| |
Accounting |
| |
-
ACCT 502 - Advanced Financial Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will cover advanced aspects of consolidation accounting and additional advanced accounting topics. Advanced aspects of consolidation accounting will include pre and post acquisition issues, transfers of non-current assets, intercompany transactions, and consolidation ownership issue. Additional advanced topics will include foreign currencies and entities, SEC reporting, advanced partnership accounting, accounting for investments, revenue recognition, pension accounting and an introduction to governmental and fund accounting. Offered every fall
Prerequisite(s): ACCT 211 and graduate status.
|
| |
-
ACCT 503 - Strategic Management Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves an in-depth coverage of selected contemporary aspects of advanced management accounting and strategic cost management, and will be conducted as a seminar/discussion class with extensive use of case studies. Topics include the historical perspective of management accounting, regression analysis and cost behavior, resource allocation and capacity cost, activity based costing and management, cost based decision making, decentralization and performance evaluation, financial and non-financial measures of performance, the balanced scorecard, advanced aspects of capital expenditure evaluation, and incentive compensation schemes. Offered every spring
Prerequisite(s): ACCT 270 and senior/graduate status.
|
| |
-
ACCT 510 - Advanced Taxation Accounting
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves an in-depth study of federal income taxation as it applies to individuals, corporations, and partnerships, including complex topics related to those entities. Students will also be introduced to the following: Estate and gift taxation, fiduciary accounting, tax-exempt entities, and qualified and nonqualified plans related to employee compensation. Students will have the opportunity to develop their competencies in tax research and tax planning, and in the use of technology in tax practice. Additionally, regulatory provisions and professional standards for tax practices will be considered, with a review of sanctions imposed for failure to comply. Offered every fall
Prerequisite(s): ACCT 310 and graduate status.
|
| |
-
ACCT 520 - Advanced Auditing Theory
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is a study of audit theory and the application of that theory to accounting systems (cycles) and financial statements. Auditing standards, planning, internal control evaluation and evidence accumulation as they relate to the accounting systems and auditor reports are emphasized, along with an exploration of the professional responsibilities and dilemmas faced by independent auditors. Offered every spring
Prerequisite(s): ACCT 320, ACCT 502 , and graduate status.
|
| |
-
ACCT 530 - Accounting Theory and Research
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course involves a study of the theoretical underpinnings of accounting and their applications to the practice of the discipline. Material covered will include the nature of accounting theory and measurement, research methods in accounting, institutional issues, the conceptual framework, accounting information and the capital asset pricing model, income measurement systems, political influences on financial reporting, and international issues. The course will include a substantive research paper requirement, which will serve as a capstone experience in the MS (Accounting) program. Offered every spring
Prerequisite(s): ACCT 502 and graduate status.
|
Anthropology |
| |
-
ANTH 515 - Iroquois Field School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Background lectures and readings, combined with site visits and studies of the Indian, particularly Seneca-Iroquois, occupation of the Genesee Valley and adjacent regions, from Late Woodland times to the Nineteenth Century; emphasis is on specific sites and locales of prominence in Iroquois life and history, especially community and reservation sites north and south along the Genesee River from Geneseo; site visits, onsite research, surface surveys, mapping, documentary studies, local history, and ethnohistory are all used to supplement traditional approaches to knowledge of the Iroquois of the Genesee country. Offered when demand is sufficient
|
| |
-
ANTH 526 - Native Voices: Mesoamerica & Andes
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A comparative review of the sources and the social history of pre-Hispanic societies at the time of contact with Europeans and during the early colonial period. Emphasis is on the institutions and ideologies and the variations in social, economic, and political patterns that developed in different areas and in different times. Offered: summer
|
| |
-
ANTH 535 - Early Civilization in Americas
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of pre-Columbian societies in Middle America and South America. Focus is on the evolution of early farming societies through state organization. Major transformations in cultural evolution are treated (The domestication process, urbanization and the rise of the state). Alternative cultural and social systems are explored through analysis and interpretation of archaeological data. Offered: summer
|
Biology |
| |
-
BIOL 500 - Advanced Cell Biology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An introduction to the molecular and structural organization of the eukaryotic cell. Topics include the plasma membrane, internal membranes, synthesis of proteins, membrane-bound organelles, photosynthesis and respiration, the cytoskeleton and motility, cell growth and division, hormones and receptors, and nerve cells and electrical properties of membranes. Students will also pursue an independent project in cell biology. Offered fall and spring
Prerequisite(s): One course in organic chemistry is recommended. May not be taken for credit by students who have received credit for BIOL 300.
|
| |
-
BIOL 501 - Advanced Cell Biology Lab
Credit(s): 1
Lecture: 0
Non-Lecture: 3
Selected experiments in Cell Biology that illustrate some of the basic principles, techniques, and experimental models in current use. The course is intended to be taken concurrently with BIOL 500 or after BIOL 500 has been taken Offered every fall
|
| |
-
BIOL 506 - Evolutionary Biology
Credit(s): 3
Lecture: 2
Non-Lecture: 3
An examination of the patterns and processes of evolution and their application to past, present and future phylogenies. Emphasis placed on mechanisms of speciation. Offered every spring
Prerequisite(s): Ecology and Genetics recommended.
|
| |
-
BIOL 511 - Advanced Taxonomy–Vascular Plants
Credit(s): 4
Lecture: 2
Non-Lecture: 4
A lecture and field course studying the patterns of variation among individuals and the causes of these patterns. Representative families of vascular plants are studied with particular reference to the local flora. Field trips will be required outside of class hours. Offered fall, even years
|
| |
-
BIOL 522 - Molecular Biology
Credit(s): 4
Lecture: 4
Non-Lecture: 0
An advanced-level course dealing with genetic and regulatory mechanisms at the cell and molecular level. Offered every spring
Prerequisite(s): Genetics, Microbiology, and Biochemistry.
|
| |
-
BIOL 535 - Immunology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A consideration of immunological phenomena, including properties of antigens and antigen structure; properties of antibodies and immunoglobulin structure; antigen-antibody interactions; complement; the evolution, distribution, and mechanisms of formation of antibody; cellular immunology.
