Chair: Faith Deveaux (Carman Hall, Room B20A)
Coordinators: Stuart Chen-Hayes, Counselor Education (Carman Hall, Room B01). Limor Pinhasi-Vittorio, Literacy Studies (Carman Hall, B17). Barbara Gottlieb, Childhood & Adolescent Special Education (Carman Hall, Room B53). Maria Victoria Rodríguez, Early Childhood Special Education (Carman Hall, B15). Janet DeSimone, Educational Leadership (Carman Hall, Room B53).
Department Faculty:
Professors: Barbara Gottlieb, Gaoyin Qian, Patricia Thompson; Associate Professors: Stuart Chen-Hayes, Faith Deveaux, M. Victoria Rodriguez, Mark Zuss; Assistant Professors: Janet DeSimone, Limor Pinhasi-Vittorio, Laura Roberts; Lecturer: Ara John Bahadourian; Instructor: Tamisha Bouknight
The Department of Counseling, Leadership, Literacy, and Special Education offers the following programs:
*The concentration in Literacy Studies: Adult is not expected to be offered in 2009-2011.
Lehman offers a C.A.C.R.E.P.-accredited and N.C.A.T.E.-accredited 48-credit graduate program in Counselor Education. Graduates of the 48-credit Counselor Education program are eligible for initial and permanent School Counselor Certification in New York State. Counselor Education students are also encouraged to pursue national school counselor certification through the National Board of Certified Counselors and the National Board for Professional Teaching Standards. Counselor Education faculty and students collaborate with Bronx and other New York City borough-based and suburban K-12 public and private schools and college counseling and community-based organizations.
Students in Counselor Education at Lehman are introduced to a comprehensive body of knowledge. The program focuses on the professional counselor's leadership roles in collaboration with teachers, administrators, families, caregivers, health professionals, community resource networks, and others to promote equity and success for all children, youth, and families through delivering specific competencies to all students and helping to close achievement, opportunity, and attainment gaps in K-12 schools. School Counselors learn to be advocates for social justice and follow the professional counseling codes of ethics and standards of practice to empower culturally and linguistically diverse students. Interventions made by counselors in school, community, and family systems acknowledge the importance of lifespan development and social change in promoting academic, career, college, and interpersonal access, equity, and success for all students and families. Students demonstrate professional school counseling, consultation, advocacy, leadership, and technology competencies throughout their course assignments, at K-12 school-based experiences including practicum and internship, and through a professional school counseling program portfolio of data-driven, evidence-based assignments and artifacts including a school counseling research project.
A 12-credit hour concentration in Bilingual School Counseling in addition to the 48-credit hours is offered for students in Counselor Education.
**This program is currently not being offered.
A 15-credit hour concentration in Family Counseling beyond the 48 credit hours is offered for students in Counselor Education.
Curriculum
Note: Counselor Education students seeking the Bilingual School Counseling Extension Certificate must take a bilingual Spanish section of EDG 707 Practicum. Family Counseling extension students must repeat the EDG 707 practicum with a specific family counseling focus. For both extensions, students must complete a minimum of two courses in the extension prior to practicum placement.
Admission Requirements
Note: Students admitted only beginning in the Fall term. Deadline for consideration is March 1.
Candidates who satisfy the preliminary admissions requirements will be invited to a group interview and may be asked at that time to provide a writing sample.
Continuation Requirements
Graduation (Degree) Requirements
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
EDG 700: Professional Identity in Counseling. 3 hours, 3 credits. History, philosophy, and professional roles of the school counselor, with emphasis on legal, ethical, and equity issues in urban schools and families. A 10-hour prepracticum in a K-12 school is required. PREREQ: Matriculation in the program.
EDG 701: Counseling Theories and Techniques. 3 hours, 3 credits. Systemic and individual theories and techniques of counseling and collaboration with children, adolescents, families, educators, and administrators in K-12 settings. A 10-hour pre-practicum in a K-12 school is required. PREREQ: Matriculation in the program.
EDG 702: Multicultural Counseling. 3 hours, 3 credits. Examines theories of multicultural counseling in diverse urban school settings focusing on ethnic/racial identity development, world view, anti-oppression, and social justice models in counseling. PREREQ: EDG 700, 701.
EDG 703: Human Development in Counseling. 3 hours, 3 credits. Examination of child, adolescent, and family development theories in diverse urban school settings, including the application of lifespan developmental theory in counseling practice. PREREQ: EDG 700 and 701.
EDG 704: Career Counseling. 3 hours, 3 credits. Examination of career development theory and technology-based career counseling practices in diverse urban school settings and the school counselor's role in life-long career and educational planning and development for children, adolescents, and families in collaboration with schools, community agencies, and government organizations. A 10-hour pre-practicum experience in a K-12 school setting is required. PREREQ: EDG 700, 701.
EDG 705: Group Counseling. 3 hours, 3 credits. Examination of group counseling, consultation, and collaboration theory and practice with children, adolescents, families, and school personnel in urban school and community settings. Major themes include group dynamics, group process, leadership styles, and group stages. A 10-hour pre-practicum experience in a K-12 school setting is required. PREREQ: EDG 700, 701.
EDG 706: Assessment in Counseling. 3 hours, 3 credits. Examination of assessment theory and practice in urban school counseling settings, including culturally competent assessment and diagnosis; types of academic and interpersonal assessment instruments; use of statistics; and application of assessment data to promote academic, career, and interpersonal success. A 10-hour pre-practicum experience in a K-12 school is required. PREREQ: EDG 703 or permission of the program coordinator.
EDG 707: Practicum in Counseling. 3 hours, 3 credits plus fieldwork. Application of counseling theories and techniques to practice in an urban K-12 school counseling field site under supervision. Counseling, consultation, advocacy, assessment, and leadership skills are monitored by faculty via student self-report, journals, videotaped counseling sessions, and group supervision. 40 hours of direct counseling/consultation services and 60 hours of collateral services with students and families are required at the site. This course may be repeated twice for specialized bilingual school counseling or family counseling practicum experience. PREREQ: 18 graduate school counseling credits, including EDG 705 and permission of the Program Coordinator. Bilingual School Counseling and Family Counseling Extension practicum students must have completed 9 extension credits and have permission of the Program Coordinator.
EDG 708: Counseling Research, Program Development, and Evaluation I. 3 hours, 3 credits. Examination of research design, data collection procedures, and the implementation and evaluation of comprehensive developmental K-12 school counseling programs. PREREQ: EDG 706.
EDG 709: Leadership, Advocacy, Consultation, and Change in Schools. 3 hours, 3 credits. Examination of theories of leadership, advocacy, and consultation for change in urban school counseling contexts; assessment of schools and comprehensive developmental K-12 school counseling programs, using educational leadership theory, systems theory, and collaborative approaches to ensure equity and educational success for all students. PREREQ: Matriculation in a graduate education program.
EDG 710: Counseling Research, Program Development, and Evaluation II. 3 hours, 3 credits. Examination of K-12 school counseling research culminating with the development and implementation of an action research project in schools, including design of a research project related to a proposed or existing school counseling or educational program, collection and analysis of data, and a written research article about the project suitable for publication in a professional counseling journal or for presentation at a State or national counseling conference. NOTE: Formal institutional approval is required before a research project can be implemented. PREREQ: EDG 708.
EDG/HEA 731: Sexuality Counseling. 3 hours, 3 credits. An overview of sexuality counseling. Stresses the process of interaction between professionals and clients that allows clients to explore and understand their sexuality, feelings, values, responsibilities, needs, and behaviors. Topics include: changing family structure, alternative lifestyles, changing sex roles, an increasing older population, drug and alcohol abuse, and sexually transmitted diseases, including AIDS. PREREQ: Permission of adviser.
EDG 732: Abuse, Violence, and Chemical Dependency Counseling. 3 hours, 3 credits. This course examines current counseling theories, techniques, and research related to abuse, violence, chemical dependency, and crisis in urban schools and families. Prevention, intervention, referrals, and the role of the counselor are emphasized. PREREQ: Matriculation in a graduate education program.
EDG 733: Developmental School Counseling. 3 hours, 3 credits. Examination of theories and techniques for developmental school counseling, consultation, and leadership in elementary, middle, and high school settings to facilitate academic, career, and interpersonal success for all students, with emphasis on the school counselor's collaborative role with parents, guardians, teachers, school administrators, and clinical personnel to create, implement, and evaluate comprehensive developmental school counseling programs. PREREQ: EDG 703.
*EDG 734: Multilingual School Counseling. 3 hours, 3 credits. Examination of multilingual and multicultural approaches to school counseling and consultation in urban settings with linguistically and culturally diverse children, adolescents, families, and school personnel. PREREQ: EDG 702 and permission from a program coordinator.
EDG 735: Family Counseling. 3 hours, 3 credits. Examination of theories of family counseling and consultation with culturally diverse families in urban school and community contexts with emphasis on the changing nature of families, family assessment, legal issues, and preventive interventions. PREREQ: EDG 701, 703.
EDG 736: Parenting within Diverse Family Structures. 3 hours, 3 credits. Examination of theories and techniques of parenting using a culturally diverse family life cycle model, including how to involve parents, guardians, and other family members in the educational and emotional lives of children and youth through parenting workshops, educational programs, and brief, short-term family counseling interventions in schools and community agencies. PREREQ: EDG 701, 703.
EDG 737: Couples Counseling: Theories and Techniques. 3 hours, 3 credits. Examination of couples counseling and relationship assessment theories and techniques in diverse urban communities, emphasizing enhancement of couple relationships from various cultural perspectives and appropriate prevention and interventions for couples across the lifespan. PREREQ: EDG 701, 703.
EDG 738: Brief Counseling of Children and Adolescents. 3 credits, 3 hours. Examination of brief counseling methods and techniques for children and adolescents. Interviewing techniques and case conceptualization in terms of evidence-based practices will be emphasized. Strategies for professional counselors to document the effectiveness of counseling interventions will also be presented. PREREQ: EDG 702, 705, 706.
