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Dec 08, 2025
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2024-2025 Graduate Catalog, Volume 7 [ARCHIVED CATALOG]
Courses
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Course descriptions include the course number, course title, and important text. Many courses will also include attribute codes (ATTR:). An attribute is a code used to indicate a special requirement that the course will meet (i.e., requirements for a major, a minor, for core, etc.) and will be important for monitoring a student’s progress toward his or her degree. A list of the attribute codes and descriptions can be found here.
Note that all course offerings are not scheduled every semester.
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Accounting |
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ACCT - 550. Accounting for Decision Makers
3 credit(s)
This course focuses on financial statement analysis and the use of accounting information by organizational decision makers. Decision makers must understand cost concepts and how they relate to a variety of operational demands. This understanding leads to the ability to analyze profitability and cash flow, as well as interpret the information supplied by various performance measurement systems. Current concerns of decision makers such as operating in a global environment, sustainability, workforce empowerment, and the impact of analytics and visualization will be discussed. Topics may change as business issues evolve.
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ACCT - 590. Selected Topics in Accounting
3 credit(s)
This is an elective Accounting Topics course in the MBA program. This course involves the application of expertise in accounting, auditing and finance, coupled with the knowledge of investigative techniques and communication skills. The Forensic Accountant must be well versed in fraud schemes, rules of evidence and the valuation of assets and liabilities. Forensic Accountants combine their knowledge and skills in litigation support and investigative accounting settings. This course may be taken more than once with different content.
Permission: Permission of Instructor required.
Attribute: GEL
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Accounting, M.S. |
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GBUS - 502. Business and Accounting Ethics
3 credit(s)
The course will involve a critical evaluation of the ethical implications for business and audit decisions. Individual as well as organizational consequences will be explored by examining a variety of cases and real-life situations.
Attribute: BUS, GEL
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MACC - 500. Advanced Financial Accounting
3 credit(s)
The course will continue the study of financial accounting begun in the undergraduate experience. Students will be expected to apply prior acquired knowledge to the study of organizations such as partnerships and consolidated corporations. Accounting for international entitles and transactions will be discussed along with International Accounting standards. The important role of accountants and auditors in creating, disseminating and explaining financial statements and business transactions is an integral aspect of the course.
Attribute: BUS
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MACC - 505. Cybersecurity and Oversight of Information System Security
3 credit(s)
This course is designed to teach students and mid-level security practitioners how to engage all functional levels within the enterprise to deliver information system security. To this end, the course addresses a range of topics, each of which is vital to securing the modern enterprise. These topics include ‘inter alia’ plans and policies, enterprise roles, security metrics, risk management, standards and regulations, physical security, and business continuity. Each piece of the puzzle must be in place for the enterprise to achieve its security goals; adversaries will invariably find and exploit weak links.
Permission: Permission of the Director of the Master of Science in Accounting Program required.
Attribute: BUS, GEL, MSAE, NOEX
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MACC - 507. Data Security, Privacy, and Ethics in Cybersecurity
3 credit(s)
This course will provide an overview of data security, privacy concerns, and ethics. Data security seeks to protect government, corporate, and individual information. Data security will be addressed as a continuous issue in data management, and the challenge it poses as the uses for data expand. Areas where information technology and privacy meet are also covered.
Data ethics is included as a critical topic in terms of privacy, data manipulation, data sharing and ownership, conflict of interest, and communications. This course will utilize case studies, trends, techniques, and best practices as it examines the topics of data quality, data security, and ethical questions associated with dealing in data.
Permission: Permission of the Director of the Master of Science in Accounting Program required.
Attribute: BUS, GEL, MSAE, NOEX
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MACC - 512. Seminar in Accounting Research & Communication
3 credit(s)
This course will discuss current accounting concepts. Topic material will include discussion of financial accounting pronouncements by FASB, or other prominent accounting standard setting groups. Computerized accounting research tools will be utilized. Students either on an individual or group basis will be expected to pick a topic of interest for which they will conduct further research.
Attribute: BUS
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MACC - 530. Auditing
3 credit(s)
This course covers the role of the auditor, the audit process, the public accounting profession, audit risk and materiality, fraud, audit methods and techniques, audit planning, internal control, the effects of information technology on the audit, auditing revenue, receivables and inventories, professional ethics, legal responsibilities, emerging assurance services and recent developments in the auditing profession.
Attribute: BUS
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MACC - 535. Advanced Auditing
3 credit(s)
This course examines auditing concepts and issues in depth. A special focus exists on audit evidence and how auditors make decisions. Some topic areas include ethics, analytical review, fraud and the role of technology.
Prerequisite(s): MACC 530 or equivalent.
Attribute: BUS, MSAE
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MACC - 542. Advanced Tax
3 credit(s)
This course provides a more in-depth discussion of the taxation of entities other than individuals. Topics include the taxation of Subchapter C or ‘regular’ corporations and the tax effects of transactions with shareholders: from organization, to operation, to termination or liquidation. Similar tax provisions relating to Subchapter S corporations and partnerships are also covered and compared and contrasted with those of Subchapter C corporations. An introduction to multistate taxation will be made with an emphasis on the taxation of entities in New York State. Coverage of federal gift and estate tax provisions will be incorporated as well. Building on the research skills acquired in the undergraduate taxation course students will research, analyze and communicate conclusions about issues related to the above topics.
Attribute: BUS
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MACC - 550. Seminar in Advanced Managerial Accounting
3 credit(s)
This course involves the in-depth study of advanced managerial accounting techniques and theories. Topics will include the following: working capital, capital budgeting, CVP analysis, decision making, cost allocation, master budget, variances, responsibility accounting, quality control, benchmarking, strategy, best practices, ethics and other current managerial accounting topics.