Prerequisite(s): Permission of instructor.
|
| |
-
BIOL 542 - Parasitology
Credit(s): 3
Lecture: 2
Non-Lecture: 3
A consideration of patterns and processes of evolution, including the variability of natural populations, natural selection, molecular evolution, speciation, phylogeny, and macroevolution. Offered spring, even years
Prerequisite(s): Genetics and Ecology.
|
| |
-
BIOL 545 - Biology of Insects
Credit(s): 4
Lecture: 3
Non-Lecture: 3
The classification, reproduction, development, morphology, physiology, behavior, and economic importance of the Class Insecta are presented through lectures and demonstrations. Each student is expected to complete an extensive insect collection. (Field trips may sometimes be scheduled other than during regularly scheduled class hours.) Offered when demand is sufficient
Prerequisite(s): One course in invertebrate biology.
|
| |
-
BIOL 576 - Environmental Management
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An extension of basic ecology, with emphasis on its biological aspects. The frame-work of study is the operation of the ecosystem, and the mechanisms for its regulation of energy and material flows. Agricultural, industrial, and social activities are examined for their qualitative and quantitative effect. The legal and educational means of controlling these effects are examined. Particular attention is given to critical study of land and water management practices in New York. Offered every fall
Prerequisite(s): One ecology course and ENVR 124.
|
| |
-
BIOL 578 - Microscope Techniques
Credit(s): 1
Lecture: 1
Non-Lecture: 0
A lecture-demonstration course concerned with a discussion of the principles of light and electron microscopy, the instrumentation available, and the principles involved in preparation of material for microscopy. Offered every fall
Prerequisite(s)/Corequisite(s): Coursework in histological techniques or electron microscopy.
|
| |
-
BIOL 585 - Limnology
Credit(s): 4
Lecture: 2
Non-Lecture: 4
A study of the physical, chemical, and biological features of inland waters and the relationship of environmental factors to biological productivity. Field studies of local lakes and streams, using limnological methods and instruments, will be emphasized. Offered fall, odd years
Prerequisite(s): General Biology, CHEM 116, and CHEM 117.
|
| |
-
BIOL 590 - Biological Techniques: (subtitle)
Credit(s): Credit may be earned for as many times as registration is approved by the student’s advisory committee, up to a maximum of 5 credits for the M.A. degree
A laboratory course devoted to the acquisition of skills used in biology. Each skill area is taught as a separate module, for 1 or 2 credits. Options include: Ecological Techniques; Electron Microscopy; Molecular Biology; Immunology; Animal Tissue; Tissue Culture; Histological Techniques.
Prerequisite(s): Permission of instructor.
|
| |
-
BIOL 591 - Population and Community Ecology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the dynamics, regulation, and interaction of plant and animal populations within selected ecosystems. Population studies will include theories of growth, competition, and exploiter-victim relationships. Ecosystem diversity and processes, including succession and climax, will also receive emphasis. Offered spring, even years
Prerequisite(s): Ecology.
|
| |
-
BIOL 599 - Special Problems in Biology/Directed Study
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The student will, under advisement, choose an area of biology worthy of detailed study and pursue this study under the guidance of a faculty member. The study may be a field or laboratory problem or a search of the literature. Offered by individual arrangement
Prerequisite(s): Permission of Instructor.
|
| |
-
BIOL 695 - Biology Internship
Credit(s): Academic credit granted for the internship can vary from 1 to 8 hours.
The Biology Internship Program offers the opportunity for students to pursue a meaningful field experience in Biology through public or private agencies or organizations. The program is designed to allow the students to augment their classroom backgrounds with practical experiences.
|
| |
-
BIOL 699 - Graduate Research in Biology
Credit(s): 1-6 to be arranged
An informal course in which the students carry on individual research on a biological problem under the guidance of the instructor. Offered by individual arrangement
Prerequisite(s): Permission of Instructor.
|
Chemistry |
| |
-
CHEM 500 - Topics in Biochemistry
Credit(s): 2-4 to be arranged
Advanced lectures and/or laboratory in biochemistry stressing recent developments and the current literature. May include lectures reviewing current concepts in the chemistry and metabolism of carbohydrates, proteins, nucleic acids, lipids, vitamins, or enzymes; or current concepts in physical biochemistry; or may include laboratory exercises designed to acquaint the student with techniques for isolation and characterization of metabolic products. Topics will be varied to meet the needs of students majoring in biology or biochemistry. The course may be repeated for credit whenever a new topic is offered. Offered: demand is sufficient
Prerequisite(s): Introductory courses in organic chemistry and in biochemistry. Physical chemistry desirable.
|
| |
-
CHEM 501 - Introduction to Biochemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The chemistry of colloids, proteins, carbohydrates, lipids, enzymes, vitamins, and hormones, and an introduction to principal metabolic pathways. Offered when demand is sufficient
Prerequisite(s): CHEM 213, CHEM 322, or CHEM 324.