EDG 743: Internship in Counseling I. 3 hours, 3 credits plus fieldwork. First of two required supervised internships in urban school counseling and consultation. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted to evaluation of counseling, consultation, advocacy, and leadership using self-report, journals, videotaped counseling sessions, and selected advanced counseling topics. PREREQ: 36 hours of credit in school counseling, including EDG 707 and permission of the Program Coordinator.
EDG 744: Internship in Counseling II. 3 hours, 3 credits plus fieldwork. Second of two required supervised internships in urban school counseling and consultation. Counseling interns are required to provide 120 hours of direct counseling/consultation service with clients and 180 hours of indirect collateral service (including staff meetings and on-site supervision) at an approved internship site. Students also participate in weekly group supervision devoted to evaluation of advanced counseling, consultation, advocacy, and leadership using self-report, journals, videotaped counseling sessions, and selected advanced counseling topics. PREREQ: EDG 743 and permission of the Program Coordinator.
Lehman College offers a 33-credit Master of Science in Education Degree program in Educational Leadership leading to New York State Initial Certification as a School Building Leader (S.B.L.) and a 30-credit Advanced Certificate in Educational Leadership leading to New York State Professional Certification as a School District Leader (S.D.L.).
The purpose of the graduate programs in Educational Leadership is to prepare candidates for positions as School Building and School District Leaders, with an emphasis on urban leadership, and to fulfill the New York State licensure requirements for S.B.L. and S.D.L. The programs unite both the development of schools and the development of educational leaders by preparing individuals who can be catalysts for school change and improved student performance.
The programs prepare students for positions of leadership (e.g., principals, department chairs, superintendents, and assistant superintendents) in urban schools with diverse populations. The curriculum is aligned with the New York State content-area requirements for programs preparing educational leaders, leading to certification as an S.B.L. or S.D.L. The pedagogical content of the courses integrates practice with theory. Extensive field-based experiences, in collaboration with school and community agencies, are a central component throughout these programs. Candidates develop their skills and capacities as leaders through both on-campus and school-based experiences with current educational leaders, teachers, counselors, other educational staff, parents, and students. The courses emphasize critical thinking, reflection, and problem solving.
The Educational Leadership graduate programs are committed to preparing candidates who demonstrate the nine essential characteristics of effective leaders, promoted by the New York State Education Department, and are based, in part, on the Division of Education's Lehman Urban Teacher and Counselor Education conceptual model, whose mission is to facilitate the development of competent, caring, and qualified educators.
M.S.Ed. PROGRAM IN EDUCATIONAL LEADERSHIP
Overview
The following is a listing, by semester, of the courses that comprise the M.S.Ed. in Educational Leadership leading to an Initial Certificate as an S.B.L. Due to the rigorous content of the program, the M.S.Ed. can be completed in approximately two years, including summers, over 6 semesters.
Note: Registration for all courses requires Departmental approval. Most courses require that students participate in 6 hours of leadership experiences in the field over the course of the semester, in addition to the internship courses.
Semester I (fall): (6 credits)
(These courses are corequisites and prerequisites for all other courses in this program.)
EDL 701: The Principal as a School Building Leader (3 hours, 3 credits)
EDL 702: Ethics in School Leadership (3 hours, 3 credits)
Semester II (spring): (6 credits)
EDL 703: Collaborative and Community-Based Leadership (3 hours, 3 credits)
EDL 704: Instructional and Curriculum Leadership (3 hours, 3 credits)
Semester III (summer): (6 credits)
EDL 705: Technology, Planning, and Managing Resources (3 hours, 3 credits)
EDL 706: Legal and Economic Issues and the Administration of Schools (3 hours, 3 credits)
Semester IV (fall): (6 credits)
EDL 707: Creating Effective and Supportive Learning Environments for All Students (3 hours, 3 credits)
EDL 708: Research, Assessment, and Data-Driven Decision Making (3 hours, 3 credits)
Semester V (spring): (6 credits)
EDL 709: Case Studies in School Building Leadership (3 hours, 3 credits)
EDL 710: The Leadership Experience I (internship/seminar–200 hours, 3 credits)
Semester VI (summer): (3 credits)
EDL 711: The Leadership Experience II (internship/seminar–200 hours, 3 credits)
Admission Requirements
Note: Students admitted every fall semester; applications due by April 1.
Candidates who satisfy the preliminary admissions requirements will be invited to a group interview.
Continuation Requirements
Meet with Program Coordinator to plan courses and receive course approvals prior to or during registration each semester; and
If conditions were placed on initial matriculation, all conditions must be met by the completion of the first 12 credits:
Graduation Requirements
Note: In order to receive institutional recommendation by Lehman College for New York State certification in S.B.L., students must earn a passing score on the New York State Educational Leadership Assessments in S.B.L.
The following is a listing, by semester, of the courses that comprise the Advanced Certificate in Educational Leadership leading to a Professional Certificate as a School District Leader. Due to the rigorous content of the program, the Advanced Certificate can be completed in approximately two years, including one summer over 5 semesters.
Note: Registration for all courses requires Departmental approval. Most courses require that students participate in 6 hours of leadership experiences in the field over the course of the semester, in addition to the internship courses.
(These courses are corequisites and prerequisites for all other courses in this program.)
Semester I (fall): (6 credits)
EDL 712: Leading an Effective School District (3 hours, 3 credits)
EDL 713: Shared Decision Making and Ethics for the School District Leader (3 hours, 3 credits)
Semester II (spring): (6 credits)
EDL 714: Educational Vision, Strategic Planning, and Systematic Evaluation (3 hours, 3 credits)
EDL 715: Diversity and Educational Leadership (3 hours, 3 credits)
Semester III (summer): (6 credits)
EDL 716: Educational Governance, Policy, and Law (3 hours, 3 credits)
EDL 717: Finance, Operations, and Human Resource Management (3 hours, 3 credits)
Semester IV (fall): (6 credits)
EDL 718: Creating Effective Partnerships: Parents, Community Members, School Boards, and Other Key Stakeholders (3 hours, 3 credits)
EDL 719: Case Studies in School District Leadership (3 hours, 3 credits)
Semester V (spring): (6 credits)
EDL 720: The Leadership Experience—District/Region Level (internship/seminar–400 hours, 6 credits)
Admission Requirements
Note: Students admitted every fall semester; applications due by April 1.
Candidates who satisfy the preliminary admissions requirements will be invited to a group interview.
Continuation Requirements
Graduation Requirements
The New York State Education Department has made passing the New York State Education Leadership Assessment in S.D.L. a condition of program completion (for S.D.L. programs only as per State regulations). A student enrolled in the Advanced Certificate leading to S.D.L. certification who does not pass the S.D.L. assessment can enter what the State has termed a "companion program," whereby the student can still receive the Advanced Certificate but will not be eligible for S.D.L. certification at that time. The companion program has the same admission requirements, curriculum, and graduation requirements; however, students who do not pass the S.D.L. assessment will not receive New York State S.D.L. certification.
EDL 701: The Principal as a School Building Leader. 3 hours, 3 credits. Examination of concepts, practices, and empirical research related to urban school leadership across the P-12 continuum. Emphasis on basic administrative theories of change, structure, decision making, motivation, communication, and culture as applied to urban school improvement and leadership. Students will participate in 6 hours of leadership experiences in the field over the course of the semester.
EDL 702: Ethics in School Leadership. 3 hours, 3 credits. Examination of the ethical issues that P-12 principals and other school leaders commonly face in urban schools. Emphasis is on leadership strategies that embrace integrity, impartiality, honesty, respect, linguistic and cultural diversity, and a strong work ethic, as well as effecting change through ethical decision making.
EDL 703: Collaborative and Community-Based Leadership. 3 hours, 3 credits. Emphasis on collaborative strategies school-building leaders can use to build consensus with teachers, school counselors and other educational staff, parents, and the community. Focus on the role of the school leader in creating programs that benefit both the school and the community. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 701 and EDL 702 and/or permission of the Program Coordinator.
EDL 704: Instructional and Curriculum Leadership. 3 hours, 3 credits. Considers structural and professional coordination and supervision of instruction and curriculum. Topics include, but are not limited to developing an instructional vision; clinical supervision; learning theories; curriculum development and theories; instructional and assessment strategies; in-service program design and implementation; and summative and formative evaluations. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 701 and EDL 702 and/or permission of the Program Coordinator.
EDL 705: Technology, Planning, and Managing Resources. 3 hours, 3 credits. Emphasis on technology planning and application to improve instruction, increase student achievement, and assist with administrative tasks such as planning and budgeting. Topics include, but are not limited to, interactive software for class scheduling, in-service programming, and enhancing instruction; database design and management; funding sources and strategies for acquiring technology and other educational resources, technology applications for students with special needs and English language learners. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 703 and EDL 704 and/or permission of the Program Coordinator.
EDL 706: Legal and Economic Issues and the Administration of Schools. 3 hours, 3 credits. Provides an overview of the legal and economic issues that impact education on the Federal, State, and local levels. Topics include, but are not limited to, the duties and liabilities of school personnel; faculty and student rights; religion and public education; labor negotiations; fiscal planning and budgeting; facility management; and creating a healthy, safe, and secure school environment through effective building management. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 703 and EDL 704 and/or permission of the Program Coordinator.
EDL 707: Creating Effective and Supportive Learning Environments for All Students. 3 hours, 3 credits. Explores the design and implementation of instructional programs targeting students with special needs, English-language learners, and at-risk students. Topics include, but are not limited to, metacognitive strategies; early assessment and intervention; I.E.P. development; applications of behavior management techniques; differentiated instruction; alternative assessment and high-stakes testing; inclusive placements; and co-teaching models. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 705 and EDL 706 and/or permission of the Program Coordinator.
