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Creative Arts Therapy |
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CAT 677 - Methods and Research
A study of the various types of research designs, hypothesis formation, data collection, treatment and analysis of data. Students examine the role of computer information systems, conduct computer searches, and design a research project.
Credits: 3
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CAT 681 - Current Topics in Creative Arts Therapy
These elective courses will survey a variety of current methodologies and specializations within the creative arts therapies. Topics such as yoga/somatic movement/cross-patterning bodywork, substance and alcohol related topics, new methods in art therapy and music therapy are among some of the related theoretical and didactic methods that will be offered.
Credits: 1-3
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CAT 682 - Fundamental Elements of Dance/Movement Therapy for Creative Arts Therapists
This course is designed as an introduction for Art Therapy students to experience in themselves and recognize in others, the benefits of movement as a therapeutic modality. We will use experiential structures, discussions, videos and self-reflection to learn about Dance Movement Therapy theories and techniques on a body level. Beginning applications of movement with clients will be discussed and practiced.
Credits: 3
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CAT 683 - Cross Patterning & Bodywork: A Practical Survey of Movement and Body Disciplines
This class explores a wide range of parallels to be found among ancient movement and healing practices from the Orient and Africa, most notably the shared rudiments of cross-patterning in movement and energy disciplines. Specifically, the Chinese martial arts of Kung Fu and T’ai Chi, Indian yogic practices, West African dance movements and bodywork techniques from a variety of sources will be explored.
Credits: 3
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CAT 684 - Foundations of Play Therapy Survey of Movement and Body Disciplines
Course designed to introduce students to the major theoretical approaches to play therapy practice. In addition, students will learn to set up a playroom, how to choose toys for therapy, and how to explain this type of therapy to other professionals. Will learn basic play therapy and relationship building techniques in an experiential classroom setting.
Credits: 3
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CAT 685 - Contemporary Issues in Play Therapy Survey of Movement and Body Disciplines
This advanced class will expose students to current trends in and practical applications to play therapy. Topics can range from sand tray therapy to current play therapy research but will be focused on the latest issues that arise in the field.
Credits: 3
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CAT 686 - Legal & Ethical Issues in Play Therapy
This course will provide students with an overview of the legal and ethical issues that arise during the play therapy experience. Students will be exposed to ethical standards developed by several professional organizations and have an opportunity to learn and discuss the legal and ethical obligations of the play therapist.
Credits: 3
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CAT 687 - Play and Creative Arts Therapy Survey of Movement and Body Disciplines
This course will provide students with an introduction to Creative Arts Therapy and reconcile those concepts with the major theoretical approaches to play therapy. In addition, students will explore human development as it relates to play and creativity in order to bridge the gap between theory and practice in a creative play environment.
Credits: 3
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CAT 688 - Contemporary Issues in Art Therapy: Advanced Painting
This course covers the development and exploration of personal concepts in the painting medium. Students will research, plan, explore, & develop concepts for making art. Students will be instructed in the creation of artworks which stress effective visual organization, risk taking experimentation, originality and craftsmanship.
Credits: 3
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PSY 534 - Psychopathology of Childhood, Adolescence and Adulthood
This course covers the DSM IV-R classifications of psychopathology, how to decipher differential diagnosis in people with these disorders, and application of this information in direct, clinical work with clients. Students also learn interview techniques of clinical and developmental psychologists.
Credits: 3
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PSY 535 - Principles and Techniques of Counseling And Psychotherapy
This course surveys extant systems of counseling, intervention, and their application to diverse populations of clients.
Credits: 3
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Education (General) |
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EDU 095 - Orientation to Personal Electronic Portfolio
In this two hour training session, students will receive an orientation to the “Personal Electronic Portfolio and Electronic Resource System” they will be using in their teacher education program at Nazareth College. This course is required for students in the graduate inclusive education, TESOL, business and marketing education, and music education programs. The orientation will include information about how to access the data management system, and an introduction to the major components of the system. Additonal course fee.