|
| |
-
CHEM 510 - Topics in Organic Chemistry
Credit(s): 2-4 to be arranged
An intensive study of a special topic in organic chemistry with emphasis on developments from the current literature. Possible topics for the course may include physical organic chemistry, natural products, stereochemistry, heterocycles, modern synthetic methods. The course may be repeated for credit whenever a new topic is offered. Offered: when demand is sufficient”
|
| |
-
CHEM 511 - Theoretical Organic Chemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A detailed study of reaction mechanisms and modern theoretical concepts. Includes introduction to Huckel molecular orbital theory, Woodward-Hoffman Rules, photo-chemistry, linear free energy relationships, reactive intermediates, and other topics of contemporary interest. Offered: when demand is sufficient”
|
| |
-
CHEM 520 - Topics in Physical Chemistry
Credit(s): 2-4 to be arranged
An intensive study of a selected topic in advanced physical chemistry with emphasis on modern concepts and recent developments. Topics for this course could include chemical thermodynamics, statistical thermodynamics, physical chemistry of solutions, atomic spectroscopy and structure, molecular spectroscopy and structure, chemical applications of group theory, quantum chemistry, kinetic molecular theory, chemical kinetics, advanced instrumental techniques. This course may be repeated for credit whenever a new topic is offered. Offered: when demand is sufficient
|
| |
-
CHEM 521 - Advanced Physical Chemistry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the basic principles underlying atomic and molecular structure and spectra, and an introduction to the quantum mechanical theory of the chemical bond. Offered when demand is sufficient
Prerequisite(s): CHEM 322. Recommended MATH 326.
|
| |
-
CHEM 530 - Topics in Inorganic Chemistry
Credit(s): 2-4 to be arranged
“An intensive study of an advanced topic in inorganic chemistry. Topics, to be offered according to the interests of staff and students, may include chemical bonding, coordination compounds, inorganic syntheses, x-ray crystallography, radiochemistry. The course may be repeated for credit whenever a new topic is offered. Offered: when demand is sufficient
|
| |
-
CHEM 531 - Inorganic Chemistry II
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Chemistry of the elements and selected inorganic compounds from a modern point of view. Offered: when demand is sufficient
|
| |
-
CHEM 590 - Graduate Seminar
Credit(s): 1
Lecture: 1
Non-Lecture: 0
Presentation and discussion of topics from the current research literature. Offered: every fall
|
| |
-
CHEM 596 - Research in Chemistry
Credit(s): 2-6 to be arranged
Individual studies in inorganic, analytical, organic, and physical chemistry which require both literature and laboratory research. Hours to be arranged. Offered: by individual arrangement
|
| |
-
CHEM 601 - Topics in Biochemistry
Credit(s): 2-4 to be arranged
Advanced lectures and/or laboratory in biochemistry stressing recent developments and the current literature. May include lectures reviewing current concepts in the chemistry and metabolism of carbohydrates, proteins, nucleic acids, lipids, vitamins, or enzymes; or current concepts in physical biochemistry; or may include laboratory exercises designed to acquaint the student with techniques for isolation and characterization of metabolic products. Topics will be varied to meet the needs of students majoring in biology or biochemistry. The course may be repeated for credit whenever a new topic is offered. Offered demand is sufficient
Prerequisite(s): Introductory courses in organic chemistry and in biochemistry. Physical chemistry desirable.
|
| |
-
CHEM 611 - Topics in Organic Chemistry
Credit(s): 2-4 to be arranged
An intensive study of a special topic in organic chemistry with emphasis on developments from the current literature. Possible topics for the course may include physical organic chemistry, natural products, stereochemistry, heterocycles, modern synthetic methods. The course may be repeated for credit whenever a new topic is offered. Offered when demand is sufficient
Prerequisite(s): CHEM 322.
|
| |
-
CHEM 621 - Topics in Physical Chemistry
Credit(s): 2-4 to be arranged
An intensive study of a selected topic in advanced physical chemistry with emphasis on modern concepts and recent developments. Topics for this course could include chemical thermodynamics, statistical thermodynamics, physical chemistry of solutions, atomic spectroscopy and structure, molecular spectroscopy and structure, chemical applications of group theory, quantum chemistry, kinetic molecular theory, chemical kinetics, advanced instrumental techniques. This course may be repeated for credit whenever a new topic is offered. Offered when demand is sufficient
Prerequisite(s): CHEM 322 and/or permission of instructor.
|
| |
-
CHEM 631 - Topics in Inorganic Chemistry
Credit(s): 2-4 to be arranged
An intensive study of an advanced topic in inorganic chemistry. Topics, to be offered according to the interests of staff and students, may include chemical bonding, coordination compounds, inorganic syntheses, x-ray crystallography, radiochemistry. The course may be repeated for credit whenever a new topic is offered. Offered when demand is sufficient Curriculum
Prerequisite(s): CHEM 330 and/or permission of instructor.
|
Curriculum |
| |
-
CURR 515 - International Children’s Lit
Credit(s): 3
Lecture: 3
Non-Lecture: 0
International Children’s Literature offers graduate students the opportunity to explore B-Grade 8 literature from across the globe. The course framework highlights multiple ways of engaging with international literature to support children’s criitical exploration of their own cultural identities, ways of living within specific global cultures, the range of cultural perspectives within any unit of study, and complex global issues. Offered fall and when demand is sufficient.
|
| |
-
CURR 536 - Teaching Young Adult Literature
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is designed to assist teachers in understanding and applying current theory in educational curriculum and in literary criticism to teaching and integrating young adult literature in grades 7-12. It will also provide the opportunity for students to read and evaluate recent adolescent literature from a variety of perspectives, including those relating to literary technique and gender and cultural differences. Offered summer and when demand is sufficient.
|
| |
-
CURR 538 - Teaching Literature, Birth through Sixth Grade
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Stresses the importance of literature in all areas of children’s (birth through sixth grade) learning and development for both typical and atypical learners. The course is designed to use literature to develop critical reading skills and to foster the appreciation of the contributions of literature to various areas of the curriculum. Offered fall and when demand is sufficient.