EDL 708: Research, Assessment, and Data-Driven Decision Making. 3 hours, 3 credits. Identification, use, and interpretation of educational research to impact on school management, instruction, and student performance. Data collection methods for accountability and program evaluation. Action research methods emphasized. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 705 and EDL 706 and/or permission of the Program Coordinator.
EDL 709: Case Studies in School Building Leadership. 3 hours, 3 credits. This capstone course will help students apply the various theories in leadership, decision-making, organizational structure, and motivation to solve problem-based examples related to school building leaders. Through case-study problems, students will also review principles and practices emphasized on the New York State Leadership Assessments. PREREQ: EDL 707 and EDL 708 and/or permission of the Program Coordinator.
EDL 710: The Leadership Experience I. 12 field, 1 lecture, 3 credits. First of two required supervised internships in Educational Leadership. Interns are required to complete 200 hours of school-based leadership experiences at approved school sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Includes mandatory two-hour sessions on both child abuse prevention and violence prevention. PREREQ: Satisfactory completion of 21 credits in Educational Leadership and permission of the Program Coordinator.
EDL 711: The Leadership Experience II. 12 field, 1 lecture, 3 credits. Second of two required supervised internships in Educational Leadership. Interns are required to complete 200 hours of school-based leadership experiences at approved school sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Submission of the culminating electronic program portfolio at the end of this course. PREREQ: EDL 710 and permission of the Program Coordinator.
EDL 712: Leading an Effective School District. 3 hours, 3 credits. Examination of concepts, practices, and empirical research related to urban district leadership. Emphasis on basic administrative theories of change, supervision, organizational structure, decision making, motivation, communication, and culture as applied to urban district improvement and leadership. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: School leadership experience and/or permission of the Program Coordinator.
EDL 713: Shared Decision Making and Ethics for the School District Leader. 3 hours, 3 credits. The development and application of decisional strategies to address administrative issues such as district operations, resource allocation, curriculum, instruction, staffing, and district performance. Examination of the ethical dilemmas involved in decision-making at the district level and emphasis, through role playing and case study analyses, on decision-making strategies that embrace integrity, impartiality, honesty, respect, and linguistic and cultural diversity . PREREQ: School leadership experience and/or permission of the Program Coordinator.
EDL 714: Educational Vision, Strategic Planning, and Systematic Evaluation. 3 hours, 3 credits. Examination of the definitions and processes inherent in creating an educational vision, planning to implement the vision, and evaluating progress toward achieving the vision. Emphasis on the fundamentals of educational strategic planning, including mission, beliefs, objectives, policies, S.W.O.T. analyses, action plans, and benchmarking. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 712 and EDL 713 and/or permission of the Program Coordinator.
EDL 715: Diversity and Educational Leadership. 3 hours, 3 credits. Explores the role of the school district leader in the development, implementation, and supervision of special education, bilingual, and at-risk programs that are culturally and ethnically sensitive. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 712 and EDL 713 and/or permission of the Program Coordinator.
EDL 716: Educational Governance, Policy, and Law. 3 hours, 3 credits. Analysis of the ways in which political and legal powers and authority impact the structure and function of individual schools and districts. Examines the role of school district leaders in setting policy. Topics include, but are not limited to, high-stakes testing and accountability issues; pressure groups; and local school policies. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 714 and EDL 715 and/or permission of the Program Coordinator.
EDL 717: Finance, Operations, and Human Resource Management. 3 hours, 3 credits. Examines the role of the school district leader in long-range financial planning, facility development, and human resource management. Topics include, but are not limited to, financial, human, and general resource allocation; budgeting and accounting procedures and legal requirements; the recruitment, training, retention, assignment, evaluation, and mentoring of personnel; purchasing procedures; building and grounds management; and benefits analysis and cost controls. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 714 and EDL 715 and/or permission of the Program Coordinator.
EDL 718: Creating Effective Partnerships: Parents, Community Members, School Boards, and Other Key Stakeholders. 3 hours, 3 credits. Explores the role and responsibilities of the school district leader in relation to the community as a whole, including local institutions of higher education, social and health agencies, and teacher unions, as well as the politics involved in interacting with community partners. Topics include, but are not limited to, community analysis methods; techniques designed to improve community relations; marketing strategies; and public relations models. Students will participate in 6 hours of leadership experiences in the field over the course of the semester. PREREQ: EDL 716 and EDL 717 and/or permission of the Program Coordinator.
EDL 719: Case Studies in School District Leadership. 3 hours, 3 credits. This capstone course applies the principles of leadership, decision making, governance, and administration to address school district management. Principles and practices emphasized through a case-study approach on the New York State Leadership Assessments will be highlighted. PREREQ: EDL 716 and EDL 717 and/or permission of the Program Coordinator.
EDL 720: The Leadership Experience. 25 field, 1 lecture, 6 credits. This is a required supervised internship for all students pursuing the Advanced Certificate leading to School District Leader certification. Interns are required to complete 400 hours of district- or region-based leadership experiences at approved internship sites. Weekly seminars devoted to reflection on internship experiences through discussion, role playing, and journaling. Submission of the culminating electronic program portfolio at the end of this course. Includes mandatory two-hour sessions on both child abuse prevention and violence prevention. PREREQ: Satisfactory completion of 21 credits in educational leadership and permission of the Program Coordinator.
*The concentration in Literacy Studies: Adult is not expected to be offered in 2009-2011.
The 36-credit Program in Literacy Studies leads to a Master of Science in Education degree. Registered in New York State, the program leads to professional certificates for teaching literacy in three different concentrations: Early Childhood: Birth-Grade 2; Childhood: Grades 1-6; or Middle Childhood and Adolescent: Grades 5-12, provided all other requirements have been met. The program is located in Carman Hall, Room B-20.
The program provides an intergenerational literacy bridge between communities, families, and schools. It serves educators' continued critical engagement in the current research, methodology, theoretical advancements, and issues in reading, language, and literacy. Teachers in elementary, secondary, and adult educational settings develop a combined mastery of research, theory, and practical issues in current inquiry, and articulate working visions of the future of literacy education.
The program prepares students for professional engagement as intellectuals and practitioners in a pluralistic, multicultural educational system. Program graduates include kindergarten, elementary, and secondary literacy specialists who may become reading teachers, community educators, curriculum specialists, textbook authors, and school administrators. Some graduates also enter doctoral programs.
The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics.
Admission Requirements
Continuation Requirements
Graduation Requirements
Students must complete a minimum of 36 graduate credits of study in an approved Literacy Studies concentration. Students must earn a minimum G.P.A. of 3.0 in a 36-credit Literacy Studies concentration. Each student must earn a minimum grade of B or better in the overall program in order to be recommended by the College for certification.
Overview of the Programs
Students must complete the courses listed below in one of the following areas of specialization to be eligible for the professional certificate. Sequence varies for spring entrants.
Literacy Specialist: Early Childhood Education (Birth-Grade 2) (36 credits)*
EDR 701 (3), EDR 711 (3)
EDR 721 (3), EDR 751 (3)
EDR 731 (6)
EDR 767 (3), EDR 765 (3)
EDR 768 (3), Elective (3)
EDR 780 (3),** Elective (3)
Literacy Specialist: Childhood Education (Grades 1-6) (36 credits)*
EDR 702 (3), EDR 712 (3)
EDR 722 (3), EDR 765 (3)
EDR 731 (6)
EDR 767 (3), EDR 752 (3)
EDR 768 (3), Elective (3)
EDR 780 (3),** Elective (3)
Literacy Specialist: Middle Childhood and Adolescent Education (Grade 5-12) (36 credits)*
EDR 703 (3), EDR 713 (3)
EDR 723 (3), EDR 753 (3)
EDR 733 (6)
EDR 767 (3), EDR 765 (3)
EDR 768 (3), Elective (3)
EDR 780 (3),** Elective (3)
* Sequence may vary.
** Topics may vary.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
EDR (ESC) 529: Language, Literacy, and Educational Technology. 3 hours, 3 credits. Using information technology to support the teaching of literacy to students of diverse language backgrounds and abilities through the content areas. Social, legal, and ethical issues affecting the instructional use of technology. Curriculum development; current standards; inclusion of students with disabilities; and assessment. No prior computing experience is necessary. Includes field experience.
EDR 605: Professional Writing for Educators. 3 hours, 3 credits. Critical and comparative analysis of texts; application to academic writing and editing, including research reports, grant proposals, and field studies. PREREQ: Permission of the coordinator/ instructor.
*EDR 700: Studies in the Teaching of the Language Arts —Advanced Course. 3 hours, 3 credits. Examination of language arts research (listening, speaking, reading, writing) related to classroom practices.
EDR 701: Language and Literacy Development of Infants, Toddlers, and Young Children. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among infants, toddlers, and young children of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
EDR 702: Language and Literacy Acquisition and Development of Children. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
EDR 703: Literacy Acquisition and Development of Pre-Adolescents and Adolescents. 3 hours, 3 credits. Examination of theories of and research on language and literacy development among pre-adolescents and adolescents of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
*EDR 705: Second Language Literacy. 3 hours, 3 credits. An examination of research on literacy development in a second or foreign language and its pedagogical implications. PRE- or COREQ: EDR 701 and/or permission of the coordinator.
EDR 711: Instructional Approaches for Language and Literacy Development in Early Childhood Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in early childhood education based upon current research. Examination, selection, design, and organization of linguistically and culturally relevant instructional practices, strategies, and materials for literacy development of infants, toddlers, and young children of varying developmental abilities. PREREQ or COREQ: EDR 701 or permission of the coordinator.
EDR 712: Instructional Approaches for Language and Literacy Development in Childhood Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in childhood education based upon current research. Examination, selection, design, and organization of culturally and linguistically relevant instructional practices, strategies, and materials for literacy development of children with varying developmental abilities during childhood education. PREREQ or COREQ: EDR 702 or permission of the coordinator.
