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Graduate Course Descriptions

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CEP 500 Fundamentals of Educational Research | Credits: 3

Knowledge and appreciation of scientific inquiry in education; illustration of various strategies through study of research reports; technical aspects of the research process, including choice of research strategies, conceptual and operational definitions of variables, data analysis, and interpretation of results.

CEP 503 Tests and Measurements in Counseling | Credits: 3

The course focuses on the basic assessment principles, client assessment in the rehabilitation and counseling process, and the nature of tests used in the field. The first half of the course focuses on: history of measurement, basic concepts, important social and ethical issues in testing, and technical/statistical concepts in measurement. The second half of the course deals with the content, administration, scoring and interpretation of tests frequently used in the field. Upon completing the course, students will be better able to identify and gather essential client information, interpret test information, and use test results to assist in planning. The specific course objectives are to promote:

  • An understanding of the foundations of assessment and the role of tests and measurements in the counseling and rehabilitation processes.
  • Knowledge of basic psychometric properties (e.g. reliability and validity) which are important to the selection of assessment devices and the interpretation of scores or other performance measures.
  • The ability to read and understand test manuals and determine the types of uses for which a particular test is most appropriate.
  • Knowledge of a variety of assessment devices commonly used in the field.
  • Skill in determining the implications of (weighting) client assessment information for clients.
  • Integration of medical aspects and foundational limitations of disability in developing evaluation plans that are appropriate for answering common referral questions. Relatedly, students should gain competence in selecting, administering, scoring, and interpreting tests in the light of client disability.
  • Ability to develop and conduct vocational evaluations.

CEP 504 Introduction to Counseling for Rehab Substance Abuse | Credits: 3

Introduction to the field of rehabilitation counseling and its application to substance abuse and addiction. Examination of the social, psychological, and biological bases of addiction; exploration of assessment, diagnosis and treatment issues; understanding of the functional limitations substance addiction especially as they relate to work and independent living. All students complete quizzes, midterm and final examinations. Undergraduates (CEP 404) must read and critique two journal articles relevant to the course content. Graduate students (CEP 504) must write a paper on disability and substance abuse and lead selected group discussions.

CEP 521 Introduction to Mental Health Counseling | Credits: 3

This course provides an overview of mental health counseling. The texts and assignments are designed to introduce students to the field. Topics include: history of counseling, the scope of MH counseling, MH counselor’s activities, settings, theories, interventions, professional issues, consultation and ethical considerations. The eight core areas of the Standards of Practice for Council for the Accreditation of Counseling and Related Educational Programs (CACREP) also will be presented: human growth and development, social and cultural foundations, helping relationships, group work, career development, appraisal, research and program evaluation, and professional ethics.

CEP 541 Human Growth & Development | Credits: 3

This course is designed to engage students in a meaningful exploration of human development from prenatal experience through adolescence. The central questions of developmental psychology concerning the nature and sources of development, as well as the importance of the cultural contexts in which development occurs, will be considered throughout. Special attention will also be given to contemporary themes, such as the meaning of childhood, cognitive development and schooling, identity formation, and cultural influences on development. This course is especially useful for professionals who work with children in a variety of settings, such as schools, daycare centers, or child service agencies.

CEP 548 Coaching for Wellness | Credits: 3

Coaching for Wellness & Physiological Integration is an on-line interactive course for graduate students and beyond who seek to integrate a proven effective coaching model of personal change into their helping practice. The model has grown out of a grounded theoretical base, and is based in both positive psychology and integrated Eastern practices. The coaching process encourages clients toward taking empowered action in the present moment, and does not focus on pathology, counseling, or the client's distant past. This course is designed to help counselors, lawyers, doctors and others in the helping professions assimilate the best practices of coaching toward personal growth for their clients, patients, as well as into their own lives. Students will learn, practice and discuss the coaching process, develop an empirically based understanding of the effectiveness of these techniques, as well as learn to implement coaching for wellness and physiological integration. Students will learn to guide their patients and clients toward addressing feelings, thoughts, and beliefs so that they can take action. Coursework will be a combination of readings, discussions, research review, and partnered personal coaching toward wellness, and practices that result in physiological integration. Students will be expected to participate in discussions, successfully complete the structured unit assignments as well as to call in for a group and team coaching session once every other week.