|
| |
-
CURR 540 - Content Area Reading/Literacy in the Secondary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course serves as an introduction to learning text and study/learning strategies in grades 7-12. The major purpose is to better inform content area teachers about ways to use textbooks, supplementary readings, and writing/speaking/listening more effectively. Special focus is placed on differentiating text-based instruction in content subjects for diverse learners and on the role of the context area teacher in adolescents’ reading and literary development. Offered summer and when demand is sufficient.
|
| |
-
CURR 579 - Computers and Technology in Reading/Language Arts: Workshop
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Serves as a comprehensive survey of the use of computers and technology for teaching and managing instruction in reading and language arts. The course content includes studies of the history of computer applications in reading, as well as purpose and design of software, use of the Internet, and research on computer applications in education. Emphasis is placed on evaluation and use of software. This course is designed primarily for elementary teachers and reading specialists. Offered when demand is sufficient.
|
| |
-
CURR 609 - Method/Material-Adol:English
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on current approaches and practices in teaching the English Language Arts in grades 7-12 with special emphasis on writing. It is also designed to assist pre-service teachers in becoming acquainted with literary selections and resources used to teach adolescents from grades 7-12. This course features 60 hours of field work at middle schools and high schools. This will allow for the teacher candidate to observe and/or apply practical approaches for classroom teaching as well as the observation of theoretical models in action. As a key portion of this course, students construct a thematic unit consistent with the New York State Learning Standards and the IRA/NCTE Standards for the English Language Arts. An assortment of literature and personal-literacy based activities and assignments provide authentic experience in teaching and also stimulate reflection on pedagogical theory. Collaborative pedagogy is modeled throughout the course. This course also emphasized the reading of this literature, in particular, the genre of young adult fiction, and will introduce methods for integrating the literature within the English classroom. The course also considers the selection of literature for students of a full range of abilities including students with special needs and English Language Learners. Offered every spring
Prerequisite(s): INTD 203, PSYC 216, EDUC 404, and EDUC 347.
|
| |
-
CURR 610 - Foundations of Literacy Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The purpose of this course is to acquaint teachers with current theory and research in reading and writing instruction. As several large-scale research studies support the position that children can learn to read from a variety of materials and methods, this course is designed to investigate the range of theories, past and present, that have shaped reading and writing pedagogy. Offered fall and summer.
Prerequisite(s): A minimum of 6 credits of undergraduate coursework in reading/literacy education or its equivalent.
|
| |
-
CURR 611 - Methods and Materials in Reading/Literacy: Pre-School - Grade 6
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course deals with key approaches to the teaching of literacy, with particular attention to methods and materials useful in teaching struggling readings. Emphasis is placed both on contemporary approaches and on those of importance in the history of American literacy instruction. The course will typically provide additional detailed focus on one or two methods or curricula of contemporary interest. Offered fall and summer.
Prerequisite(s): CURR 510.
|
| |
-
CURR 612 - Diagnosis and Assessment in Reading and Literacy: Early Childhood and Childhood
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course introduces students to principles of diagnosis and assessment in reading, writing, and literacy. Informal and formal assessment instruments are studied and administered. Attention is paid to patterns of reading disability, as well as implications for instruction. The course involves students in case studies at both the emergent literacy level and at the elementary level, in which children’s literacy achievement is assessed. Students study how to implement district-wide and school-wide assessment programs. Offered spring and summer.
Prerequisite(s): CURR 510 and CURR 511.
Prerequisite(s)/Corequisite(s): EDUC 504.
|
| |
-
CURR 613 - Practicum: Mtg Needs of Diverse Rdrs: (Erly Chldhd, Childhood, Mdle Childhd, or Adoles)
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course provides students a clinical, tutorial experience in assessment and instruction with a child who has a reading difficulty. Students will find this course a culminating experience for their graduate program, in which they bring together their studies in literacy theories and methods to examine one child in depth and to participate in discussions and decision-making about the other children in the clinic.
Prerequisite(s)/Corequisite(s): For Early Childhood and Childhood sections: CURR 512. For Middle Childhood and Adolescence sections: CURR 522.
|
| |
-
CURR 614 - Reading and Literacy Learning in a Diverse Society
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course focuses on issues of concern to reading and literacy teachers in our increasingly multicultural society. Emphasis is placed upon research - both quantitative and qualitative - that has examined the characteristics and needs of children from diverse social, cultural and language backgrounds. Major perspectives offered in the course critically examine pedagogies that are particularly designed for such diverse students, including critical pedagogies and multiple illiteracies perspectives. Offered when demand is sufficient.
|
| |
-
CURR 617 - Advanced Clinical Experience in Reading/Literacy
Credit(s): 3
Lecture: 2
Non-Lecture: 2
This course is designed to provide opportunities to develop proficiency in investigating the nature and cause of severe reading difficulties. A key element in the process will be an intensive experience in administering and interpreting a variety of assessment instruments in conjunction with the diagnostic evaluation of a reader with severe difficulties. Students will explore alternatives remediation in a clinical setting. Offered when demand is sufficient.
Prerequisite(s): CURR 513.
|
| |
-
CURR 620 - Teaching of Reading for Secondary, College, and Adult Students
Credit(s): 3
Lecture: 3
Non-Lecture: 0
For reading specialists and other teachers who are concerned with the reading/literacy problems of older students, as well as with the current sociocultural factors that have an impact on their educational lives. Primary focus is on the secondary school developmental and remedial reading programs. Attention is also given to the needs of at-risk college students and to adult literacy development. Offered fall and summer.