EDR 713: Instructional Approaches for Language and Literacy Development in Middle and Adolescent Education. 3 hours, 3 credits. Instructional approaches appropriate for language and literacy development in middle childhood and adolescent education based upon current research. Examination, selection, design, and organization of linguistically and culturally relevant instructional practices, strategies, and materials for literacy development of pre-adolescents and adolescents with varying developmental abilities. PREREQ or COREQ: EDR 703 or permission of the coordinator.
*EDR 715: Development and Evaluation of Reading Materials. 3 hours, 3 credits. Selection and/or design and evaluation of reading materials for mono- and bilingual settings.
*EDR 716: Literacy Development in Nontraditional Settings. 3 hours, 3 credits. Theoretical and empirical foundations for designing and implementing literacy programs in nontraditional settings. Examines and analyzes theories and practices of language, learning, knowledge, and ideology. Assessment and observations under supervision are made of operating literacy programs. PREREQ: EDR 706 and permission of the coordinator.
EDR 721: Assessing and Evaluating Language and Literacy Development in Early Childhood Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among young children of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case studies done under supervision. PREREQ: EDR 701 and EDR 711, or permission of the coordinator.
EDR 722: Assessing and Evaluating Language and Literacy Development in Childhood Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case study done under supervision. PREREQ: EDR 702 and EDR 712, or permission of the coordinator.
EDR 723: Assessing and Evaluating Language and Literacy Development in Middle Childhood and Adolescent Education. 3 hours, 3 credits. Assessing, evaluating, and facilitating language and literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Supervised use of informal, alternative, portfolio, and/or formal evaluation strategies. Case study done under supervision. PREREQ: EDR 703 and EDR 713, or permission of the coordinator.
*EDR 726: Curriculum Development for Literacy Programs in Nontraditional Settings. 3 hours, 3 credits.
EDR 731: Practicum in Fostering Language and Literacy Development in Early Childhood and Childhood Education: 90 hours, 6 credits (summer session only). Assessment and evaluation of literacy development in early childhood and childhood education. Planning and implementing programs for children of varying developmental abilities and from diverse linguistic and cultural backgrounds. Case studies done under supervision. PREREQ: EDR 721 or EDR 722 (with a grade of B or better) and/or permission of the coordinator.
EDR 733: Practicum in Fostering Language and Literacy Development in Middle Childhood and Adolescent Education. 15 hours, 6 credits (summer session only). Assessment and evaluation of literacy development in middle childhood and adolescent education. Planning and implementing programs for students of varying developmental abilities and from diverse linguistic and cultural backgrounds. Case studies under supervision. PREREQ: EDR 723 (grade of B or better) and/or permission of the coordinator.
*EDR 736: Practicum in Literacy Development in Nontraditional Settings. 3 hours, 3 credits. (May be reelected once.) Development and evaluation of literacy programs in nontraditional settings. Implementation under supervision. PREREQ: EDR 716 and 726 and permission of the coordinator.
EDR 751: Literature-Based Literacy Programs in Early Childhood Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in early childhood education. Emphasis on programs that facilitate literacy development among children of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
EDR 752: Literature-Based Literacy Programs in Childhood Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in childhood education. Emphasis on programs that facilitate literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
EDR 753: Literature-Based Literacy Programs in Middle Childhood and Adolescent Education. 3 hours, 3 credits. Examination of research on literature-based literacy programs in middle childhood and adolescent education. Emphasis on programs that facilitate literacy development among students of varying developmental abilities and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
*EDR 756: Literature-based Literacy Programs in Nontraditional Settings. 3 hours, 3 credits. Examination of research on literature-based literacy programs for adults within family, community, and work settings. Emphasis on programs that facilitate literacy development among adults of varying developmental ability and from diverse linguistic and cultural backgrounds. PREREQ: Permission of the coordinator.
*EDR 762: Investigation in Reading I. 3 hours, 3 credits. In-depth examination of problems and issues related to reading and learning to read. Development of positions and issues with opportunities for oral and written defense. PREREQ: Advanced standing (18 credits) and permission of the coordinator.
*EDR 763: Investigation in Reading II. 3 hours, 3 credits. Design and execution of action research related to an issue in reading. PREREQ: EDR 762, advanced standing (18 credits), and permission of the coordinator.
EDR 765: Perspectives on Literacy. 3 hours, 3 credits. Examination of literacy acquisition from a variety of perspectives: for example, anthropological, historical, political, and sociological.
EDR 767-768: Project Seminar: Research on Literacy I and II. 3 hours, 3 credits each. Formulation of a significant project related to literacy development in school, home, or community settings. Definition, design, methods, and implementation of study. PREREQ: 18 credits in program (must complete EDR 701, EDR 702 or EDR 703 ; EDR 711, EDR 712 or EDR 713; EDR 721, EDR 722 or EDR 723; EDR 765; and 6 additional credits)and permission of the coordinator.
EDR 770: Independent Study in Reading. 1-3 hours, 1-3 credits. (May be re-elected for up to 6 credits.) Individual study under supervision. PREREQ: Permission of coordinator.
*EDR 775: Literacy Theories and Programs: Perspectives for Administrators. 3 hours, 3 credits. Survey course of literacy theory, methods, and programs for school administrators. PREREQ: permission of the coordinator.
EDR 780: Special Topics in Reading. 3 hours, 3 credits. (May be re-elected for up to 6 credits). PREREQ: Permission of the coordinator.
*EDR 785: Honors Seminar: Issues in Literacy. 3 hours, 3 credits. Intensive study of major contributions in literacy theory and practice. PREREQ: 18 graduate credits in reading or permission of the coordinator.
Graduate programs in special education are designed to develop competent, caring, and qualified special educators to teach diverse learners who present with disabilities in both inclusive and specialized urban settings. The programs' philosophical, conceptual, and instructional underpinnings derive from values and standards established by the Council for Exceptional Children (C.E.C.) and the New York State Learning Standards, as well as the Lehman Urban Teacher Education (L.U.T.E.) framework, which recognizes difference and diversity as foundations for learning and teaching.
Lehman's programs work collaboratively with school personnel, parents, family and community members, and local community organizations to create humanistic, nurturing environments that are responsive to the needs of children in urban settings.
Concentrations are available in Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, Bilingual Early Childhood Special Education, and Bilingual Childhood Special Education to entering students who have already earned an Initial Teaching Certificate from New York State at either the Early Childhood, Childhood, or Adolescent developmental level.
In addition, a Dual Certification Program in Special Education and General Education is available to students who have had no prior training in education and who complete either the Early Childhood Special Education Program or the Childhood Education Program and twelve additional credits in either Early Childhood Education or Childhood Education, to be decided upon in consultation with a special education adviser.
Students who have not already earned an Initial Teaching Certificate from New York State at either the Early Childhood, Childhood, or Adolescent development level may participate in the Internship Option which, upon completing 18 master's credits in education, may allow them to apply for an Internship Teaching Certificate that is valid for up to two years.
The Early Childhood Special Education, Childhood Special Education, Adolescent Special Education, Bilingual Early Childhood Special Education, and Bilingual Childhood Special Education Programs are structured non-categorically (not by any one specific disability condition), and require students to enroll in the program that corresponds to the developmental level of their Initial Teaching Certificate or the developmental level at which they intend to teach. Field work, supervised practica teaching, and student teaching in both inclusive and specialized settings are integral to the programs.
Upon completion of one of the five Special Education programs, candidates will qualify for an Initial or a Professional Teaching Certificate in Teaching Students with Disabilities at a specific developmental level, a Master's degree in Special Education or Bilingual Special Education at a specific developmental level, and a Professional Teaching Certificate in the area of the Initial Teaching Certificate earned.
Extensions and Annotations to the Initial/Professional Certificate in Teaching Students with Disabilities
The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics.
Admission Requirements to the 36-credit M.S.ED. Program in Early Childhood, Childhood, or Adolescent Special Education
Admission requirements for applicants who already possess New York State certification:
Admission requirements to the 48-Credit Dual Certification Program in Early Childhood Special Education and Early Childhood Education or Childhood Special Education and Childhood Education for applicants who do not possess New York State certification:
Admission requirements to the 42-credit Certification Program in Bilingual Early Childhood or Childhood Special Education for applicants who already possess New York State certification:
Admission requirements to the 48-Credit Dual Certification Program in Bilingual Early Childhood or Childhood Special Education and Bilingual Early Childhood Education or Childhood Education for applicants who do not possess New York State certification:
Continuation Requirements for Students in the Special Education Sequences of Study
Continuation Requirements for Students in the Dual Certification Special Education and General Education Sequences of Study
Graduation Requirements
OVERVIEW OF THE PROGRAMS
While each option below is designed to develop expertise in teaching students with disabilities at a specific developmental level, a common core of courses is required across all three special education options.