CEP 616 Grief Counseling | Credits: 3

Grief is the most common and painful experience known to men and women. It affects everyone and at times it affects everyone profoundly. We are born with innate ways of healing from the pain of loss, but our society extinguishes many of these coping mechanisms by adolescence. Unresolved grief is the major reason people seek counseling and a significant cause of health problems, yet it is often unrecognized as source of the problem. The purpose of this course is to discuss how you can respond in helpful and comforting ways to people who are grieving by understanding your own grief, the nature of grief and healing, and the things that seem to help people who are hurting. This course is more personal than academic, more practical than theoretical, yet focuses on the underlying scientific grieving principles to explain why some things help and other things don't. To help grieving people we need to learn a set of behaviors based on these principles. We also have to unlearn typical ways of responding to people who are hurting. The class is intended to be relatively informal and our time will be spent talking about grief, listening to some tapes, in discussion with questions and answers, and in personal discussion of some of our own experiences. We will focus on counseling grieving people, the aftermath of murder and suicide, crisis interventions in schools, suicide prevention, and the spiritual aspects of death and loss.

CEP 649 Rehabilitation Foundations | Credits: 3

History, philosophy, legal basis, principles, and procedures of rehabilitation counseling; structure of the state-federal and private non-profit and for-profit rehabilitation sectors; role of function of rehabilitation team members. The class should be taken during the first semester of enrollment for rehabilitation counseling majors.

CEP 653 Foundations of Counseling Theory | Credits: 3

The main function of this course is to introduce the major theories of counseling and psychotherapy, their background or history, the theories of personality from which they are derived, and their applications to counseling practice. The course also includes consideration of professional and ethical issues in counseling. In addition to learning about established counseling theories, each student will have the opportunity to develop her/his own counseling theory. Class time will be divided among lecture presentations, viewing of videotapes of various counseling approaches, and small group discussions and activities. As a result of this course you will:

  • Be exposed to a variety of ethical and professional issues in counseling and develop positions on some of these issues.
  • Study the ACA and/or APA ethics code(s) and have your own copy of them for future reference.
  • Gain basic understanding of the theory, practice, and application of varied approaches to counseling.
  • Form your own personal theory of counseling.
  • Develop skills in self-evaluation, writing and critical thinking.
  • Notice your own qualities that support and hinder your attempts at being therapeutic for others.

CEP 695 Psychopathology and Evidenced Based Interventions | Credits: 3

The course will focus on the fundamentals of psychopathology, diagnosis, and the integration of evidence-based biopsychosocial interventions in professional practice. Students will review and discuss the current edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV-TR) and consider the benefits and limitations of the DSM. A major emphasis of the class is the review and application of evidence-based therapeutic interventions.

ELP 629 Personnel Admin: Employee Relations in Education | Credits: 3

Issues and problems in personnel administration in education; implications for public policy and impact upon educational institutions and various categories of school personnel.

LAI 514 Adolescent Writing | Credits: 3

This course begins with an overview of theory and research in cognitive strategies and sociocognitive views of reading, writing, speaking and listening processes. It then describes an approach to the teaching of reading and writing called strategic literacy instruction. The focus throughout is on discovering ways to help struggling readers and writers: students usually referred to as "low performing," "general," or "developmental;" students perceived as learning-disabled, resistant, at-risk or lower-track; students in special education classes or in classes where special students are mainstreamed; or kids who are just plain unmotivated. Evaluation includes a midterm report and a final project concerned with designing strategy-based literacy instruction.