Prerequisite(s): CURR 510.
|
| |
-
CURR 622 - Diagnosis & Assessment in Reading & Literacy: Middle Childhood to Adolescence
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will investigate the nature and causes of reading and literacy difficulty in middle childhood and adolescence. Various formal and informal instruments designed for use with these age groups will be used to identify difficulties, interpret results, and plan remediation. Particular attention will be paid to policies of state and federal testing. Focused attention will be placed on specialized assessment formats. Offered when demand is sufficient.
Prerequisite(s): CURR 520.
Prerequisite(s)/Corequisite(s): EDUC 504.
|
| |
-
CURR 624 - Pedagogy&Instruction for TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course examines historical and theoretical perspectives in the field of TESOL and describes contemporary instructional models and approaches for English Language Learners. This course focuses on methods, materials, and technology to meet the needs of English Language Learners of all backgrounds and teach proficiencies to communicate information, ideas, and concepts necessary for academic success in the area of language arts. Additionally, this course will emphasize planning, implementation, and content instruction that is authentic and collaborative in nature. Offered Spring semester and offered Summer
Prerequisite(s): EDUC 521 .
Corequisite(s): EDUC 548 .
|
| |
-
CURR 625 - Assmnt-Based Instr Prac-TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course provides candidates a clinical, tutorial experience in assessment and instruction with one or more English Language Learners (ELLs), in which they will bring together their studies in linguistics, culture, language development, literacy, and pedagogy to assess and provide individualized instruction for one or more ELLs. Candidates will engage in discussions and decision-making with peers in a clinical setting. This course is offered off-site within a learning community. Focus is given to community and home relations. Offered every Summer and offered Spring not on a regular basis.
Corequisite(s): CURR 624 .
|
| |
-
CURR 630 - Language Arts Methods for the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on principles of developmentally appropriate instruction derived from research related to the language arts. Writing process approaches and children’s literature are used to show how reading, writing, listening, and speaking can be meaningfully integrated into the curriculum. Offered when demand is sufficient.
|
| |
-
CURR 631 - Multicul Soc St Meth-Elem Sch
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing fundamental multicultural concepts and their germaneness to social studies instruction, students construct a model showing the conceptual framework of each of the social sciences as they might contribute to the solution of selected social science problems; apply the interfaces of historical and geographic perspectives to the solution of selected social science problems; select from among alternatives the most appropriate multicultural research models for testing selected hypotheses; outline a plan for application; evaluate selected social studies units and/or materials in accord with multicultural guidelines; select primary sources germane to a given social studies problem; teach a set of lessons employing them; and construct, teach, and evaluate a series of lessons to help students develop multicultural group process skills and group investigatory techniques. Offered: every fall, odd years
|
| |
-
CURR 632 - Science Math-Elem School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Candidates will demonstrate knowledge of cognitive development, the nature of science as inquiry, active learning and constructivism, multicultural learner factors, interdisciplinary teaching, and authentic assessment as bases for designing, delivering, and assessing instruction that teaches basic concepts and principles of science and science process skills as identified in the New York State Standards for Science, Mathematics and Technology and exhibit the skills of a reflective practitioner in planning and achieving professional development.
|
| |
-
CURR 633 - Math Methods-Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing the levels of cognitive abilities and the differing multicultural backgrounds of children related to math ideas and skills they might be expected to learn, students identify and describe the cognitive abilities and prescribe math skills appropriate to these abilities; collect, order, and describe a variety of professional math resources, including the materials from multicultural perspective, available to the elementary school math teacher; plan and construct appropriate concrete or pictorial models to represent selected mathematical ideas; select or develop materials useful in diagnosing a learner’s ability to perform selected math skills; diagnose success; and present remedial lessons if needed.
|
| |
-
CURR 635 - Action Research in Reading and Literacy
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course is designed to help students synthesize information learned from other reading/literacy course work, generalize about issues in reading, critically analyze information heard and read, make judgments about the efficacy of policies and procedures in reading, and initiate change in reading instruction. The course is centered around the implementation and reporting of a significant action research project.
Prerequisite(s): CURR 511 and EDUC 504.
|
Early Childhood |
| |
-
ECED 641 - Child Development and Assessment in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course assists graduate teacher education students in developing their awareness of major theories of child development, current child development research, methods of child assessment, and implications of child development theories and research for early education. Students will gain a deeper understanding of research on the physical, perceptual, cognitive, language, affective, and social development of your children (birth to 8 years). Various perspectives and methods for studying young children will be examined. Students will design and implement a mini-research study related to child development.
|
| |
-
ECED 642 - Advanced Curriculum Development in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course provides an opportunity to investigate in depth the nature of curriculum inquiry and learning environments appropriate for children, ages birth-8. The intersections between curricular assumptions, cultural and community influences, children’s development and earning, educational settings, content, and learning experiences will be examined within contemporary early childhood curriculum frameworks. At the core of this course is development of an inquiry project. Through development of an in depth project on a real world topic, participants will reflect on the ways children can learn through inquiry, communication, and documentation of their learnings. Participants in this course will plan collaboratively, carry out filed work, represent what they have learned, and share their representations by means of discussion and display.
|
| |
-
ECED 643 - Policy Issues and Programs in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course enables students to analyze issues in the education and care of young children (birth to age 8), to develop recommendations for early childhood policy and program development to engage in collaborative child advocacy efforts, and to develop their capacities for leadership roles. Graduate students also investigate and analyze well-known program orientations and modes of program delivery from an ecological perspective and relate these findings to development of early education programs and policies.
|
| |
-
ECED 644 - Family Relations in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This Course examines the dynamic interrelationships among the school, the family, and the community from both ecological and psycho-social perspectives. Rom these perspectives, it addressed development of curriculum-based parent workshops and parent leadership workshops as well as strategies that teachers can use to strengthen home-school communications. Literature on designing, planning, and implementing parent programs as well as literature on parent leadership development and parent-teacher communication is studied. Through a home/school or home/community project as well as other in-class activities, students will develop their parent involvement and parent communication skills.