Early Childhood Special Education (36 credits):
EDS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDS 705 (3), EDS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Dual Certification in Early Childhood Special Education and General Education (48 credits):
EDS 701 (3), EDS 702 (3), (12 credits in Early Childhood Education from the Department of Early Childhood and Childhood Education to be determined upon consultation with the Special Education Advisor): EDS 743 (3), EDS 703 (3), EDS 704 (3), EDS 705 (3), EDS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Childhood Special Education (36 credits):
EDS 701 (3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDS 710 (3), EDS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Dual Certification in Childhood Special Education and Childhood Education (48 credits):
EDS 701 (3), EDS 707 (3)12 credits in Childhood Education from the Department of Early Childhood and Childhood Education to be determined upon consultation with the Special Education Advisor, EDS 743 (3), EDS 708 (3), EDS 709 (3), EDS 710 (3), EDS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Adolescent Special Education (36 credits):
EDS 701 (3), EDS 712 (3), EDS 743 (3), EDS 713 (3), EDS 714 (3), EDS 716 (3), EDS 741 (3), EDS 717 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Bilingual Early Childhood Special Education (42 credits):
EBS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDC 738 (3), EDC 739(3), EDC/EDE 727 (3), EBS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Dual Certification in Bilingual Early Childhood Special Education and Bilingual Early Childhood Education (48 credits):
EBS 701 (3), EDS 702 (3), EDS 743 (3), EDS 703 (3), EDS 704 (3), EDC 738 (3), EDC 739(3), EDC/EDE 727 (3), EDC 715 (3); EDC 717(3), EBS 741 (3), EDS 706 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Bilingual Childhood Special Education (42 credits):
EBS 701 (3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDE 738 (3), EDE 739(3), EDC/EDE 727 (3), EBS 741 (3), EDS 711 (3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
Dual Certification in Bilingual Childhood Special Education and Bilingual Childhood Education (48 credits):
EBS 701(3), EDS 707 (3), EDS 743 (3), EDS 708 (3), EDS 709 (3), EDE 738 (3), EDE 739(3), EDE/EDC 727 (3), EDE 715 (3), EDE 717(3), EBS 741(3), EDS 711(3), EDS 715 (3), EDS 718 (3), EDS 719 (6).
NOTE: A 15-18-credit bilingual extension may be elected as an addition to any of the above programs. A 9-credit annotation for teaching individuals with severe disabilities may be elected upon completion of any of the above programs. A 12-credit extension for teaching individuals who are gifted and talented may be added upon completion of any of the above programs.
To obtain Special Education Certification in New York State, all applicants will be required to pass the New York State Content Specialty Test in Special Education and the N.Y.S. Bilingual Education Assessment (B.E.A.)when appropriate.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
EDS 700: Biomedical Aspects of Handicapping Conditions. 3 hours, 3 credits. Consideration of the various medical problems that may be associated with moderate and severe handicapping conditions.
EDS 701: Understanding Individuals with Disabilities. 3 hours, 3 credits. This introductory course studies mild, moderate, and severe disability conditions that affect individuals across the lifespan. Included are: historical foundations, key legislation governing education and habilitation of individuals with disabilities, etiology and comorbidity, assistive technologies, school-based programming, parent advocacy and collaborative work with families, impact of cultural and linguistic diversity on identification and classification, and transition to independent living and provision of services across the lifespan. (15 fieldwork hours required.) PREREQ: Permission of the adviser.
EDS 702: The Young Child with Special Needs. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse young children (birth to 8 years) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Family Service Plans, and issues of advocacy will be studied within the context of the continuum of service delivery (home-based, center-based, and school-based interventions). (15 fieldwork hours required.) PREREQ or COREQ: EDS 701 or permission of the adviser.
EDS 703: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. This supervised practicum focuses on the use of formal and informal behavior assessment practices with culturally and linguistically diverse young children with special needs in inclusive classrooms, the development of appropriate I.F.S.P. and I.E.P. goals in relation to behavioral assessment, the application of behavioral principles of classroom management to inclusive classrooms, and the specific steps and data collection procedures needed to implement a behavior change process with young children. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.) PREREQ: EDS 701 and EDS 702; COREQ: EDS 743; and permission of the adviser.
EDS 704: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Curriculum and instructional practices appropriate for young children with special needs, including: curriculum standards, designing learning environments, developing effective strategies for teaching readiness and content area skills, developing social skill programs, collaborative teaching techniques, and using informal checklists in the development of appropriate I.F.S.P./I.E.P. goals and objectives. Emphasis will be placed on the impact of cultural and linguistic diversity on program planning and skill acquisition. Use of technology for instruction and monitoring student progress will be incorporated throughout the course. (15 hours practicum teaching required.) PREREQ: EDS 703; COREQ: EDS 705.
EDS 705: Practicum in Curriculum and Instruction for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Focusing on the selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse young children with special needs. The development of appropriate I.F.S.P. and I.E.P. goals, instructional objectives, and lesson plans in relation to the child's levels of functioning and cultural and linguistic background. Also addressing the selection of instructional materials and technologies; individualization and group service delivery; collaborative teaching; training of parents as reinforcers of acquired skills; adaptive and social skill acquisition; and the evaluation of students and programs. Course requires submission of a videotaped lesson for evaluation. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.)PREREQ: EDS 703; COREQ: EDS 704.
EDS 706: Practicum in Assessment for Culturally and Linguistically Diverse Young Children with Special Needs. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse young children with special needs. The development of appropriate I.F.S.P. and I.E.P. goals, instructional objectives, and lesson plans in relation to the child's levels of functioning will be emphasized. (45 hours Supervised Practicum Teaching: Birth-2 years and/or children 3-5 and/or children 6-8 required.) PREREQ: EDS 705; COREQ: EDS 741.
EDS 707: The Childhood Student with Disabilities. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse childhood students (6 to 12 years of age) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Education Programs and issues of advocacy will be studied within the context of the continuum of service delivery (inclusive, collaborative, and specialized settings). (15 fieldwork hours required.) PREREQ or COREQ: EDS 701 or permission of the adviser.
EDS 708: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Childhood Students with Disabilities. 3 hours, 3 credits. Focusing on the use of formal and informal behavior assessment practices with culturally and linguistically diverse childhood students with disabilities in inclusive classrooms; the development of appropriate I.E.P. goals in relation to behavioral assessment; the application of behavioral principles of classroom management to inclusive classrooms; and specific steps and data collection procedures to implement a behavior change process with childhood students with disabilities. (45 hours Supervised Practicum Teaching: Grades 3-4 and Grades 5-6 required.) PREREQ: EDS 707; COREQ: EDS 743.
EDS 709: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Curriculum and instructional practices for use with childhood students with disabilities, including: curriculum standards; designing appropriate learning programs and environments; developing strategies for teaching content area skills; developing social skills programs; collaborative teaching techniques; and the use of informal checklists in the development of I.E.P. goals and objectives. Emphasis will be placed on the impact of cultural and linguistic diversity on program planning and skill acquisition. Use of technology for instruction and for monitoring student progress will be incorporated throughout the course. (15 practicum teaching hours required.) PREREQ: EDS 708; COREQ: EDS 710.
EDS 710: Practicum in Curriculum and Instructional Practices for Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse childhood students with disabilities in inclusive settings. The development of I.E.P. goals, instructional objectives, and lesson plans in relation to the child's level of functioning and cultural and linguistic background; selection of appropriate instructional materials and technologies; whole class, small group, and individualized teaching; collaborative teaching; parent training; adaptive and social skills acquisition; and the evaluation of students and programs will be addressed. Course requires submission of a videotaped lesson for evaluation. (45 hours Supervised Practicum Teaching: Grades 3-4 and 4-5 required.) PREREQ: EDS 708; COREQ: EDS 709.
EDS 711: Practicum in Assessment of Culturally and Linguistically Diverse Childhood Students with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse childhood students with disabilities. Students will assess children; write evaluation reports; discuss implications of findings; and make appropriate educational recommendations on the basis of test data, observational data, and ecological data. The development of appropriate I.E.P. goals, instructional objectives, and lesson plans in relation to the child's levels of functioning will be emphasized in the course. (45 hours Supervised Practicum Teaching: Grades 3-4 and Grades 5-6 required.) PREREQ: EDS 710; COREQ: EDS 741.
EDS 712: The Adolescent with Disabilities. 3 hours, 3 credits. Nature and needs of culturally and linguistically diverse adolescents with a wide range and degree of disability conditions. Pertinent legislation, intervention with families, developing I.E.P.'s and I.T.P.'s, postsecondary training opportunities, and issues of advocacy will be studied in the context of the continuum of service delivery (inclusive, collaborative, and specialized settings). (15 fieldwork hours required.) PREREQ or COREQ: EDS 701 or permission of the adviser.
EDS 713: Practicum in Behavioral Assessment and Management of Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Use of formal and informal behavior assessment practices with culturally and linguistically diverse adolescents with disabilities in inclusive classrooms; the development of appropriate I.E.P. goals in relation to behavioral assessment; the application of behavioral principles of classroom management to inclusive classrooms; the individualized application of self-management techniques and behavior contracts for adolescents, where appropriate; and the specific steps and data collection procedures needed to implement a behavior change process with adolescents with disabilities. (45 hours Supervised Practicum Teaching: Grades 9-10 and Grades 11-12.) PREREQ: EDS 712; COREQ: EDS 743.
EDS 714: Curriculum and Instructional Practices for Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Curriculum and instructional practices for use with childhood students with disabilities, including: curriculum standards, designing appropriate learning programs and environments, developing effective strategies for teaching content area skills, developing social skills programs, collaborative teaching techniques, and use of informal checklists in the development of appropriate I.E.P. goals and objectives. Emphasis will be placed on the impact of cultural and linguistic diversity on program planning and skill acquisition. Use of technology for instruction and for monitoring student progress will be incorporated throughout the course. (15 hours practicum teaching hours at the developmental level of study required.) PREREQ: EDS 713; COREQ: EDS 716.
EDS 715: Research in Special Education. 3 hours, 3 credits. This course is an introduction to research and will enable students to read, critique, and review professional research. Students will learn about research design, descriptive statistics, quantitative and qualitative research methods, and the use of technology in research. As a final project, the formulation of a research topic and completion of a comprehensive review of literature linked to a teaching project for EDS 718 will be required. PREREQ: EDS 706, 711, 717; COREQ: EDS 718.
EDS 716: Practicum in Curriculum and Instruction for Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, modification, and evaluation of curriculum and instruction for culturally and linguistically diverse adolescents with disabilities in inclusive settings. The development of appropriate I.E.P. goals, instructional objectives, and lesson plans in relation to the adolescent's level of functioning and cultural and linguistic background; selection of appropriate instructional materials and technologies; whole class, small group, and individualized teaching; collaborative teaching; adaptive and social skill acquisition; and the evaluation of adolescents and programs will be addressed. A videotaped lesson must be submitted for evaluation to satisfy one of the requirements for this course. (45 hours Supervised Practicum Teaching: Grades 9-10 and Grades 11-12.) PREREQ: EDS 713; COREQ: EDS 714.