LAI 537 Language, Diversity & Literacy | Credits: 3

Most educators agree that basic grammar and usage should be taught in some shape or form, what specifically do students need to know? Why and for what purposes? How does the notion of linguistic correctness fit into the intelligent teaching of reading and writing? How does grammar teaching fit into standards and standards-based assessment, and how does it mesh with issues in multicultural education and urban schooling? Finally, what, realistically, can we expect to gain from the time we spend teaching language and usage? To answer these questions, this course offers a view of language diversity and literacy based in sociocultural and sociolinguistic theories of literacy learning. The course pays special attention to what sociocultural approaches tell us about the ongoing debate over the teaching of grammar and usage. It discusses the language and literacy-learning strategies students bring from home and how these strategies can be used for facilitating the learning of academic writing, grammar, and usage. The practical side of the discussions and readings focuses on two separate issues: what teachers should know about grammar, usage, style, and mechanics; and what, how, and why teachers should teach grammar, usage, style, and mechanics.

LAI 547 Student Assessment of Math Performance & Understand | Credits: 3

Defining understanding, performance, and assessment. Understanding New York state's education assessment policies and other reform initiatives. Improving current assessment practices. Investigating the how-to of innovative alternative means of assessment. Investigating critical issues in classroom assessment.

LAI 549 Child Development & Learning | Credits: 3

This course explores the role of individual, cultural, contextual, and social diversity in relation to a young child's (birth-grade 2) social/emotional, physical, communicative, and cognitive development. Specifically, students will be able to develop and evaluate early childhood education programs using knowledge of child development from an ecological perspective. Class discussions will revolve around contemporary issues in early childhood education and how research, personal beliefs, and professional organizations have influenced our conception of appropriate curricula and pedagogy.

LAI 573 Technology as a Social Practice | Credits: 3

This course aims to clarify the roots of, and identify what is at stake in, contemporary conflicts over the development and use of technology. The first half addresses the problem of conceptualizing technology so as best to elucidate its social nature and its involvement in political and cultural processes; the second half applies this conceptual work by analyzing the way technologies and social structures mutually shape one another in a variety of specific institutional settings.

LAI 574 Teaching the Exceptional Learner in the Regular Classroom | Credits: 3

The purpose of this course is to aid in understanding diversity by preparing teachers to offer direct and indirect services to students within the full range of disabilities and special health-care needs in inclusive environments. Students will be provided with techniques designed to enhance academic performance, classroom behavior, and social acceptance for students with disabilities and special needs. Students will learn skills enabling them to (1) differentiate and individualize instruction for students with disabilities and special needs, (2) become familiar with instructional and assistive technologies, (3) implement multiple research-validated instructional strategies, (4) formally and informally assess learning of diverse students, (5) manage classroom behavior of students with disabilities and special needs, and (6) collaborate with others and resolve conflicts to educate students with disabilities and special needs.

LAI 576 Literacy and Technology | Credits: 3

Explores new literacies and technologies as integrated into literacy curriculum in K-12 settings. Theory, research, and real world practices involving digital literacies and digital multimodality are explored. Teachers are positioned as learners and doers in this interactive class.

LAI 577 Technology in Special Education | Credits: 3

Over 80% of students with disabilities spend more than 50% of their time in the general education classroom. General educators now more than ever need to be familiar with effective strategies to increase access to the general education curriculum. This course will provide an overview of computer-based technologies including legislative mandates as they relate to the teaching and learning of all students as well as the use of assistive technology and concepts of universal design for learning to facilitate the successful integration of individuals with disabilities. Selection, modification, and classroom use of technology to improve or bypass physical, sensory, communicative, learning, and social limitation will be explored. The course will also examine ways in which technology may be used as a tool to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate reform in education.

LAI 578 Teaching AP Statistics | Credits: 3

This course is designed for secondary mathematics teachers interested in teaching the Advanced Placement (AP) Statistics course in secondary schools or instructors of similar courses in colleges or universities. Throughout the course students will investigate the concepts of statistics and can expect to deepen their own understanding of statistics as they study how to teach it and how students learn it. Key components of this course include students' difficulties and common misconceptions, the role technology plays in the course, and the rationale for offering AP Statistics in high school.

LAI 580 Literature for Young Adults | Credits: 3

Literature for young adults is designed as a multicultural literature course and centers on methods of literary response, including written and multimodal representations. A broader goal is to better enable pre- and inservice teachers to enhance their understanding about literary theory and practices regarding reader response and its contribution to adolescents' reading comprehension, multiliteracies, writing, multimodal composing, critical thinking, and their overall learning and academic achievement.