Attribute: BUS, MSAE
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MACC - 560. Advanced Financial Reporting Issues
3 credit(s)
This course will involve the study of current accounting topics of interest to the CPA community. These areas could involve new standards published by FASB, IASB, or the AICPA. The topics will integrate practical and theoretical implications of the issues on global economic issues, business, contemporary society and ethical or moral positions.
Attribute: BUS, MSAE
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MACC - 562. Advanced Fraud and Forensics
3 credit(s)
Forensic accounting differs significantly from both traditional accounting and auditing. Traditional accounting primarily focuses on recording financial transactions in accordance with Generally Accepted Accounting Principles. The objective of most audits is to offer an opinion on the reasonable presentation of financial statements.
Forensic accounting involves the application of traditional expertise in accounting, auditing and finance, coupled with the knowledge of investigative techniques, and communication skills. The Forensic Accountant must be well versed in fraud schemes, rules of evidence and the valuation of assets and liabilities. Forensic Accountants combine their knowledge and skills in litigation support and investigative accounting settings.
This course is divided into six (6) overlapping areas relevant to forensic accounting. These are: 1) Communications (verbal & written); 2) Investigative Techniques; 3) Fraud Schemes; 4) Fraud Prevention; 5) Economic Damages & Valuations; and 6) Digital Forensics. Specific areas of study within Communications include; Interviewing, Report Writing, Flow Charts, Expert Witness Preparation, and Graphic Analysis.
Attribute: BUS, MSAE
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MACC - 572. Computer Auditing and IT Controls
3 credit(s)
This course explores security and control issues from an accounting and auditing perspective related to technology as it impacts business applications. Relevant technology and systems issues will be discussed. Topics may include security and control related to e-commerce, the Internet and computer assisted auditing.
Attribute: BUS
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MACC - 580. Digital Forensics and Assisted Investigations
3 credit(s)
This course examines digital evidence procedures, focusing on techniques and emerging trends among various crimes within our society, and the challenges digital devices pose during internal audits, financial fraud and crime scene investigation. Students will learn the fundamental process of understanding what evidence can be developed from digital forensics and tips on analyzing data collected from electronic devices (including computers, media, and other digital evidence), in order to assist in a full scope audit or investigation.
Attribute: BUS, GEL, MSAE
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MACC - 582. Graduate Internship CPA: Tax
3 credit(s)
Field work experience in Taxation will explore career opportunities in public accounting firms. Students work 120 hours per semester.
Note: Students may earn a maximum of six internship credits.
Attribute: BUS, NOEX
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MACC - 583. Graduate Internship CPA: Audit
3 credit(s)
Field work experience in Accounting/Auditing will explore career opportunities in public accounting firms. Students work 120 hours per semester.
Note: Students may earn a maximum of six internship credits.
Attribute: BUS, NOEX
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MACC - 584. Graduate Internship Non-CPA: Accounting/Auditing
3 credit(s)
Field work experience in Accounting/Auditing will explore career opportunities in corporate and not-for-profit accounting businesses, New York State agencies and local government. Students work 120 hours per semester.
Note: Students may earn a maximum of six internship credits.
Attribute: BUS, MSAE, NOEX
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MACC - 585. Graduate Internship Non-CPA: Tax
3 credit(s)
Field work experience in Taxation will explore career opportunities in corporate and not-for-profit accounting businesses, New York State agencies and local government. Students work 120 hours per semester.
Note: Students may earn a maximum of six internship credits.
Attribute: BUS, MSAE, NOEX
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MACC - 586. Graduate Internship
3 credit(s)
Field work experience in Accounting/Auditing will explore career opportunities in public accounting firms, corporate and not-for-profit accounting offices and New York State agencies and local government. Students work 120 hours per semester. Prerequisites: Admission to the Program.
Note: Students may earn a maximum of six internship credits.
Attribute: BUS, NOEX
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MACC - 590. Graduate Seminar: Topics in Accounting
3 credit(s)
The course is intended to provide opportunities for concentrated study at an advanced level in areas beyond the scope of regular course offering including topics of current concern and topics specifically identified as meeting specialized interests of students. This course is offered on an irregular basis. This course may be taken more than once with different course content.
Permission: Permission of Instructor is required.
Attribute: BUS, MSAE
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MACC - 599. Graduate Independent Study in Accounting
3 credit(s)
A qualified graduate student may pursue a particular project/topic in the field of Accounting. The project requires the approval of the faculty member involved and the M.S. in Accounting Director. Only one independent project may be undertaken in any academic year. The student must possess adequate preparation in the field that will be studied as determined by the professor.
Attribute: BUS, MSAE, NOEX
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Business Analytics and Actuarial Science |
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BAAS - 600. Healthcare Information Systems & Technology
3 credit(s)
This course will examine the role of information systems and technology in healthcare organizations. Topics include electronic health records (EHRs), telemedicine, and health informatics. The course will cover the implementation, use, and management of technology in healthcare and its impact on patient care and outcomes, operations, and business processes.
Note: Must be admitted to the graduate or certificate program.
Attribute: GEL
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Economics |
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ECON - 550. Managerial Economics
3 credit(s)
Managerial Economics applies economic theory to decision making under uncertainty and analyzes issues faced by managers of an organization. This course provides a structural framework for analyzing the internal goals and operations of an organization and the external environment in which the organization operates. Applying economic theory to organizational decisions can increase the rationality and predictability of a changing global competitive landscape. The course focuses on how decisions affect issues associated with economic and social justice, and sustainability. Topics include economic problem solving and decision making, consumer behavior, producer behavior, cost structures, strategic behavior and uncertainty, and organizational structure.
