of the major approaches to working with couples and families. Recent developments in couple enrichment and education will be considered, in addition to the major theories and strategies of family counseling.

PSGE7640: Psychology of Career Development
A critical analysis of theories and research concerning career development. Application of psychological theories to the career development of diverse persons are studied. Prerequisite: PSGE6640 or equivalent.

PSGE7649: Clinical Supervision in Counseling Psychology
Theory and research in clinical supervision. Prerequisite: PSGE7655 or 7663.

PSGE7654: Doctoral Practicum in Counseling Psychology 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 faceto-face, individual supervision by a doctorallevel 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.

PSGE7655: Doctoral Practicum in Counseling Psychology 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 PSGE7654. Prerequisite: PSGE7654.

PSGE7656: Advanced Doctoral Practicum in Counseling Psychology 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: PSGE7654 and PSGE7655.

PSGE7657: Practicum in Supervision in Counseling Psychology
Theories and methods of clinical supervision will be studied. This course requires weekly supervision of master’s-level trainees following the class period. Prerequisite: PSGE7655.

PSGE7658: Advanced Doctoral Practicum in Counseling Psychology II
This is the fourth semester of practicum for doctoral students in counseling psychology. The course requirements are as described for PSGE7656. Prerequisite: PSGE7656.

PSGE7661: Advanced Practicum in Counseling 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. Approval by coordinator of field experience is required to register.

PSGE7663: Advanced Practicum in Counseling II
This is the second semester of practicum in counseling for professional diploma students.The course requirements are as described for PSGE7661. Prerequisite: PSGE7661.

PSGE7666: Supervision of Counseling Practicum
Theories and methods of clinical supervision will be studied. This course requires a two-hour, weekly supervision of master’slevel trainees following the class period. Prerequisite: PSGE7663. For P.D. students.

PSGE7667: Internship in Counseling Psychology I
A full-year, full-time experience in providing psychological services under qualified supervision in an approved agency. A formal application process is required, in the year prior to beginning the internship. All coursework except the dissertation seminarmust be completed before enrolling in this course.

PSGE7668: Internship in Counseling Psychology II
Enrollment in this course constitutes the second half of the internship requirement that is described in PSGE7667.

PSGE7671: Issues in Counseling and Personnel Services
An integrating seminar focusing on current issues, developments, and ethics in counseling. Registration limited to professional diploma students. This course should be taken during the first semester of study.

PSGE7680: Qualitative Research Methods in Counseling Psychology
Qualitative research methods useful in the field of counseling psychology are examined. An overview of philosophy of science is included.

PSGE7711: Psychometric Theory
Classical and modern test theories, latent trait analysis, scaling methods, and introductory factor analysis are studied. Prerequisites: PSGE5210 and PSGE6702.

PSGE7712: Recent Trends in Measurement and Evaluation
Seminar on issues and developments in testing and evaluation. Original research and writing are required. Prerequisite: PSGE7711

PSGE7900: Proseminar in Psychological and Educational Services
The proseminar serves as an orientation to the research process, allows students to learn about faculty 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.

PSGE8100: College Teaching Internship in Psychology and Services
Supervised field experience as a college-level instructor. On-campus seminars. Prerequisite: Permission of the program faculty.

PSGE8310: Internship in Educational Psychology
Supervised work as an educational psychologist in an approved setting. On-campus seminars. Permission of the program faculty required.

PSGE8321: Critical Issues in Educational Psychology
An integrative seminar on theory and research in educational psychology. Development of topics for research. Permission of program faculty required.

PSGE8620: Seminar in Individual and Group Counseling
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: PSGE7620.

PSGE8640: Seminar in the Psychology of Career Development
A seminar for advanced students to review issues and research in vocational development and to plan for research projects in career development.

PSGE8672: Social and Ethical Responsibilities in Counseling Psychology
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.

PSGE8999: Dissertation Seminar in Psychological and Educational Services
Consultation with faculty on the development and conduct of dissertation research. Prerequisite: Permission of program faculty.

PSGE9990: 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 the study, the division chairperson, and the associate dean of academic affairs.

Urban Education (UEGE Courses)

UEGE5102: Historical, Philosophical, and Multicultural Foundations of American Education
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.

UEGE6001: Philosophy of Education
An examination of the philosophies underlying contemporary policy issues in education with an emphasis on egalitarian versus meritocratic positions.

UEGE6241: Urban Education: Problems and Perspectives
An analysis of those trends and innovations most likely to shape urban education delivery systems in the future.

UEGE6243: The Impact of Prejudice on Minority Groups in America
Examines the institutionalized nature of prejudice and the cultural, economic, and social status of selected minority groups.

UEGE6276: History of Education
An examination of selected innovations in American public and nonpublic education with an emphasis on use of the past to improve current practice.

UEGE6330: Urban Sociology and Education
An analysis of group values, mobility patterns, and intergroup relations as they affect metropolitan school systems. Emphasis on the education of ethnic minority groups.

UEGE6557: 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.

UEGE9990: 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 the study, the division chairperson, and the associate dean of academic affairs.

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