LAI 590 Technologies in the L2 Classroom | Credits: 3

This course introduces pre-service and in-service teachers of second and foreign languages to the use of Internet tools to enhance language learning. Participants will utilize these tools not only to improve the communication skills of L2 learners, but also to collaborate with professional colleagues in order to create a personal learning network for lifelong learning. Topics will include the most recent Internet tools. Since technology is changing exponentially, the tools used will vary but the choice of tools to explore will be based on their usefulness for communication, interactivity, and collaboration.

LAI 593 Teaching Foreign Language Grades 1-6 | Credits: 3

This course is meant to prepare teachers for language instruction in early grade levels in alignment with research and theory in the field as well as NYS and national standards for language teaching. Upon completion of the course teachers will be able to:

  • explain the rationale for early LOTE study
  • identify and describe current program models and develop guidelines for organizing and implementing early LOTE programs
  • discuss current research findings regarding early language learning
  • identify the developmental stages of pre-school and elementary age children (physical, cognitive, emotional, social, etc.) and create developmentally-appropriate activities for specific age groups
  • describe today’s elementary school
  • discuss current trends in LOTE methodology and apply these to planning in the early LOTE classroom (including interdisciplinary learning, cooperative learning, content-based lessons, lessons targeting higher order thinking skills and multiple intelligences, etc.)
  • create and set up learning centers
  • develop appropriate classroom management strategies for the early LOTE classroom
  • develop appropriate assessment techniques
  • develop appropriate instructional materials
  • locate and use available resources for early LOTE teaching.

LAI 599 Technology and Curriculum Integration | Credits: 3

This class is designed to answer the following questions:

  • How can technology be used in the classroom?
  • Will using technology enable students/teachers to do something that they could not do before?
  • Will the use of technology enable students/teachers to do something that they could do before but can do better (differently) now?
  • How do we answer educators' concerns about its use?
  • When is the use of technology an appropriate and effective use of tools?

LAI 603 Developing Curricula for Emerging Adolescents | Credits: 3

Focuses on 3 areas: (1) differences of young adolescents as learners from children and older adolescents; (2) the physical, social, emotional, and intellectual characteristics of young adolescents as learners; and, (3) implications of those characteristics for developing effective middle-level school curricula and school practice.

LAI 615 Introduction to CISL | Credits: 3

This is an introductory seminar designed to provide doctoral students in the CISL (Curriculum, Instruction and Science of Learning) doctoral program with a general foundation of and orientation toward perspectives on educational research, theory, policy, and pedagogy.

LAI 647 Spatial Literacy | Credits: 3

In this course, we will focus on spatial communication, spatial reasoning, and spatial visualization. We will also look at spatial literacy in relation to other literacies, including quantitative literacy, visual literacy, and language-related literacies.

LAI 657 Analysis/Quantity Research 1 | Credits: 3

A two-semester sequence for doctoral students in LAI or related areas; examination of eight research paradigms (experimental/quasi experimental, correlational description, evaluation and assessment, historical, research criticism, reviews of research and reading and reading theory) for purposes of (1) identifying and constructing significant research problems; and (2) comprehending, summarizing, evaluating, and synthesizing research published in reading, learning and instruction. Prerequisite(s): LAI 657 for 658

LAI 658 Analysis/Quantitative Research 2 | Credits: 3

A two-semester sequence for doctoral students in LAI or related areas; examination of eight research paradigms (experimental/quasi experimental, correlational description, evaluation and assessment, historical, research criticism, reviews of research and reading and reading theory) for purposes of (1) identifying and constructing significant research problems; and (2) comprehending, summarizing, evaluating, and synthesizing research published in reading, learning and instruction. Prerequisite(s): LAI 657 for 658

LAI 669 Qualitative Techniques in Education | Credits: 3

Designed for doctoral and advanced master's students, this course offers an introduction to qualitative research methods in the field of education. The purposes of LAI 669 are three-fold. One purpose is to understand something of qualitative research. This means looking at the conceptual roots, assumptions, and methodologies of qualitative research both by itself and in relation to quantitative approaches. A second purpose is to locate our work in educational settings. We do this because, while qualitative research is not restricted to schools and classrooms, those sites are increasing viewed as ripe for qualitative analysis. The third purpose is to provide opportunities to "do" some qualitative work. In-class and out-of-class activities are designed to provide students with real occasions to apply their theoretical learning.