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ECON - 590. Selected Topics in Economics
1 - 3 credit(s)
This course will cover a selected topic at a graduate level. This course may be taken multiple times with different topics. See the sample syllabus for an example of a topic-advanced labor economics. This course may be taken more than once with different content.
Prerequisite(s): ECON 550 .
Attribute: GEL
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Education |
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BIOL - 580. MAT Project in Biology
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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BUSI - 527. Current Topics in Business and Marketing I
3 credit(s)
Students will investigate topics central to accounting, finance, and financial literacy for the preK-12 learner. Accounting and finance principles will be aligned to industry standards and New York state teaching and learning standards. The course is designed for MAT, Business and Marketing students.
Attribute: CIEL
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BUSI - 562. Current Topics in Business and Marketing II
3 credit(s)
Current topics in the fields of business and marketing will be explored with attention paid to fundamental concepts as well as future trends. This course is designed for MAT, Business and Marketing students.
Attribute: CIEL
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BUSI - 574. Work Based Learning - Program Organization
3 credit(s)
This is the first of two courses that, when successfully completed, enable you to apply for an extension to your New York State Teacher Certification and allow you to place students in a variety of work based learning experiences including, internships, community based work experiences and cooperative work experiences.
Attribute: CIEL
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BUSI - 575. Work Based Learning - Program Operation
3 credit(s)
This is the second of two courses that, when successfully completed, enable you to apply for an extension to your New York State Teacher Certification and allow you to place students in a variety of work based learning experiences including, internships, community based work experiences and cooperative work experiences.
Attribute: CIEL
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BUSI - 580. MAT Project in Business and Marketing
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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CHEM - 580. MAT Project in Chemistry
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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CHNE - 517. Chinese Language and Linguistics I
3 credit(s)
This course is designed to strengthen students’ understanding of second language acquisition theory and teaching strategies. Its primary focus is on Chinese as a second language at the K-12 level. The course assumes that students in the course are already teaching in a Chinese language program with some or minimal CFL training. The course emphasizes instructional strategies, planning, and assessment common to most methods courses. In addition, this course introduces students to program development and assessment since most K-12 programs require their Chinese teachers to build out the language program over a series of several years. The course will address students’ real time issues and concerns in the classroom as well as learn to see the ‘bigger picture” of the CFL program and curriculum.
Attribute: CIEL
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CHNE - 530. Chinese Language and Linguistics II
3 credit(s)
This 3-credit course is designed for students who contemplate a career teaching Chinese at the secondary or college level. The purpose of the class is to provide students with a general overview of the basic issues in Chinese linguistics from phonetics, morphology to syntax. Teaching strategies related to these issues will also be briefly discussed.
Attribute: CIEL
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CHNE - 580. MAT Project in Chinese
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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CSIS - 528. Current Topics in Computer Science I
3 credit(s)
Students will investigate topics central to computer science for the preK-12 learner. Computer science principles will be aligned to industry standards and New York state teaching and learning standards. This course is designed for MAT, Computer Science students.
Attribute: CIEL
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CSIS - 563. Current Topics in Computer Science II
3 credit(s)
Current topics in the field of computer science will be explored with attention paid to fundamental concepts as well as future trends. This course is designed for MAT, Computer Science students.
Attribute: CIEL
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CSIS - 575. Computer Technology
3 credit(s)
This course explores the role of computer technology in modeling, programming and prototyping, as well as the various roles computers play as technology tools in different fields (communications, power and energy, manufacturing, etc.). The NYS Technology Learning Standards guide the curriculum and student learning outcomes.
Attribute: CIEL
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CSIS - 580. MAT Project in Computer Science
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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EDUC - 501. Teaching Practicum
1 credit(s)
MAT students must complete 100 total hours of practicum hours. Practicum is a New York State Education Department requirement for pre-service teachers. It is defined as observation, assisting, small group or one-on-one work with students in a school setting, under the guidance of a host or mentor teacher. Students must complete five assignments that accompany their practicum to help them reflect on pedagogy, literacy, student development and engagement, as well as teacher practices. Students must engage with students with disabilities for a minimum of 15 out of the total 100 hours during the experience. They should also include 12-15 hours with students who are English Language Learners. Half of the total 100 hours should be in each of the developmental levels of the student’s intended certification area (ex gr. 7-9, and gr. 10-12, or gr. K-6 and 7-12).
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EDUC - 502. NYS Requirements
0 credit(s)
This course covers material required for NYS teacher certification: prevention and intervention of school violence, child abuse identification and reporting, drug, alcohol and tobacco abuse prevention and dignity for all students.
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EDUC - 503. Professionalism in Teaching I
1 credit(s)
This course accompanies EDUC 551, Teaching Internship/Residency I. The focus is to develop pre-service teachers’ critical thinking and human interaction skills in terms of problem solving classroom and school related issues. In a safe space, we aim to develop pre-service teachers’ knowledge and skills around social emotional learning of their students and build skills and practices around their own personal emotional intelligence. This course also includes building professional dispositions as foundational for a successful teaching career. This course has a career services component as well.
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EDUC - 504. Professionalism in Teaching II
1 credit(s)
This course is the continuation of EDUC 503. It accompanies EDUC 552, Teaching Internship/Residency II. Building on the first semester, the focus is to develop pre-service teachers’ critical thinking and human interaction skills in terms of problem solving classroom and school related issues. In a safe space, we aim to develop pre-service teachers’ knowledge and skills around social emotional learning of their students and build skills and practices around their own personal emotional intelligence. This course also includes building professional dispositions as foundational for a successful teaching career. This course has a career services component as well. In part two of this course, the students will develop their final program assessment called the Teacher Performance Assessment (TPA). Students will have some class time to develop their ePortfolio, conference with peers and the instructor while synthesizing the NYSED Culturally Responsive Sustaining Education Framework with their internship evaluation tool and the NYSED Teaching Standards.