Prerequisite(s): ECED 541 and ECED 542.
|
| |
-
ECED 645 - Action Research Seminar in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course introduces students to action research. Teachers investigate either their own practice, or a situation involving children’s development, behavior, social interactions, or learning difficulties, family involvement, or an alternative learning environment, in order to gain a better understanding of it and to make professional decisions. A primary objective of this course is to prepare students to develop and implement an action research project. Topics include an analysis of collaborative and spectator forms of research and issues in research design, ways to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research.
Prerequisite(s): EDUC 504, ECED 541, and ECED 542.
|
| |
-
ECED 646 - Language and Literacy Across the Early Childhood Curriculum
Credit(s): 3
Lecture: 3
Non-Lecture: 0
ticular emphasis will be placed on understanding young children’s emergent language and literacy learnings using developmentally appropriate forms of instruction and assessment, and providing children with rich literacy environments that influence their learning in all areas of the curriculum. Other considerations will be: (a) roles appropriate to the teacher as a facilitator of young children’s literacy development, (b) perspectives and strategies for working with diverse populations of children, and (c) strategies for supporting and encouraging parent’s participation in young children’s language and literacy development.
|
| |
-
ECED 647 - Leadership/Inquiry Internship in Early Education
Credit(s): 2 semester hours to be repeated in 1 or more settings for 6 hours
This course allows students, in an approved field setting, to build their capacities as curriculum leaders, advocates for young children and their families, and program development and policy leaders. In addition to fieldwork in a field setting, the course involves seminar participation and a field inquiry process for examining beliefs and practices. Placements may occur in an early childhood program (birth to grade 2) or in a community agency or organization, which affects early childhood policy at the regional, state, or national level. Prior to registration, students must complete an application and negotiate with the field site supervisor approximately four inquiry objectives to be achieved while in the placement. A professionally reflective journal, recording events, ideas, and steps toward achieving these objectives, will be kept and a field inquiry report, analyzing these experiences, will be completed and presented in the seminar.
Prerequisite(s): Completion of required foundations courses and early education pedagogical content courses (EDUC 501 or EDUC 503, EDUC 504, ECED 541, ECED 542, ECED 543, ECED 544, ECED 546.
|
Economics |
| |
-
ECON 525 - Managerial Economic Analysis
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Managerial economics introduces the basic principles of economic analysis as applied to managerial decisions to determine how an organization can achieve its aims most efficiently. This course applies statistical and quantitative tools and the methodological approaches commonly used by economists to business problems as demand estimation, product pricing, profit maximizing level of output, cost minimizing level of input use, and forecasting.
Prerequisite(s): ECON 101, ECON 102 and graduate status.
|
Education |
| |
-
EDUC 505 - School Law
Credit(s): 3
Lecture: 3
Non-Lecture: 0
A study of the legal authority, powers, and the liabilities of school personnel. The legal aspects of control of school finances, curriculum, and property are emphasized as related to state and federal regulations.
|
| |
-
EDUC 506 - Service Learning Seminar
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Candidates will use content knowledge from their majors to prepare and implement an academic service learning project in a school setting. Candidates meet once a week in a seminar to discuss the learning needs of adolescent school pupils, especially how young adolescents develop a stronger sense of self-esteem and success in school and community.
|
| |
-
EDUC 507 - Phil of Multicultural Educ
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course will acquaint graduate students with philosophy of education pertinent to designing courses, units, lessons, materials, and implementing pedagogy and assessment for an education that is anti-bias and non-discriminatory.
Prerequisite(s): Senior standing, completion of Student Teaching for undergraduate students, admission to graduate programs, or permission of instructor.
|
| |
-
EDUC 508 - Models of Tchg: Secondry
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching which are applicable to students of different abilities. Attention will be given to the models which integrate skills and concepts appropriate to curriculum development and instruction in grades 7-12.
|
| |
-
EDUC 510 - Psycholinguistic and Sociolinguist Aspects of the Reading Process
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students demonstrate knowledge of several theories of reading, including how one learns to process print. The interrelationship between oral language, reading, and writing is explored. Strategies for understanding narrative and expository text are developed. Informal assessment techniques are presented and data analyzed.
|
| |
-
EDUC 511 - Methods and Materials of Elementary Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed to present an in-depth analysis of contemporary approaches to the teaching of reading, focusing on the methods and materials. Subskill, interactive, and holistic-integrated reading approaches will be studied. Current research in the areas of curriculum and assessment in the PreK-6 curriculum will be presented. Students will apply theory and methods to curriculum development.
Prerequisite(s): EDUC 510 .
|
| |
-
EDUC 512 - Diagnosis and Evaluation: Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students investigate the nature and causes of reading difficulty. Various informal and standardized diagnostic instruments are used to identify, interpret, and plan remediation for students with reading problems. Data from group standardized reading tests are evaluated and interpreted for organization and implementing reading instruction in the school setting.
Prerequisite(s): EDUC 510 and EDUC 511 or permission of instructor.
|
| |
-
EDUC 513 - Practicum: Meeting the Special Needs of Readers
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Based on clinical work with children, students plan daily and weekly lessons, implement instruction, and assess progress. Students use results of evaluation to aid in planning learning activities. They write a case study and report findings to parents.