Prerequisites & Notes
$97 fee required. The School of Education will communicate the various time slots available to complete this 0 credit overview of the Personal Electronic Portfolio and Electronic Resource System. Course meets once for two hours. Students who believe they are exempt from this requirement because they already have a Livetext account should notify Grad Student Services at 389-2815.
Credits: 0
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EDU 583 - Health Education/Child Abuse/Violence Prevention and Intervention Workshop
The New York State Education Law requires that all candidates applying for first-time initial teacher certification satisfy the health education and the prevention of violence requirements. Some of the topics addressed in this workshop are substance abuse, issues of sex education and fire safety. Also, as is required, this workshop includes information regarding the physical and behavioral indicators of child abuse and maltreatment and the statutory requirements set out in the New York State Social Services Law. A criterion for successful completion of this workshop is attendance at all sessions and completion of written course assignments. The workshop is offered each semester and is to be completed before the professional semester begins.
Prerequisites & Notes
Course fee $54
Credits: 0
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Educational Technology Specialist |
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EDTS 523 - Introduction to Educational Technology
This is a course intended for all students regardless of their computer background. The importance of the infusion of technology into today’s classroom will be the focus of the course. Topics covered will include the use of spreadsheets, smartboards, presentation tools, Internet research, web publishing, wikis, blogging, webquests, podcasting, and Smart technology student response systems. All of these topics will address the ways in which technology can enhance the listening, writing, reading, and speaking skills of students.
Credits: 3
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EDTS 525 - Logo and Lego Robotics
This course is designed to introduce students to the computer programming language Logo. Students will learn how to set up a logo environment in their classroom, to program in Logo, and explore in depth the philosophy behind the language. Instruction will also include the use of robotics utilizing the Lego Robotic System.
Credits: 3
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EDTS 540 - Computer Graphics
This course offers an introduction to computer graphics with an emphasis on creating graphics for use and integration in appropriate classroom software applications: web pages, presentations, etc.
Credits: 3
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EDTS 560 - Applications in Technology
This course is designed to give students an overview of computer-based applications including database management, spreadsheets and word processing. Students will get hands-on experience using Microsoft Office (Word, Excel, Access). Emphasis will be on how these tools can be integrated into classroom curricula. Included in this course is a 25 hour field placement component that emphasizes collaboration with classroom teachers to enhance listening, writing reading and speaking skills of students and learning in the content areas.
Prerequisites & Notes
25 hours fieldwork required.
Credits: 3
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EDTS 580 - Multimedia for Educators
This course introduces students to instructional uses of multimedia. The software and hardware necessary for multimedia productions will be discussed. A complete range of media’s, including digital photography, digital video, and digital audio are covered.
Credits: 3
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EDTS 620 - Web Design
In this course students learn HTML (Hyper Text Markup Language) used in creating web pages. Basic skills needed to publish home pages on the World Wide Web including background, graphics, links and special features are covered. In addition, how to utilize such technology in a classroom is discussed in depth.
Credits: 3
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EDTS 650 - Accessibility and Diverse Learners
This course looks at ways to use technology in classrooms containing students with a variety of special needs. Specifically, the use of adaptive technology with students with a wide range of physical disabilities is covered. Additionally, students will learn how to use technology to work with children who are speakers of other languages.
Credits: 3
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EDTS 660 - Assistive Technology
This course will present an introduction to the range and scope of assistive technology within the school environment. Using a cross-disability perspective, students learn about high, low, and no tech devices as solutions for access and functional challenges within educational arenas. The course emphasizes the role of the consumer and the teacher/trainer in all aspects of the process of obtaining assistive technology, and the importance of multidisciplinary teams in terms of implementation. Funding for AT devices and services is also addressed.
Credits: 3
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EDTS 670 - Software Development
This course provides students with an in depth look at developing computer software for the classroom. Students will develop a variety of software using the hypermedia software HyperStudio.