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EDUC - 510. Issues in Contemporary American Education
3 credit(s)
Students will study a variety of competing factors (philosophical, historical, sociological, and political) that have influenced past and present debates, theories, and developments in education. The influences of such factors on current models of curriculum and instruction and on state and national K-12 standards will be considered. The consideration of these factors will trace the development of programs for pupils with diverse needs. Students will investigate and analyze the interrelationships of the individual, the home, the community, and the society with regard to schooling. Students will examine their personal educational perspectives and, through reflective study, develop new understandings of the purpose of schooling, the nature of the learner, and the roles of teachers, including the role of the teacher as an agent of change. Basic elements of planning (educational aims, goals, and objectives) and research-based practices are introduced. (15 hours of fieldwork is required.)
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EDUC - 511. Curriculum and Methods of Teaching English
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 512. Curriculum and Methods of Teaching Mathematics
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 513. Curriculum and Methods of Teaching Languages
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 514. Curriculum and Methods of Teaching Sciences
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 515. Curriculum and Methods of Teaching Social Studies
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 516. Curriculum and Methods of Teaching Technology
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 517. Curriculum and Methods of Teaching Business and Marketing
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 518. Curriculum and Methods of Teaching Computer Science
3 credit(s)
The goal of the summer methods course serves to discover the answer to the following question: As teachers, how can we produce dynamic units, lessons, activities, and assessments for our diverse twenty-first-century learners that show them what it means to think as they engage in our discipline? This course will develop the skills necessary to create effective, meaningful curriculum that elicits student curiosity, deepens understanding of disciplinary concepts and literacy, and engages adolescents in learning. The course goal is to help novice teachers work towards proficiency in lesson design, instructional delivery, and assessment that meets the needs of all learners.
Attribute: CIEL
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EDUC - 522. Child Psychology & Development
3 credit(s)
A study of psychological and developmental issues from birth through early adolescence across diverse populations. A general theoretical overview focusing on cognitive, physical, and emotional development will be studied with attention given to the role of culture on these developmental processes. Theory and research are presented in the context of practical applications with an emphasis on implications for education. (15 hours of fieldwork is required.)
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EDUC - 526. Teaching in American Schools
3 credit(s)
Students will become familiar with American public secondary education through reading, discussion, writing, and on-site school observation. A strong emphasis will be on professional writing, reading, and professional communication skills as required by American teachers. Students will be prepared professionally and culturally to enter the public school classroom.
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EDUC - 527. Foundations and Guidance for Including Students with Disabilities PreK-Grade 6
3 credit(s)
This course is designed to provide students with understanding of individuals with disabilities (grades Pre-K-6), the similarities and differences that occur among individuals who are defined as having disabilities, and how these variations relate to diagnosis and remediation. An overview of the 13 primary disability categories provided by IDEA and NYS Part 200 is provided but emphasis is given to high incidence disabilities within this course. The legal, historical, sociological and cultural context for special education services and inclusive practices will be examined so that students will come to understand their roles and responsibilities for collaboration, co-teaching and teaming among special educators, related service personnel, administrators, and family members. The process for pre-referral interventions in a multi-tiered system of support, referral to the Committee on Special Education, and the development and implementation of Individual Education Plans will be examined. The implementation of positive behavioral supports and interventions will also be examined to assist students in addressing social, behavioral and classroom management needs. Major emphasis will be given to how general education teachers can promote the participation and progress of students with disabilities in the general education curriculum through the use of Universal Design for Learning, and incorporate accommodations and adaptations across a range of individualized needs. (20 hours of fieldwork is required.)
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EDUC - 531. Infant, Toddler and Preschool Education & Guidance
3 credit(s)
This course focuses on the planning and implementing of developmentally appropriate curriculum and instructional practices, informed by knowledge of child development, individual differences, program models, and state and national standards. Emphasis will be on models of infant/toddler/preschool education that advocate learning through play, inquiry, cooperation, and creative expression, and that address the needs of children with the full range of abilities and cultural backgrounds. Curricular areas include language and emergent literacy, math, science, social studies, art, music, drama, movement, health, safety, and nutrition. Service learning will be explored. Adult relationships in the care-giving setting, collaborative planning models, and home-school-community relationships will be addressed within the context of appropriate planning. Methods for evaluating children’s progress, curricular goals and objectives, and program effectiveness will be addressed. (20 hours of fieldwork is required.)
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EDUC - 540. Psychology of Teaching Lecture and Laboratory
3 credit(s)
The Psychology of Teaching is a foundational introduction to teaching: planning, instruction, basic concepts, standards, classroom management, assessment, motivation, discipline, and ethical and professional considerations. Theories of learning and memory applied to instruction; models and research on teaching. Includes thematic analysis of relevant teaching topics such as special needs, differentiated instruction, human development, and foundations of education. In Psychology of Teaching Micro Teaching Laboratory, graduate students prepare and present several lessons using a variety of instructional models. Models include anticipatory sets, discussion concepts, skills and inquiry with attention paid to themes such as special needs, differentiated instruction, literacy, new language acquisition, social-emotional learning, and culturally responsive teaching. Lessons are digitally recorded and critiqued by laboratory faculty.
Attribute: CIEL
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EDUC - 541. Essential Reading Literacy
3 credit(s)
Essential Reading Literacy focuses on a teacher-centered exposure to the basic concepts, skills, and contexts for teaching reading in secondary classrooms. Teachers of the 21st century face many challenges, including the large spectrum of reading abilities in their classrooms. Graduate students will be exposed to the concept of adolescent literacy and basic principles of teaching it, including reading habits, skills, extensive knowledge of the reading process, and the development of a repertoire of strategies and skills to help influence and improve the teaching of reading in all classrooms across all disciplines.