EDS 717: Practicum in Assessment of Culturally and Linguistically Diverse Adolescents with Disabilities in Inclusive Settings. 3 hours, 3 credits. Selection, adaptation, design, and modification of a test battery for culturally and linguistically diverse adolescents with disabilities. The development of appropriate I.E.P. goals, instructional objectives, and lesson plans in relation to the adolescent's levels of functioning will also be addressed. (45 hours Supervised Practicum Teaching: Grades 9-10 and Grades 11-12.) PREREQ: EDS 716; COREQ: EDS 741.
EDS 718: Culminating Master's Project. 3 hours, 3 credits. A case study of a culturally and linguistically diverse learner with mild to moderate learning and behavior problems in an inclusive classroom setting from the social, educational, and psychological perspectives. Master's candidates, using print and electronic sources, will be required to review pertinent literature, research methodology, and teaching techniques in order to design and implement a specialized instructional program under supervision and to evaluate outcomes. Students will explore disseminating their case-study findings via journals, electronic sources, conferences, etc. A videotaped lesson of this specialized instructional program integrated within an inclusive classroom must be submitted for evaluation to satisfy one of the requirements for this course. (45 hours Supervised Practicum Teaching at appropriate developmental level required.) PREREQ: EDS 706, or EDS 711 or EDS 717; COREQ: EDS 715.
EDS 719: Student Teaching of Diverse Learners with Disabilities in Inclusive and Specialized Settings. 6 hours, 6 credits. Supervised practicum in the teaching of culturally and linguistically diverse young children, childhood students, or adolescents with a broad range of moderate to severe disabilities in specialized settings. (90 Hours Supervised Practicum Teaching at the developmental level of study required.) PREREQ: EDS 718.
EDS 722: Teaching Students with Severe Disabilities. 3 hours, 3 credits. Teaching diverse learners with severe disabilities in specialized settings across the lifespan (day treatment centers, residential schools/care facilities, and hospitals) and includes the nature and needs of individuals with severe cognitive, behavioral, and/or physical disabilities, etiologies, comorbidity with other disorders, self-care, and adaptive skills curricula, medical and physical management issues, and community-based transition programming. PREREQ: Completion of requirements for M.S.Ed. in Special Education in either Early Childhood, Childhood, or Adolescence or permission of the adviser.
EDS 723: Collaborative Approaches to Teaching Individuals with Severe Disabilities Across the Lifespan. 3 hours, 3 credits. An examination of the collaborative teaching relationships between special educators and general educators, paraprofessionals/teaching assistants, parents, and service providers (speech therapists, occupational therapists, physical therapists, counselors, physicians, and nurse practitioners), and workplace supervisors. Focus on teaching responsibilities, modification of curricula, and teaching for transition to employment and independent living. PREREQ: EDS 722.
EDS 724: Practicum in Teaching Diverse Learners with Severe Disabilities in Specialized Settings. 3 hours, 3 credits. Supervised practicum in the teaching of diverse learners with severe disabilities in specialized settings. Focus on teaching daily life skills to individuals with severe cognitive, behavioral, and physical disabilities in specialized settings, including providing individualized instruction in day treatment centers, residential schools/care facilities, and hospitals. (45 hours Supervised Practicum Teaching at the developmental level of study required.) PREREQ: EDS 722 and EDS 723.
EDS 725: Nature and Needs of Culturally and Linguistically Diverse Gifted and Talented K-12 Students in Inclusive and Gifted Classes. 3 hours, 3 credits. An in-depth study of the nature and needs of gifted and talented culturally and linguistically diverse children and adolescents in inclusive and gifted classrooms. History, models, and theories of gifted education, characteristics of the gifted and talented, identification and prevalence, comorbidity with disabilities, factors that enhance or inhibit gifted development, and national and State standards. 10 hours of observation of inclusive and gifted classes and/or agency programs at the developmental level corresponding to the teaching certificate held. PREREQ: New York State Teaching Certificate or Reciprocal State Teaching Certificate.
EDS 726: Assessment of Culturally and Linguistically Diverse Gifted and Talented K-12 Students in Inclusive and Gifted Classes. 3 hours, 3 credits. Formal and informal assessment of culturally and linguistically diverse gifted and talented students in inclusive and gifted classes. Tools and methods for identifying and assessing gifted and talented students. 15 hours of fieldwork in assessment of gifted learners. PREREQ: EDS 725 and New York State Teaching Certificate or Reciprocal State Teaching Certificate.
EDS 730: Study of Early Special Education. 3 hours, 3 credits. Nature and needs of the handicapped child aged 0 to 5 years with physical, sensorial, mental, and emotional handicapping conditions with a wide range and degree of difficulties. PREREQ: EDS 700 and permission of the coordinator.
*EDS 740: Nature and Needs of the Handicapped. 3 hours, 3 credits. Survey of the social and educational problems of all types of children with handicapping conditions, including sensory impairment. Content will include children's cognitive, social, and emotional problems, and the medical and psychological bases for appropriate education and care.
EDS 741: Psycho-educational Evaluation of Children with Learning Problems. 3 hours, 3 credits. Theoretical bases of testing and techniques underlying psychoeducational evaluation of children with learning and behavior problems. Issues of standardized, informal, observational, computer-based, curriculum, and portfolio assessment will be addressed. Special attention will be placed on the impact of culture, language, and gender on testing. In a practicum setting, students will administer tests and score, interpret, and share results with parents, teachers, and other professionals. Issues of advocacy and self-advocacy will be addressed. (15 hours practicum teaching at the developmental level of study required.)PREREQ: EDS 705 or EDS 710 or EDS 716; COREQ: EDS 706 or EDS 711 or EDS 717.
EDS 742: Advanced Psycho-educational Assessment. 3 hours, plus testing time, 3 credits. Analysis of major issues involved in the educational assessment of culturally and linguistically diverse populations, particularly in urban settings. Course content will emphasize curriculum-based assessment, design of nonstandardized assessment instruments, and the review of pertinent research findings. PREREQ: EDS 741 and permission of the program coordinator.
EDS 743: Behavioral Assessment, Management, and Change. 3 hours, 3 credits. The study of applied behavior analysis (A.B.A.) theories and techniques for individualized academic, daily life, and social/behavioral interventions with at-risk, culturally and linguistically diverse, and/or special needs children and adults across the lifespan. Specific applications of applied behavior analysis techniques for behavior management in home, school, and community settings. PREREQ: EDS 701 or permission of the advisor; COREQ (for matriculated students only): EDS 703 or EDS 708 or EDS 713.
*EDS 744: Visual Arts for Children with Learning Problems. 3 hours, 3 credits. Workshop course using art, media, and material; readings; and discussions related to the artistic development of the child with learning problems. Art activities will be derived from the following developmental areas: organizing (preplanning, sequencing, and ordering); body awareness; form and spatial awareness. All workshop activities incorporate visual, kinesthetic, haptic, and audio components to achieve intersensory growth and internalization of the learning experience. PREREQ: Permission of the coordinator.
*EDS 745: Curriculum, Instruction, and Management of Infants and Toddlers with Special Needs —A Practicum. 3 hours, field experience, 3 credits. A guided experience of teaching infants and toddlers with handicaps in a variety of settings. PRE- or COREQ: EDS 746 and permission of the coordinator.
*EDS 746: Diagnostic Study and Habilitation of Infants and Toddlers with Special Needs. 3 hours, field experience, 3 credits. Theoretical bases and techniques underlying diagnostic evaluation of singly- and multiply-impaired infants and of toddlers with multiple impairments from birth to three years of age. Diagnostic- prescriptive psycho-educational principles for fostering positive development. The objective of the course is to enable the student to determine the developmental requirements of infants and toddlers with physical, psychological, neurological, and learning impairments and to discover strategies for the infants' habilitation. PREREQ: EDS 730 and permission of the coordinator.
*EDS 747: Diagnostic Study and Special Education of Older Preschool Children with Special Needs. 3 hours, field experience, 3 credits. Theoretical bases and techniques underlying diagnostic evaluation of preschoolers with single and multiple-impairments from 3 to 6 years of age. Diagnostic-prescriptive psycho-educational principles for fostering positive development. The objective of the course is to enable the student to determine the developmental requirements of older preschool children with physical, psychological, neurological, and learning impairments and to discover strategies for their special education and habilitation. PREREQ: 18 credits in special education and EDS 746, or approval of the coordinator.
*EDS 748: The Adolescent with Developmental Learning Problems. 3 hours, field experience, 3 credits. The effects of unremediated learning problems on the adolescent's attempts to master curriculum. Compensatory adaptations; secondary emotional problems. Diagnostic-prescriptive program for remediation of cognitive and affective disturbances. PREREQ: EDS 760 and 741; or permission of the coordinator.
*EDS 749: Movement for Children with Learning Problems. 3 hours, field experience, 3 credits. Integration of cognitive and affective abilities of the child with developmental learning problems through psychomotor/dance training. Designed to provide the student with competency to use psychomotor methods to permit the child access to improved learning of perceptual, linguistic, and academic skills. PREREQ: Permission of the coordinator.
*EDS 750: Study of the Mentally Retarded and the Multiple-Handicapped Individual. 3 hours, 3 credits. Study of current research, efficacy of past and present practices, knowledge of specialized terminology and theories, related services, and disciplines enabling teachers to become full participants in transdisciplinary terms. Site visits are planned to a variety of placements.
*EDS 751: Curriculum and Methodology for Retarded and Multiple-Handicapped Children. 3 hours, 3 credits. Synthesizing assessment information to develop an individualized educational plan for individuals who are retarded and/or have multiple handicaps. Knowledge of various curricular missions, strategies and methodologies, techniques, and materials. Understanding use and care of prostheses and other equipment to facilitate learning. Evaluating instructional objectives, methodology, and child-management procedures. PREREQ: EDS 750.