Prerequisite(s): EDUC 512 or permission of instructor.
|
| |
-
EDUC 517 - Advanced Clinical Experience in Reading
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Designed to provide opportunities for the student to develop proficiency in investigating the nature and cause of severe reading disability. A key element in this process will be intensive experience in interpreting a variety of test data based on individual performance. Students will explore a number of alternatives for planning and managing remedial programs to meet the special needs of the reader. Practical experience will be provided through diagnostic teaching-testing in a clinical setting.
Prerequisite(s): EDUC 512 and EDUC 513 .
|
| |
-
EDUC 520 - Teaching Reading for Secondary, College and Adult Students
Credit(s): 3
Lecture: 3
Non-Lecture: 0
For reading specialists and other teachers who are concerned with the reading problems of older students. Primary focus is on junior and senior high school developmental and remedial reading programs. Attention is also given to the needs of at-risk college students and to adult literacy development. The role of the secondary reading teacher as a provider of reading and writing instruction is considered.
Prerequisite(s): EDUC 510 .
|
| |
-
EDUC 521 - Linguistics &Culture for TESOL
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course presents conceptual foundations and general principles of linguistics relevant to the teaching of English to speakers of other languages with an emphasis on culture and its interrelationship with language acquisition, production, and comprehension. Candidates are provided a psycholinguistic and sociolinguistic overview of normal speech and language development with particular emphasis on speech perception, the cognitive and social prerequisites to the acquisition of language, and the development of the form (syntax, morphology, phonology and phonetics), content (semantics), and use (pragmatics) of language. Major language acquisition theories are studied, and programs and techniques designed to facilitate acquisition of language skills are introduced. The relationship of language development to cognitive and social-emotional growth is explored, as well as the nature and role of culture in communication and in constructing supportive learning environments for English Language Learners.
|
| |
-
EDUC 523 - Reading and Language Arts for the Young Child
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Contemporary practices in the teaching of reading and language arts to young children are critically examined in relationship to current research. Implications for modification and improvement of instruction will be drawn. Skill in diagnostic-prescriptive procedures will be obtained in a clinical setting.
Prerequisite(s): A child development course and a teaching of reading course or permission of instructor.
|
| |
-
EDUC 530 - Language Arts Methods for the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course focuses on principles of developmentally appropriate instruction derived from research related to the language arts. Writing process approaches and children’s literature are used to show how reading, writing, listening, and speaking can be meaningfully integrated into the curriculum.
|
| |
-
EDUC 531 - Social Studies Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing fundamental concepts and their germaneness to social studies instruction, students construct a model showing the conceptual framework of each of the social sciences as they might contribute to the solution of selected social science problems; apply the interfaces of historical and geographic perspectives to the solution of selected social science problems; select from among alternatives the most appropriate research models for testing selected hypotheses; outline a plan for application; evaluate selected social studies units and/or materials in accord with specific guidelines; select primary sources germane to a given social studies problem; teach a set of lessons employing them; and construct, teach, and evaluate a series of lessons to help pupils develop group process skills and group investigatory techniques.
|
| |
-
EDUC 532 - Science Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing developmental cognitive abilities of children that relate to learning about science, students state in their own words, analyze, and apply major science ideas; diagnose abilities of elementary school children relative to major science concepts; use sequences of science lessons designed for children at different levels of cognitive abilities; design, evaluate, and redesign elementary science process and environmental education lessons; and examine in depth at least two new elementary school science courses of study which include teaching science processes as major aims and make an illustrated presentation about them.
|
| |
-
EDUC 533 - Mathematics Methods for the Elementary School
Credit(s): 3
Lecture: 2
Non-Lecture: 2
Recognizing levels of cognitive abilities of children related to math ideas and skills they might be expected to learn, students identify and describe the cognitive abilities and prescribe math skills appropriate to these abilities; collect, order, and describe a variety of professional math resources available to the elementary school math teacher; plan and construct appropriate concrete or pictorial models to present selected mathematical ideas; select or develop materials useful in diagnosing a learner’s ability to perform selected math skills; diagnose success; and present remedial lessons if needed.
|
| |
-
EDUC 535 - Foundations of Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
An introductory survey course presenting the fundamentals of reading theory, instruction, and assessment. Teaching strategies based on current elementary methods and materials will be explored. This course is for students with no prior coursework in reading. This course cannot be used as an elective in the reading program.
|
| |
-
EDUC 539 - Teaching Content in the Elementary School
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Designed to prepare teachers to analyze the content of textbooks, determine the content to be taught and use reading processes to effectively meet lesson goals and objectives. The course stresses the importance of using reading skills and processes to understand the information presented in textbooks and other curriculum materials. Teaching strategies, techniques, and preparation of materials will be emphasized in relation to the various styles of presentation of content information.
|
| |
-
EDUC 540 - The Writing Process:Pre K-8
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Research on literacy suggests that writing and reading development develop interactively. Building on this research base this course will examine writing development and practices from Pre-K through adult. Particular emphasis will be placed on learning from writing samples, developing meaningful classroom writing activities and writing as a tool for reflection. Other considerations will include: (a) learning from current research on the writing process, (b) exploring emergent, beginning and school writing theory and practice, (c) explore the roles of the teacher in supporting independent writing in the classroom, and (d) exploring strategies for supporting and encouraging writing across the curriculum and outside of school settings.
|
| |
-
EDUC 542 - Advanced Curriculum Development in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Using insights from research on learning environments appropriate for children aged 0-8, students will apply this information when designing curriculum. Account will be taken of the interactions between settings, learning, instruction, and development within the framework of such issues as why, how, what, and where young children learn.