Attribute: CIEL
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EDUC - 544. Literacy for the Content Classroom
3 credit(s)
This course familiarizes MAT students with the necessity for and techniques of increasing student literacy (skills, attitudes, and dispositions) in each content area. Participants read background information, explore their own literacy skills, and practice applying reading and writing activities in lesson plans. Students will recognize the importance of literacy in all content areas; expand their definitions of literacy, exploring the skills and dispositions which make it possible for students to read and write for meaning for a wide variety of academic and personal purposes; explore and develop their own skills as proficient readers and writers in general and in their chosen content areas; become aware of issues of literacy through readings and discussions; become aware of how the kinds of reading and writing assigned to students shape their thinking; develop, analyze, and integrate literacy skills in classroom lessons; integrate reading and writing into classroom lessons in a variety of ways to stimulate and shape thinking; address NYS standards.
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EDUC - 545. Curriculum, Assessment & Instruction Grades 1-6
3 credit(s)
In this course, teacher candidates will develop knowledge, skills, and dispositions for planning curriculum and instruction for PreK-Grade 6 in order to meet the needs of children in today’s schools: children who are culturally diverse, who are English language learners, and who display the full range of abilities and dispositions. Teacher candidates engage in the development of goals and instructional objectives, IEPs, lesson plans and thematic units that address all domains (cognitive, affective, and psycho-motor). Emphasis is placed on state and national standards and the impact of these standards on instruction and assessment. The integration of technology with instruction, as a teacher resource and as an instructional tool, will be covered. Appropriate formal and informal assessment tools and methods will be included within the context of unit and lesson plans, with an emphasis on curriculum-embedded, standards-based assessment. Research-based instructional models, strategies, methods and procedures such as service learning are introduced and linked to theoretical and factual knowledge of learning processes and human development. Assessment of learner progress, appropriate classroom accommodations and modifications for students with the full range of abilities, and the development of collaborative teaching partnerships are also examined. Research-based classroom management strategies will also be explored. (10 hours of fieldwork is required.)
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EDUC - 550. Effective Teaching for All Learners
3 credit(s)
Effective Teaching for All Learners at the secondary level will explore teaching and classroom assessment for the full range of students a teacher encounters within today’s classroom: at-risk students, special needs populations, new language learners, struggling readers, and those that struggle with school success in general. The resources and strategies available to assist classroom teachers will be discussed and implemented, especially the concepts of differentiated instruction and Universal Design for Learning. Graduate students will learn how to evaluate the effectiveness of their teaching as it relates to all of their students’ success in the classroom. Pedagogical emphasis will include student’s evaluation of various learning strategies and assessments through the lens of different student populations, as well as the design and implementation of effective instructional strategies. Awareness, empathy, and empowerment are the goals for both teachers and their students.
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EDUC - 551. Internship/Residency I
4 credit(s)
EDUC 551 - EDUC 552 is the course for MAT Adolescent Education residents seeking their initial/professional certification in a particular field (ex. chemistry, French…). The 8-credit internship/residency begins after the resident completes the New York State required Field Practicum, EDUC 501. The intern/resident will first observe and co-teach with their mentor at the beginning of the school year. During the Fall semester the intern/resident will be expected to assume responsibility for two classes. This will continue into the Spring semester. Note, it is the MAT program expectation that interns/residents continue in their placements until the end of the academic year in June. Interns/Residents are placed in the Spring prior to the start of the internship/residency. Each intern/resident works individually with the Director of Clinical Education to determine the best-fit placement based on career goals, location, grade range, and other specific needs. Once a placement has been determined, candidates interview with the prospective mentor and are accepted into the placement. In late spring, the resident, mentor, supervisor, and designated host school administrator sign an MOU formally accepting the candidate as a resident in the next year. Candidates will be evaluated using the Residency Preservice Assessment, or RPA. Informal evaluations will be conducted a minimum of twice a month throughout the year. Formal evaluations leading to a letter grade will take place at the end of each semester in December and May. Successful MAT residents will be recommended for NYS certification at the completion of EDUC 552 provided that they have met all other program requirements. Restriction: EDUC 551/552 is open only to students matriculated in the Master of Arts in Teaching program (or by instructor consent).
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EDUC - 552. Internship/Residency II
4 credit(s)
EDUC 551 - EDUC 552 is the course for MAT Adolescent Education residents seeking their initial/professional certification in a particular field (ex. chemistry, French…). The 8-credit internship/residency begins after the resident completes the New York State required Field Practicum, EDUC 501. The intern/resident will first observe and co-teach with their mentor at the beginning of the school year. During the Fall semester the intern/resident will be expected to assume responsibility for two classes. This will continue into the Spring semester. Note, it is the MAT program expectation that interns/residents continue in their placements until the end of the academic year in June. Interns/Residents are placed in the Spring prior to the start of the internship/residency. Each intern/resident works individually with the Director of Clinical Education to determine the best-fit placement based on career goals, location, grade range, and other specific needs. Once a placement has been determined, candidates interview with the prospective mentor and are accepted into the placement. In late spring, the resident, mentor, supervisor, and designated host school administrator sign an MOU formally accepting the candidate as a resident in the next year. Candidates will be evaluated using the Residency Preservice Assessment, or RPA. Informal evaluations will be conducted a minimum of twice a month throughout the year. Formal evaluations leading to a letter grade will take place at the end of each semester in December and May. Successful MAT residents will be recommended for NYS certification at the completion of EDUC 552 provided that they have met all other program requirements. Restriction: EDUC 551/552 is open only to students matriculated in the Master of Arts in Teaching program (or by instructor consent).