LAI 678 Digital Media in Education | Credits: 3

This course will help educators use a variety of digital media tools for designing, implementing, and assessing effective learning environments. The purpose of this course is to assist teachers at all levels in their understanding of differences in instruction in the nature and function of multimedia authoring tools meant to engage students in the process of co-constructing knowledge. Authoring and editing skills as well as some programming and design principles will be discussed and practiced through hands-on experiences to develop proficiency with the tools and skills needed for authoring and publishing digital media in a variety of formats.

LAI 750 Mathematical Reasoning | Credits: 3

The purpose of this course is to help students think deeply about the nature of mathematics, what mathematical reasoning is, and how mathematical reasoning can be enhanced. Students will be asked to consider mathematics in terms of both its content and processes, with the underlying assumption that an individual must be proficient at both to achieve mathematical success.

LAI 800 Identifying Characteristics and Needs of Gifted Learners | Credits: 3

The purpose of this introductory course is to provide a broad overview of gifted education, including its historical roots, basic terminology, theories and models, as well as general characteristics and needs of gifted learners. It is specifically designed to cover the state's requirement as indicated: "knowledge of tools and methods for identifying and assessing students who learn at a pace and level that is significantly different from that of their classmates, and skill in using the tools and methods;" AND "skill in collaborating with other school staff to provide individualized instruction for all students."

LAI 803 Developing and Evaluating Curriculum for Gifted & Talented Learners | Credits: 3

Intended to explore curriculum processes and outcomes for learners with gifts and talents, this seminar involves students in both analyzing existing curriculum research and designing their own curriculum research project in the area of gifted and talented. Different perspectives on curriculum, its use, and usefulness are considered. Special attention will be given to issues of curricular modifications for gifted and talented students across the school curriculum. Those modifications include differentiated instruction, curriculum compacting, and individualized learning contracts.

LIS 503 Evaluation & Assessment | Credits: 3

This course will provide the student with a comprehensive review of multiple forms of assessment methodologies, metrics and information resources to assess performance and service quality, and inform decision making in many different organizational settings. The course is broken up into 3 units: assessment theory, methodologies, and information sources; assessing service quality and identifying competitors’ abilities; and using performance and competitive information to inform decision making.  

LIS 503 Information Managment | Credits: 3

This course will provide the student with a comprehensive introduction to information management: including the information life cycle, information use and behaviors, and information management. The course is broken up into 3 units: Introduction to the Information Life Cycle; Introduction to Information Use and Behaviors; and Introduction to Information Management.

LIS 505 Introduction to Library and Information Studies | Credits: 3

An introduction to the library and information science profession covering historical and philosophical foundations of library and information studies, an overview of the professional setting including types of libraries and information centers and professional organizations, and an introduction to library literature and research and current issues in library and information studies. The course will orient students to the LIS program so they will be able to develop their individual educational objectives. Newly admitted MLS students must take this course in their first enrollment period.

LIS 506 Introduction to Information Technology | Credits: 3

This course will prepare the student to function effectively and efficiently in the increasingly technical environment of information storage and retrieval. Three major components cover computing tools, database structures, and retrieval systems and strategies. Tools for information delivery includes basic computing concepts and systems, such as operating systems, basic hardware, assistive technologies for use by people with disabilities, installation of hardware and software, and software applications for information management by all clients including people with disabilities. Database files and structures introduces database concepts, especially in relation to information storage and retrieval applications. Information retrieval is approached from both the computing applications standpoint and the strategies necessary to successfully retrieve information in these systems by all clients including individuals with disabilities. LIS 506 must be taken as the second course in sequence in the MLS program.