|
| |
-
EDUC 544 - Family Relations in Early Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Discusses the theoretical and practical implications of an ecological approach to working with families. Using this model, parent-teacher collaboration is examined with respect to planned change. Literature on designing, planning, and implementing parent programs is studied. Through case presentation and role-playing, students improve their skills in conducting small and large groups, and parent conferences.
|
| |
-
EDUC 548 - Lit&LangDv-Eng-Spkrs OtherLang
Credit(s): 3
Lecture: 3
Non-Lecture: 0
The course introduces students interested in questions of language acquisition to the theories and practices relating to language and literacy development in a second language. Emphasizes basic curriculum theory for the English as a Second Language (ESL) classroom, providing an analysis of curriculum models for ESL and bilingual/multilingual education. Basic methods of Teaching English for Speakers of Other Languages (TESOL) are used, as students apply theory to classroom practice through research and projects. New York State Education Department (N.Y.S.E.D.) bilingual progressions for the Common Core State Standards applied to ELL students provide the basis for curriculum work.
Prerequisite(s): Graduate student prerequisite: Must hold initial or professional teaching certificate or be enrolled in program leading to initial or professional teaching certificate. CURR 213 and (CURR 313 or EDUC 215).
Prerequisite(s)/Corequisite(s): At the undergraduate level and graduate level: EDUC 521 .
|
| |
-
EDUC 563 - International Field Experience
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students in this course will spend two weeks in an enrichment practicum in an elementary school or a secondary school in England or another country. Discussions of classroom observations and seminars on comparative education will be provided in English by faculty from the host university or institute for teacher preparation.
Prerequisite(s): For graduate students in teacher preparation programs: (1) Initial licensure in one of the above areas.
|
| |
-
EDUC 579 - Workshop: Mentoring Beginning Teachers
Credit(s): 1
Lecture: 1
Non-Lecture: 0
Focuses on the process of mentoring in support of first-year teachers. Special attention will be given to helping prepare experienced classroom teachers for the new role of being a mentor to a first-year teacher. The course will focus on: the process of mentoring, the induction process, techniques of observation, and problems related to mentoring. Students will analyze current research on mentoring and induction.
Prerequisite(s): Permission of instructor; permanent certification; experience with supervision of student teachers.
|
| |
-
EDUC 580 - Multicul Persp-Childhd & Youth
Credit(s): 3
Lecture: 3
Non-Lecture: 0
This course examines the impact of different backgrounds and life experiences on children from multicultural life circumstances through critical analysis of memoirs and novels of childhood and youth and movies on the educational experiences of children and youth. Students in the course also examine their own educational biography to understand the impact of their experiences on their education and the development of their professional stance as teachers. The course prepares preservice and inservice teachers to be sensitive to differences in children’s learning and children’s needs due to differences in their backgrounds, personal and social histories, associations, ethnicities, gender identification, learning styles, and differences from other sources.
Prerequisite(s): Senior standing or graduate status.
|
| |
-
EDUC 585 - Graduate Student Teaching:Secondary
Credit(s): 9-15
Analogous to its undergraduate counterpart, students engage in intensive teaching for a semester in a public school. Integrated with the student teaching experience are a seminar and content materials dealing with advanced methods and materials; the social, cultural, and physical setting of schools; and a synthesis of theory and practice of teaching. Participants work closely with public school personnel and college faculty to integrate and assess their experiences. Offered by individual arrangement
|
| |
-
EDUC 599 - Directed Study
Credit(s): 1-3
Investigation, under faculty direction, of a problem in professional education. Oral and written reports are required. (Registration only with permission.) Offered by individual arrangement
|
| |
-
EDUC 601 - Nature of Learning: Philosophical and Pyschological Foundations of Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
In this course, candidates for professional certification will identify and examine basic philosophical and psychological assumptions which affect the process of education in order to assess their effect on decisions regarding teaching, learning, and curriculum. Offered: every fall, spring, and even summers
|
| |
-
EDUC 602 - Models of Teaching: Elementary & Early Childhood Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching for children of different abilities. Attention will be given to the use of models to integrate skills and concepts in preschool and elementary curriculum development and instruction.
Prerequisite(s): EDUC 501 or permission of instructor.
|
| |
-
EDUC 603 - The School and Society
Credit(s): 3
Lecture: 3
Non-Lecture: 0
In this course, candidates for professional certification will examine the nature of the school, within the larger community/society, the factors that affect the teacher’s role in the school setting, democratic and cultural values, and social justice issues and practices. Offered: every fall, spring, and odd summers
|
| |
-
EDUC 604 - Educational Research and Methodology
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Recognizing the need for instruction in the statistical tools used in the field of education, students are introduced to various statistical methods and to the rationale for their use. Research methods, research designs, and sampling techniques will be introduced. Research knowledge and statistics will be applied to a research proposal which includes major components such as identification of a research problem, purpose of the study, review of the related literature, statement of hypothesis, description of sample, selection or construction of measuring devices, collection of data, identification of appropriate statistics, and a plan for possible implementation. Offered every semester
|
| |
-
EDUC 608 - Models of Teaching:Secondary Education
Credit(s): 3
Lecture: 3
Non-Lecture: 0
Students will identify and analyze diverse models of teaching which are applicable to students of different abilities. Attention will be given to the models, which integrate skills and concepts appropriate to curriculum development and instruction in grades 7-12.
Prerequisite(s): EDUC 501 or permission of instructor.
|
| |
-
EDUC 615 - Action Research Project in Reading
Credit(s): 3
Lecture: 3
Non-Lecture: 0
As a culminating and integrating experience, students design and carry out a field- or action-based project synthesizing their previous equivalent competence. Offered when demand is sufficient
|
| |
Page: 1
| 2
| 3
|
Print this Page