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EDUC - 559. Early Adolescence and Middle School
3 credit(s)
Students will review narrative accounts of the school experiences of adolescents from diverse backgrounds. Their first task will be to consider how narrative, empirical, and theoretical knowledge provide different perspectives on understanding the school lives of adolescents. Then, they will examine how cultural canons about adolescence influence the many ways that young people live out their lives in school, with an emphasis on middle school years. They will review and interpret narrative accounts of schooling through fiction, autobiography, movies and self- reflection about adolescence. Students will not be “given the answers” or told what to think about adolescence and schooling. Rather, readings and class presentations will provide them with information and theoretical points of view which sometimes
conflict. Ultimately, they will be asked to examine these multiple perspectives to create their own way of viewing adolescents in school settings. (20 hours of fieldwork is required.)
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EDUC - 560. The Modern Teacher
3 credit(s)
This course is designed to acquaint students with current school reform issues, while exposing students to the large number of digital resources (websites, strategies, software and hardware) that will help them in their classroom today. The course covers conceptual and practical foundations of modern schooling.
Attribute: CIEL
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EDUC - 561. Literacy in the Primary Grades
3 credit(s)
This course focuses on promoting and understanding the development of literacy among a wide range of learners in the primary grades, including but not limited to those identified as English Language learners, delayed readers, or students with special needs. Students are expected to develop a working knowledge of the scientific and theoretical bases for current approaches to teaching and assessing literacy learners in accordance with state and national standards. Emphasis is placed on examining the curricular, instructional and evaluative elements to various approaches to literacy, and the ways in which they address the areas of phonics, fluency, vocabulary, comprehension, and composition specifically. Students will examine a variety of instructional and assessment techniques through discussion, critique, and administration. Students will also explore the use of literature to enhance literacy learning for all students. (15 hours of fieldwork at primary grade level is required.)
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EDUC - 562. Literacy in the Intermediate Grades
3 credit(s)
In accordance with NYS standards and those of other professional literacy organizations, preservice teachers examine issues of curriculum, instruction and assessment that inform the literacy development expected of all learners in the intermediate grades including English Language Learners and those with special needs. The course emphasizes the development of reading, writing and listening skills necessary for knowledge construction in the content areas. Preservice teachers explore various approaches to and strategies for fostering comprehension, retention and composition of a wide range of texts, the identification and use of various methods and tools for assessing and evaluating learners’ literacy development and the role of digital tools and media in literacy development. (15 hours of fieldwork at intermediate grade level is required.)
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EDUC - 570. Middle School Students, Structures and Standards
3 credit(s)
This course is designed to prepare students for the teaching of grades 5 and 6. It is designed to offer students a chance to explore topics and methodology that are most appropriate for the teaching of students at the middle adolescence level. It is a course based on the theoretical and practical aspects of the teaching experience and on helping develop students into what we need today: competent, energetic and dedicated teachers at the middle level. This is a professional course which demands professional responsibility, a regular commitment, initiative and attentiveness. It is not in any way an exploratory course but one in which a commitment to teaching is assumed. This course and EDUC 571 qualify students with a grade 7-12 teaching certificate to be also certified to teach grades 5 and 6 in New York State. Prerequisites: Adolescent 7 - 12 Teacher Certification in a content area.
Attribute: CIEL
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EDUC - 571. Middle Adolescence Literacy
3 credit(s)
This course is designed to prepare you to teach and develop literacy skills across the curriculum in grades 5 and 6. Completion of this course and ED 570 will qualify you with a grade 7-12 teaching certificate for additional certification in your content area in grades 5-6 in New York state. This course is based on both theoretical and practical aspects of the teaching experience. Students will review research, policy briefs and position statements on developing reading, writings, listening, speaking, viewing, and thinking as it applies to the middle adolescent level. The overall goals of this course will require you to connect, collaborate, and create to expand your concept of literacy; to understand the elements of effective literacy instructions in your content area for grades 5 and 6; and to acknowledge your role as a “reading teacher” no matter what your content area specialty is.
Attribute: CIEL
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EDUC - 572. Teaching Foreign Language to Elementary School Children
3 credit(s)
This course aims to prepare participating teachers for elementary school foreign language classrooms in light of the ACTFL National Foreign Language Standards. Through discussion, practice and the development of thematic units, participants will become familiar with the process of curriculum development and lesson planning, and will develop strategies for instruction and assessment. Participants will also gain understanding of the working environment and classroom culture of the elementary school setting and build up skills for effective teaching. Multiple modes of learning, methods, instructional strategies, language and literacy development, and resources for teaching foreign languages to elementary school children will be covered. Emphasis is on the development of literacy and communicative skills. Participants will build knowledge and understanding of this grade range through the viewing and analysis of classroom video.
Attribute: CIEL
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EDUC - 573. Virtual Learning in the P-12 Classroom
3 credit(s)
In this online class, educators will learn how to shift course interaction and materials from the classroom to an online setting. We will explore elements that create quality online instruction including personalization, communication options and processes, student interactions, and a variety of learning experiences. The course will empower educators to build opportunities for their students to actively interact with each other, with their teacher(s), and with the content of the course.
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EDUC - 580. Action Research Project
3 credit(s)
The Action Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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EDUC - 582. Methods Teaching Math and Science PreK-Grade 6
3 credit(s)
This course models the principles of an integrated approach for teaching science and mathematics to students in Grades PreK-6. The course will examine the theories and research-based practices that provide the basis for student-centered, constructivist, inquiry-based approaches to the planning, implementation, and evaluation of instruction. The course will address the standards posed by New York State and national professional organizations (ISTE, NCTM and NSTA). Formal and informal assessment methods will be included. Technology will be used as a teacher resource and instructional tool. The connection between science and math and other curricular areas will be addressed, as well as reading, writing, and study skills in the content areas of science and math. Curriculum modifications for learners with the full range of abilities will be considered in course work and addressed in field experiences. (20 hours of fieldwork is required.)