LIS 519 Selection, Acquisition, and Management of Non-Book Materials | Credits: 3

An examination of the various aspects of selection, acquisition, management and preservation of non book materials in libraries. Includes: archival and local history resources; audio recordings; film and video formats; maps; microforms; models, pictures, reproductions, and art originals; CD-Roms and multi media computer software; formats which meet the needs of patrons, students, and staff with special needs; and relevant developments in communications technology.

LIS 522 International Publishing and Bibliography | Credits: 3

Provides an analysis of how publishing works in the United States and in a comparative and international framework. The role of book and journal publishing in the knowledge distribution systems of the U.S. and other countries is covered. An analysis is given on how decisions are made in publishing, including the economics of publishing. The relationship between publishing and libraries is also discussed with attention given to the new electronic environment.

LIS 542 Resources and Services for Adults | Credits: 3

An introduction to the literature, history, principles, strategies and competencies of providing library service to adults as individuals and in groups; such as: readers of genre fiction; the independent learner; to populations of diverse cultural and ethnic backgrounds; older adults; educationally disadvantages or less literate; occupational (business, labor, etc.); institutionalized, etc. Examines the research based knowledge of adulthood and adult learning, the assessment of a community, elements of program planning, the diverse advisory roles of librariansCand their implications for the organization of informational, educational, and cultural programs and activities.

LIS 566 Digital Information Retrieval | Credits: 3

Emphasis is twofold: the practical aspects of online bibliographic retrieval and its implications for the library and information profession. Students develop skills in searching, with numerous laboratory assignments in bibliographic and full-text databases. They also study issues of question negotiation, search strategy formulation and database evaluation. Discussions, readings and some assignments require a consideration of the place of on-line retrieval in reference services and its impact on libraries and information centers, on the professionals who work in them, and on the people who use them, and on providing equal access to patrons with assistive technology needs. Prerequisite LIS 518

LIS 569 Database Systems | Credits: 3

Study of microcomputer-based data management techniques and systems, including evaluation of software packages, for the organization, manipulation, and retrieval of information. Examination of relational database techniques such as sorting, searching, indexing, report generation, and data transfer using DBMS command language. Projects include development of a working system.

LIS 571 Organization and Control of Recorded Information | Credits: 3

Introduces students to cataloging and classification practices common in most American libraries and information centers. Basic cataloging tools such as The Anglo-American Cataloging Code, both the Library of Congress and the Dewey decimal classification schemes and the Sears and Library of Congress subject heading lists as well as the major automated source of catalog records, the OCLC system, are introduced. Students will participate in practical exercises including OCLC searching and the preparation of catalog records including materials used by patrons with special needs. They will also, however, consider more policy oriented and theoretical issues. Emphasis will be on the adaptation of existing tools for the age of automated information retrieval.

LIS 581 Management of Libraries and Information Agencies | Credits: 3

Management theory and practice applicable to varied information services agencies and to supervisory, middle, and top managers are explored through lecture, case studies, problem analysis, role playing, and course assignments. Includes an overview of equal employment guidelines and understanding diversity. It is recommended that students defer LIS 581 until their final coursework for better translation. Prerequisite: LIS 505

LIS 587 Collection Development | Credits: 3

Investigates current and traditional approaches to collection development in libraries of all kinds. Topics considered include: philosophic and ethical foundations; strategies for defining community needs and collection goals; formulation of collection development policies; approaches to materials selection and acquisition; collection evaluation; problem materials and censorship; interlibrary cooperation, resource sharing, and document delivery systems; collection maintenance, preservation, and management; and impact of new technologies.

LIS 589 Music Librarianship II | Credits: 3

With the objective of achieving the level of cataloging expertise that would be expected in an entry-level music cataloging position, students will become familiar with the bibliographic control of music through class sessions and hands-on cataloging of various music and music-related formats, with an emphasis on scores and sound recordings. Practice will be “real world” experience with cataloging, metadata, authority work, and bibliographic control, including performing original cataloging and complex copy cataloging. Students will receive ongoing review as the course progresses. NOTE: This course is intended for students in the Double Masters program in Music Librarianship. This includes the MLS and Masters in Music History. Write to LIS for special brochure describing the Double Masters program in Music Librarianship. Prequisite LIS 588, permission of instructor, Preferred pre- or co-requisite LIS 574