*EDS 752: Development of Functional Literacy Skills in Individuals with Mental Retardation. 3 hours, 3 credits. Identification, analysis, and remediation of literacy disorders of children who are mildly retarded. Emphasis on communication skills of reading and writing, although those of listening and speaking will be included. For individuals who are moderately retarded, literacy skills contained within activities of daily living will be stressed. PREREQ: Permission of the coordinator.
*EDS 753: Practicum —Teaching Individuals with Retardation. 3 hours, field experience, 3 credits. A guided experience of teaching individuals with retardation in a variety of settings. PREREQ: Permission of program coordinator.
*EDS 754: Individuals with Handicaps: Vocational Environments. 3 hours, field experience, 3 credits. Developing awareness in special educators of the importance of meeting the total life career development needs of most individuals who are handicapped. The various vocational environments and agencies that accommodate individuals with handicaps are explored. The relevance of personal and social functioning is emphasized in relation to job success. The need to adopt the principle of normalization in vocational services is stressed, along with understanding vocational assessment techniques.
*EDS 755: The Special Child in the Home, School, and Community: Strategies for Adaptation. 3 hours, field experience, 3 credits. Emphasizes the socio-ecological approach to educating the child with handicaps. This approach views behavior as a function of the relationship between the child and the environment. The course is designed to provide educators and parents with strategies to enhance the home, school, and community networks.
*EDS 756: Specialized Techniques for Teaching the Person with Emotional Handicaps. 3 hours, fieldwork, 3 credits. Investigation and field-based application of specialized behavioral techniques for teaching the emotionally handicapped learner. Behavioral techniques, humanistic approaches, and interfacing with other professionals will be explored. PREREQ: EDS 770, 771, and 743.
*EDS 757: Transdisciplinary Approaches and the Person with Handicaps. 3 hours, fieldwork, 3 credits. Investigation and conceptualization of the roles and responsibilities of the members of the transdisciplinary teams as they relate to service delivery for individuals with handicaps in a variety of settings, including residential, day-treatment, hospital, and others. Site visits to a variety of placements will be required. PREREQ: Permission of the coordinator.
*EDS 758: Practicum —Teaching the Individual with Multiple Handicaps. 3 hours, field experience, 3 credits. A guided experience of teaching children and adults with handicaps in a variety of settings. PREREQ: Permission of the coordinator.
*EDS 759: Curriculum, Instruction, and Management of Older Preschool Children with Special Needs —A Practicum. 3 hours, field experience, 3 credits. A guided experience of teaching preschoolers with handicaps in a variety of settings. PRE- or COREQ: EDS 747 and permission of the coordinator.
*EDS 760: Study of the Person with Learning Disabilities. 3 hours, 3 credits. Study of the theory of specific learning disability. Examination of psychological, neurological, and linguistic theories of language and learning. Emphasis on the behavioral characteristics of individuals with specific disabilities, and general implications for instruction. PREREQ: Permission of the coordinator.
*EDS 761: Curriculum Planning in Learning Disabilities. 3 hours, 3 credits. Examination of basic concepts in curriculum design and their implications for selection and/or modification of curricula for individuals with specific learning disabilities in classroom and clinical settings. PREREQ: EDS 760 and permission of the coordinator.
*EDS 762: Practicum in Remediation of Specific Disabilities. 3 hours, 3 credits. (May be reelected to 6 credits.) Supervised practicum in the identification, analysis, and remediation of specific learning disabilities. PREREQ: EDS 760, EDS 741, and permission of the coordinator.
EDS 763: Seminar in Current Issues and Problems in Special Education. 3 hours, 3 credits. The critical analysis and in-depth study of current issues and problems in Special Education. Topics covered will be relevant to the education of the child with special needs and will include issues such as funding, legislation, litigation, labeling, mainstreaming, and teacher attitudes. PREREQ: 9 credits in Special Education or related fields, and permission of the coordinator.
*EDS 764: Practicum in the Assessment of Specific Learning Disabilities. 3 hours, 3 credits. (May be re-elected to 6 credits.) Supervised practicum in the remediation of specific learning disabilities. PREREQ: EDS 741 and 761, and permission of the coordinator.
*EDS 765: Program Planning for Special Education. 3 hours, 3 credits. Analysis of factors affecting the design and implementation of special education programs for schools and/or alternative settings —foster homes, group homes, intermediate facilities, and regional centers. Program design and implementation under supervision. PREREQ: Permission of the coordinator.
*EDS 767: Practicum in Remediation of Specific Learning Disabilities. 3 hours, 3 credits. (May be repeated to a maximum of 6 credits.) Supervised practicum in the remediation of specific disabilities. PREREQ: EDS 741 and 761, and permission of the coordinator.
*EDS 768: Practicum in the Assessment of Specific Learning Disabilities. 3 hours, 3 credits. (May be repeated to a maximum of 6 credits.) Supervised practicum in the assessment of specific learning disabilities. PREREQ: EDS 742 and permission of the coordinator.
*EDS 770: Study of the Person with Emotional Handicaps. 3 hours, 3 credits. Study of the characteristics, development, and behaviors of the emotionally handicapped. Emphasis on implications for management and education. PREREQ: Permission of the coordinator.
*EDS 771: Planning Curricula for the Person with Emotional Handicaps. 3 hours, 3 credits. Techniques for analyzing the strengths and weaknesses of individual students with emotional handicaps. Practice in selecting goals to be sought in working with the student, in determining strategies for teaching, and in designing appropriate materials for use in working toward these goals. PREREQ: EDS 770 and permission of the coordinator.
*EDS 772: Practicum in Teaching the Person with Emotional Handicaps. 6 hours, 6 credits. Supervised practicum in teaching the emotionally handicapped. PREREQ: EDS 771 and permission of the coordinator.
*EDS 790: Independent Study in Special Education. 1-3 hours, 1-3 credits. (May be re-elected for up to 6 credits). Individual study, under supervision. PREREQ: 18 credits completed in Special Education and permission of coordinator.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
*EBS 701: Issues in Bilingualism. 3 hours, 3 credits. The nature of bilingualism as a societal and individual phenomenon. In-depth study of linguistic, applied linguistic, psycholinguistic, sociolinguistic, neurolinguistic, and educational aspects of bilingualism. PREREQ: Permission of the coordinator.
*EBS 741: Psycho-educational Evaluation of Bilingual Children with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Theoretical bases and techniques underlying the psycho-educational evaluation of bilingual children with learning and behavior problems. The specific concerns related to the assessment of bilingual individuals will be highlighted, including attitudes of school personnel, test bias, misuse of tests, culture-specific tests and local norms, culture-fair tests, procedures and instruments for unbiased testing, and nondiscriminatory assessment models and practices for teachers and evaluators. PREREQ: EBS 701, 760, and permission of the coordinator.
*EBS 760: The Bilingual Child with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Study of the theories associated with learning disabilities and second-language learning as they relate to academic and behavioral problems presented by bilingual students in Special Education programs, and implications of those theories for instruction. PREREQ: EBS 701, EDS 740, or permission of the coordinator.
*EBS 761: Curriculum Planning for Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Curriculum development, use of specialized teaching techniques, and adaptation of instructional materials for bilingual students with mild to moderate learning and behavior problems. PREREQ: EBS 701, EDS 740, EBS 760, EBS 741, or permission of the coordinator.
*EBS 767: Practicum in the Remediation of Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Supervised practicum in the remediation of bilingual students with mild to moderate learning and behavior problems. PREREQ: EBS 741, 760, 761, and permission of the coordinator.
*EBS 768: Practicum in the Assessment of Bilingual Students with Mild to Moderate Learning and Behavior Problems. 3 hours, 3 credits. Supervised practicum in the assessment of bilingual students with mild to moderate learning and behavior problems. PREREQ: EBS 741, EDS 742, EBS 761, or permission of the coordinator.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
FCS 501: Current Problems in Family and Consumer Studies. 1 hour, 1 credit. (Open to all graduate students. May be reelected by F.C.S. matriculants up to a maximum of 8 credits with a change in topic.)Topics will be announced before the start of each semester.
FCS 503: Current Problems in Family and Consumer Studies. 3 hours, 3 credits. (Open to all graduate students. May be reelected by F.C.S. matriculants up to a maximum of 9 credits with a change in topic.)Topics will be announced before the start of each semester.
*FCS 571: The Family and the Law. 3 hours, 3 credits. Examination of laws that directly affect the family: laws pertaining to marriage, adoption, estate planning, foster care, and family relations. Emphasis on the work of Federal, State, and local agencies; and legal requirements, proscriptions, etc., in the areas of consumer health protection, housing, and financial management.
FCS 601: Seminar in Family and Consumer Studies. 1 hour, 1 credit. (May be reelected for credit as often as the topic changes.) Recent developments in specific topics. PREREQ: Chair's permission.
*FCS 611: Clothing Management. 3 hours, 3 credits. Recent developments in the production, purchase, and utilization of textiles and clothing as they relate to the management of personal and family problems. Evaluation of methods and materials for teaching clothing management. PREREQ: FCS 202 and 302 (or equivalents).
*FCS 651: Housing for Family Living I. 3 hours, 3 credits. The effect of housing and home environment on the quality of family living. Criteria for the selection of rented, owned, and public housing to fit individual family needs. Trends in housing and community planning. Individual and family responsibilities for improving housing. PREREQ: FCS 180 and 219 (or equivalents).
*FCS 652: Housing for Family Living II. 3 hours, 3 credits. Analysis of social and physical design features in old and new housing, public and private, with concentration on the effect of housing and home environment on family living. Interrelationship of design and problems of livability with principles of space planning and the effect of design on housing and maintenance costs. PREREQ: FCS 651.