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EDUC - 584. Methods Teaching ELA, Social Studies, Arts; PreK-Grade 6
3 credit(s)
This course prepares teacher candidates to develop strategies for teaching and integrating the language arts, fine arts, and social studies with other curricular areas in Grades PreK-6, in accordance with standards posed by New York State and professional organizations. Instructional approaches addressed include direct and literature-based instruction, inquiry, service learning, and the project approach. Emphasis is on helping diverse learners to develop proficient communication skills across the curriculum, and on working with pupils within the larger context of their families and communities. Topics will include the writing process, critical thinking, problem-solving, concept development, values and moral development. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Curriculum modifications for pupils who are English language learners and for pupils with the full range of abilities will be considered in course work and addressed in field experiences. (20 hours of fieldwork is required.)
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EDUC - 585. Teaching and Learning in the Middle School
3 credit(s)
The major focus of this course will be on the nature, needs, and characteristics of the adolescent learner, as well as the philosophy, curriculum, and pedagogy (including methods and materials) appropriate for middle-level education in New York State. This course will address diverse instructional strategies, including interdisciplinary teaching, teaming, and cooperative learning. Successful middle-level educational programs, which focus on and promote both the intellectual and personal development of the early adolescent, will be examined. (20 hours of fieldwork is required.)
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EDUC - 590. Research Seminar
3 credit(s)
A capstone course in which students engage in the production of a research project that integrates knowledge and pedagogy from coursework as they investigate a contemporary issue in education. Students develop knowledge of qualitative and quantitative research approaches. They explore methods, techniques, and modes of inquiry related to these approaches, as well as data sources, evidence, and data collection methods, analyses, and findings. Students share research findings in symposium format. Roundtable discussions, poster sessions, demonstrations, exhibits, displays, traditional talks, and debates are possible options the instructor may select for presentation of research. Prerequisite or co-requisite: completion (or concurrent completion) of all coursework except student teaching, student teaching
seminar, and portfolio.
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EDUC - 591. Student Teaching
6 credit(s)
A semester of student teaching in early childhood and elementary classrooms. This experience includes candidates’ demonstration of skills, strategies, models of teaching, and uses of educational technology and media; provides supervised practice in teaching and involvement in community study activities; and stresses development of communication and leadership skills. Application must be made the semester prior. Prerequisites: fingerprint clearance; good standing at Siena College; successful completion of all education coursework and workshops, except EDUC 590; grade of B or better in all required coursework. Application required. [May be taken for 3 credits if approved for Advanced Field Experience.] Fieldwork requirement of 14 weeks/70 days total (in adherence to NYSED Regulations).
Prerequisite(s): Co-requisites: EDUC 593 and EDUC 594
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EDUC - 593. Portfolio
1 credit(s)
This course facilitates assessment based upon students’ portfolios of materials accumulated throughout their courses of study in the program. An orientation to the portfolio process occurs in the beginning of the semester. Teams of faculty members will evaluate materials presented by students such as exemplary lessons, units, service learning projects, teacher-made materials, and children’s work (used with permission). Competency is documented in the areas of Curriculum Development, Instructional Practices, Classroom Management, and Content Mastery in the Grades PreK-6 Curriculum, Classroom Environment, and Assessment. Candidates will also present portfolios to a team of evaluators representing the College community. Pass/Fail.
Prerequisite(s): Co-requisites: EDU 591 and EDUC 594 .
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EDUC - 594. Student Teaching Seminar
2 credit(s)
This course is designed to provide academic support during the student teaching semester. Topics are selected by the instructor to complement the student teaching experience. Student teachers come together with colleagues and the instructor to discuss issues that relate to teaching as a profession in general, as well as those that relate to individual classroom situations. This course gives prospective teachers an opportunity to reflect critically on their roles in the classroom, to consider consequences (intended and unintended) of various classroom actions, and to begin to assume responsibility for their own continuing professional development.
Prerequisite(s): Co-requisites: EDU 591 and 593.
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EDUC - 595. Drug, Alcohol, & Tobacco Workshop
0 credit(s)
This six-hour workshop is designed to provide the student with knowledge of physical and psychological addiction to controlled substances; chemical dependency; drugs of abuse; legal issues for teachers; behavioral indicators of substance abuse; goals of a school wide substance abuse prevention program; goals of a school wide intervention program; curriculum materials on decision-making, coping strategies, and self-esteem; issues of adolescence; and the continuum of services.
Prerequisite(s): Enrollment in the Professional Semester.
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EDUC - 596. Child Abuse Detection & School Violence Prevention Workshop
0 credit(s)
This six-hour workshop is designed to provide the student with knowledge of the definition of abuse, maltreatment, and neglect according to NYS Family Court Act and Social Services Law; situations requiring reporting of suspected cases of child abuse maltreatment; a description of what constitutes reasonable cause to suspect child abuse or maltreatment; proper procedure for making a report of suspected child abuse; actions mandated reporters may take to protect a child in addition to filing a child abuse report; legal responsibilities in reporting that teachers have as care providers; legal protections afforded reporters and consequences for failing to report; distinctions among various behavioral and physical characteristics of abusive parents and caretakers; physical and behavioral indicators of physical abuse, maltreatment, and neglect; contrast between physical and behavioral indicators of sexual abuse; child abduction; and general principles for interviewing or interacting with child victims. The workshop also provides the training in School Violence Prevention and Intervention.
Prerequisite(s): Enrollment in the Professional Semester.
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EDUC - 597. Residency I
3 credit(s)
Through this Residency experience, candidates will become immersed in a classroom in Grades PreK-6 for at least 1000 hours (full school year). While completing this residency, students will also take relevant coursework (2 classes per semester) and apply knowledge from these courses in the classroom setting. During this first year, candidates must meet the NYSED contact areas of contact with socioeconomically disadvantaged students, students who are English language learners, parental contact and students with disabilities and provide documentation.
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EDUC - 598. Residency II
3 credit(s)
Through this Year 2 Residency experience, candidates will become immersed in a classroom in Grades PreK-6 by working full time in a classroom in Grades PreK-6 for at least 1000 hours (full school year). In this second year of residency, candidates will spend 6 weeks (250 hours) in an alternate placement during weeks 17-24 to earn field experience in grade levels outside the grade level span of their home residency classroom. For example, if the residency placement is in an Early Childhood setting (PreK-Grade 2), the alternate placement will be in a Childhood setting (Grades 3-6). OR if the home residency classroom is in a Childhood Setting (Grade 3-6), the alternate placement will be in an Early Childhood setting (PreK-Grade 2).
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EDUC - 649. Research in Curriculum and Instruction
3 credit(s)
This course is an introductory course on research methods, designed to prepare students for graduate level research. The course examines the full scope of the research process from the literature review, to research questions, and writing a research proposal. Different data collection methods will be discussed including qualitative, quantitative, mixed-method, meta-analysis, ethnography, case study, survey, interview and focus group, and document analysis. The course culminates with presentations by students which demonstrate an understanding of the research proposal process.
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EDUC - 650. Master’s Thesis I
3 credit(s)
Candidates will work toward completing a master’s thesis in the Spring semester, individually with guidance from a thesis advisor. The thesis will include an Introduction (Chapter I) and Literature Review (Chapter II). This course will provide guidance to complete a systematic exploration. Candidates will produce Chapters I and II by developing a research question, investigating current research, developing an informed hypothesis in response to their question, and reviewing and synthesizing related research. Candidates will begin to draft their Methodology or Application Plan (Chapter III) by creating a plan to test their hypothesis or engage in further inquiry into their topic.
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EDUC - 651. Master’s Thesis II
3 credit(s)
In this course and its predecessor, ED 650, candidates will work toward completing a master’s thesis. Work will be completed individually with guidance from a thesis advisor. Candidates will continue work begun in ED 650 by creating the final chapters of their thesis and presenting their completed work to their advisors/thesis committee. Coursework will focus on creating a Methodology or Methods of Inquiry (Chapter III), Results (Chapter IV), Discussion and Conclusion (Chapter V) and preparing a presentation of the Master’s thesis.
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ENGL - 575. Interdisciplinary Connections of History and Multicultural Literature
3 credit(s)
Framed around universal concepts of humanity (change, diversity, intolerance, ethics, creativity, freedom, and legacy), this course is designed to illustrate the interdisciplinary connections between secondary social studies and English language arts. Recognition that these key concepts span time and place, and are applicable to every period in history, will help to develop a broad understanding of the human experience, and the unity of humanity, through the study of history and multicultural literature. In addition to the historic and literature specific content of the course, other goals include development of empathy and a respect for diversity, as well as learning how to guide discussions that value different points of view.
Attribute: CIEL
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ENGL - 580. MAT Project in English
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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ENGL - 585. Nonfiction in the English Classroom
3 credit(s)
The Common Core Standards for ELA mandate a shift in the English classroom towards the use of more nonfiction/informational texts. The precise nature of this mandate and its impact on the practices of English teachers continues to be a source of controversy and confusion. In this 3-credit course, we will come to terms with this controversy, and articulate a vision for using nonfiction texts in the English classroom. Additionally, we will explore reading and writing in the literary genres that comprise the category of nonfiction, including memoir, the essay, argumentative writing, and literary journalism.
Attribute: CIEL
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FREN - 580. MAT Project in French
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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FREN - 988. Independent Study in French I
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
Attribute: CIEL
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FREN - 989. Independent Study in French II
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
Attribute: CIEL
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GEOL - 580. MAT Project in Earth Science
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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GERM - 580. MAT Project in German
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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GERM - 988. Independent Study in German I
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
Attribute: CIEL
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GERM - 989. Independent Study in German II
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
Attribute: CIEL
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GREK - 988. Independent Study in Greek I
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
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GREK - 989. Independent Study in Greek II
3 credit(s)
A qualified graduate student may pursue a particular project/topic in their field of study. The project requires the approval of the faculty member involved and the program director. The student must possess adequate preparation in the field that will be studied as determined by the professor.
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HIST - 575. Interdisciplinary Connections of History and Multicultural Literature
3 credit(s)
Framed around universal concepts of humanity (change, diversity, intolerance, ethics, creativity, freedom, and legacy), this course is designed to illustrate the interdisciplinary connections between secondary social studies and English language arts. Recognition that these key concepts span time and place, and are applicable to every period in history, will help to develop a broad understanding of the human experience, and the unity of humanity, through the study of history and multicultural literature. In addition to the historic and literature specific content of the course, other goals include development of empathy and a respect for diversity, as well as learning how to guide discussions that value different points of view.
Attribute: CIEL
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HIST - 580. MAT Project in History
3 credit(s)
The MAT Research Project is a one-term research project the purpose of which is to allow students time and supervision to develop breadth and/or depth of knowledge to become a better teacher in their certification field. The course is intended to be custom-tailored to meet the specific needs of an individual resident/intern. MAT projects are well-grounded in research and theory, but also include a strong and extensive applied aspect, directly addressing the question: What would this look like in the classroom?
Attribute: CIPJ
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