*FCS 661: Developing Family and Consumer Studies Program. 3 hours plus research project, 3 credits. Principles, procedures, and problems in developing school and community education for home and family living, with emphasis on curriculum building and improvement of instruction in family and consumer studies. PREREQ: ESC 431. PREREQ: Permission of the coordinator.
FCS (ESS) 671: Family Development. 3 hours plus field study, 3 credits. Study of the family cycle, with focus on developmental tasks and changing roles of family members. Proposals for strengthening families. Review of methods and materials for secondary-school teaching of family living.
*FCS 672: Economic Problems of Family. 3 hours plus field study, 3 credits. Study of the economic status of American families with respect to incomes, employment, housing, and social security. Factors affecting cost of living. The contribution of resource management to the economic welfare of families. Consideration of methods and materials for the teaching of family economics and home management. PREREQ: FCS 316 and 307 (or equivalents).
*FCS 673: Home Economics—Aspects of Consumer Education. 3 hours, 3 credits. Selection and use of goods and services related to improvement of family living. Individual studies of consumption practices and selected consumer problems. Responsibilities of home economists as consumer advisers.
FCS 674 (HEA 625): Seminar in Human Sexuality. 3 hours, 3 credits. Analysis of current trends, problems, and issues. PRE- or COREQ: FCS 671 and graduate coordinator's permission.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
ESS 500: Reading and Writing Connections. 3 hours, 3 credits. An introduction to reading and writing development of culturally and linguistically diverse adolescents. Exploration of the ways in which reading and writing interact. Study of online approaches to facilitate strategic reading of a variety of texts.
ESS 501: Writing and Reading in the Content Areas. 3 hours, 3 credits. Development and critique of curriculum units to advance familiarity and comfort with a variety of texts and written forms that build academic skills in secondary school social studies, science, mathematics, and literature classrooms. Emphasis is on written, oral, and visual strategies to promote comprehension, reflection, and support for the academic development of culturally and linguistically diverse adolescents. PREREQ: None.
ESS (FCS) 671: Family Development. 3 hours plus field study, 3 credits. (See description under FCS (ESS) 671.)
ESS 705: Project Seminar I. 3 hours, 3 credits. Formulation by each student of a significant project related to a special field in education: definition, design, and method for carrying out the project; recapitulation of relevant material; and completion of an outline. Students will work individually, or in small groups, with an instructor. PREREQ: Permission of the program coordinator.
ESS 706: Project Seminar II. 3 hours, 3 credits. Completion of the project undertaken in ESS 705, including a written report on the research or curriculum development carried out, the results of the work, the bases for evaluating the results, and the author's recommendations to others interested in the subject. PREREQ: ESS 705.
*ESS 719: The Dynamics of Working with Groups. 3 hours, 3 credits. An investigation of theories and research in the area of classroom group dynamics. Study of group development and classroom behavior. Supervised experience in conducting classroom group discussions, guided observation of large and small groups in action, and directed reading in the literature of classroom group behavior. PREREQ: Graduate adviser's permission. Field experience or working with a group may be required.
*ESS 766-767: Comparative Analysis of English and Spanish I and II. Each 3 hours, 3 credits. I. A descriptive study of American English and Spanish, based on current usage. A systematic outline of the sound system, the language patterns, and the vocabulary of both languages. II. Comparison and contrast of the linguistic features of both languages.
*ESS 771: Mental Hygiene. 3 hours, 3 credits. Current problems in mental hygiene of the child. Mental hygiene factors in the nursery school and kindergarten, preschool, middle school, later childhood, and adolescent periods.
*ESS 782: The Slow Learner. 3 hours, 3 credits. The organization of appropriate programs and curricula and the techniques of instruction for the slow learner in elementary and secondary schools. PREREQ: Full-time teaching experience.
*ESS 783: Education of the Gifted. 3 hours, 3 credits. Analysis of the nature and development of gifted children and of educational provisions indicated for them in modern theory and practice. Workshop, research, and case-study procedures stressed. PREREQ: Teaching experience.
*ESS 785: Microcomputers in Specialized Educational Services. 3 hours, 3 credits. This course provides a comprehensive overview of computer applications in the areas of counseling and guidance, family and consumer studies, reading, and Special Education. Use of computers to deliver specialized educational services to students across a broad range of ages and instructional needs will be emphasized. PREREQ: Permission of the coordinator.
ESS 789: Workshops in Curriculum Design. 1-3 hours, 1-3 credits. (May be reelected for credit, with graduate adviser's permission, when the topic changes.) Theoretical and practical approaches to design of curricula. NOTE: Curriculum areas will be announced each semester.
ESS 790: Workshops in Curriculum Materials Development. 1-3 hours, 1-3 credits. (May be reelected for credit, with Graduate Adviser's permission, when the topic changes.) Selection and development of instructional materials. NOTE: Curriculum areas are announced each semester.
*ESS 793: The Mass Media in Education. 3 hours, 3 credits. Techniques for planning, selecting, using, and evaluating the mass media in light of research findings, curriculum objectives, and the needs of students.
*ESS 794: Technological Resources for Teaching and Learning. 3 hours, 3 credits. Techniques for planning, selecting, using, and evaluating technological systems and aids for learning and teaching. These will be examined in light of research findings, curriculum objectives, and the needs of students. Programmed materials and associated equipment: projectors, recordings, closed-circuit television, video and kinescope recording, automated record keeping, and measurement devices.
*ESS 795: Audiovisual Instruction for the Classroom Teacher. 3 hours, 3 credits. The contribution of audiovisual instructional media (including slides, filmstrips, films, records, computers, and radio and television) to learning. Research equipment, materials, and methods of use for effective teaching and maximal learning. The selection, preparation, creation, and use of audiovisual materials to enrich the learning situation.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
EDI 703: Multimedia Production for Educational Environments. 3 hours, 3 credits. Plan, design, implement, and assess multimedia tutorials and projects to support problem-based learning and research across the curriculum. PREREQ: EDE 777 and permission of the Program Coordinator.
EDI 704: Technology, Problem Solving, and Critical Thinking in Education. 3 hours, 3 credits. Review and application of educational theories and research addressing the new technologies supportive of problem solving, critical, and higher-order thinking. PREREQ: EDE 777 and permission of the Program Coordinator.
EDI 705: Distance Learning and Electronic Communications Applied to Educational Environments. 3 hours, 3 credits. Design and analysis of reformed curriculum incorporating the Internet, videoconferencing, electronic communication, and interactive distance-learning classrooms supportive of critical and higher-order thinking. PREREQ: EDE 777 and permission of the program coordinator.
EDI 706: LANS, Networks, and Infrastructure Design and Analysis in Educational Environments. 3 hours, 3 credits. Investigation of design characteristics of local area networks (L.A.N.S.), intranets, and the global Internet (W.A.N.S.). Issues to be addressed include infrastructure design and management, security maintenance, ethical and legal questions, curriculum development, professional development of users, and the obtaining and allocation of resources for continued support of existing and planned systems. PREREQ: EDI 705 and permission of the program coordinator.
*EDI 719: Instructional Design. 3 hours, 3 credits. Introduction to the principles and procedures for assessing learners and learner groups, articulating goals and objectives, planning and implementing instructional media, and evaluating results of this instruction.
*EDI 720: The Mass Media in Education. 3 hours, 3 credits. The nature of the media in society and its impact on education, viewed in light of communication theory, research findings, and curriculum objectives.
*EDI 721: Educational Media Production I. 3 hours, 3 credits. Production and application of still images using a variety of equipment (such as cameras, slide projectors, overhead and opaque projectors) and production and application of slide tape series; use of terms and concepts in producing and examining images. COREQ: EDI 719 or the coordinator's permission.
*EDI 722: Educational Media Production II. 3 hours, 3 credits. Production and application of educational materials using moving images and sound (super 8mm film/videotape); use of basic visual terms and concepts in producing and examining these productions. PREREQ: EDI 719 and 721. COREQ: EDI 723 or permission.
*EDI 723: Instructional Resources for Teaching and Learning. 3 hours, 3 credits. Locating, evaluating, selecting, and using resources appropriate to the solution of selected educational problems. PREREQ: Coordinator's permission.
*EDI 724: Practicum in the Application of Media to Educational Problems. 3 hours, 3 credits. Designing and evaluating instructional materials in field settings (schools, hospitals, prisons, etc.).
*EDI 790: Videotape and Closed-Circuit Television Productions. 3 hours, 3 credits. The uses of videotape and closed-circuit television in the curriculum; planning, presenting, and analyzing TV videotape productions for educational programming.
*EDI 791: Documentary Film. 3 hours, 3 credits. Survey of nonfiction film. Study of 16-mm films analyzed in terms of intention, style, quality, and applicability to classroom situations. Students will review current film and television productions. Classroom film documentation of teaching techniques.
*EDI 792: Simulation and Games. 3 hours, 3 credits. An introduction to the theory, use, evaluation, and creation of simulation and game situations in school.
*EDI 793: Intermedia Production Techniques. 3 hours, 3 credits. Principles of film, animation, editing, macro photography, monaural and stereo recording, and multiscreen projection, and the integration of these media in classroom presentations.
Areas of Specialization Within Family and Consumer Studies
*FCS 651: Housing for Family Living I
*FCS 652: Housing for Family Living II
*FCS 672: Economic Problems of Family Life and Child Development
*FCS 571: The Family and the Law
FCS (ESS) 671: Family Development
*FCS 673: Home Economics--Aspects of Consumer Education
FCS 674 (HEA 625): Seminar in Human Sexuality
*FCS 611: Clothing Management
Special Topics and Program Development
FCS 501: Current Problems in Family and Consumer Studies
FCS 503: Current Problems in Family and Consumer Studies
FCS 601: Seminar in Family and Consumer Studies
*FCS 661: Developing Family and Consumer Studies Program