Credits: 3
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EDTS 690 - Issues in Technology
This course explores critical issues associated with the use of technology in America’s schools. Topics for student research and discussion include: the role of technology in the classroom, and appropriate applications of current technology among others.
Prerequisites & Notes
25 hours fieldwork required.
Credits: 3
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EDTS 695 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should Should be taken during the last semester of coursework.
Prerequisites & Notes
Co-requisite: EDTS 699. *Formerly EDU*690
Credits: 3
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EDTS 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite EDTS 695. For students completing final semester of M.S. in Education Program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in Graduate Student Services (Smyth 1).
Credits: 0
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Gifted and Talented Extension |
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GTE 550 - Introduction to Gifted and Talented Education
This course will focus on the domains of giftedness, theories of talents/intelligences, the nature and needs of students with gifts and talents, and introduction to systems/methods of identification. Includes study of the history and current status of gifted education with attention to cultural context and stereotypes.
Credits: 3
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GTE 560 - Curriculum and Instruction for Individuals With Gifts and Talents
Examines best practice in assessment, curriculum, instructional models, and classroom learning environment. Using a repertoire of assessment tools and methods students will design, implement, and evaluate differentiated learning experiences for students with intellectual gifts and talents within the classroom. The key focus will be on implementing effective programming and support for these students. The course will focus on differentiated instruction, expanded/adapted curriculum and management of a classroom environment.
Prerequisites & Notes
35 hours fieldwork required. Pre- or corequisite: GTE 550.
Credits: 3
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GTE 650 - Gifted Education in the School Organization and Community
This course emphasizes the importance of collaboration, coaching, and advocacy within the school and in the community. Students examine the social, political, economic, and ethical context for decisions about gifted and talented education. Study includes attention to community resources, ranges of services, and program models in the school organization, and local, state, national, and international comparisons of gifted and talented programs and services.
Prerequisites & Notes
15 hours fieldwork required. Pre-or corequisite: GTE 550 and GTE 560.
Credits: 3
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Health and Human Services |
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HHS 598 - Contemporary Issues in Interprofessional Team Practice
The purpose of this course is to provide graduate students in various health and education programs with the knowledge, skills, and attitudes necessary to be effective in inter-professional team members. Students are introduced to core values and competencies derived from multiple professions, which prepares them for collaborative practice in diverse settings. This course covers research and theories that guide effective team development and interactive problem solving.
Prerequisites & Notes
Instructor consent required. Pre-requisites to be determined by each program director. Co-requisite for speech-language pathology students: CSD*611
Credits: 2
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Human Resource Management |
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HRM 520 - Human Resource Management
This course is intended to provide an overview of the human resource management function in the modern organization. Special emphasis is given to improving productivity, quality of work life and fair treatment of employees.
Credits: 3
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HRM 523 - Professional in Human Resources (PHR) Certification Program
The purpose of this course curriculum is designed to prepare students to take the Human Resource Certification Institute (HRCI) Human Resource Certification examination. The curriculum carries the official endorsement of the Society for Human Resource Management (SHRM). Human Resource Certification is the symbol of professional achievement. Beyond experience and education, the Professional in Human Resource Certification (PRH) and the Senior Professional in Human Resource Certification (SPHR) designation signifies that Human Resource (HR) professionals have mastered the HR body of knowledge. This designation is awarded to HR professionals by the HRCI after they have successfully passed a written comprehensive examination. It is the most significant and recognized non-degree credential for HR professionals.
Credits: 3
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HRM 530 - Legal Environment of Human Resources
Students will explore the complex and ever changing regulatory context in which human resources managers operate. The role of human resource professionals as experts on human resource legislation, educators and advocates for the creation of progressive policy will be examined, along with the global implications of legal regulation.
Credits: 3
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HRM 535 - Organizational Development and Change
Students will examine the role of human resource management as a change agent for the organization and the individuals who work in it. Traditional and progressive perspectives of organizational development will be studies, in addition to the methods used for training and developing employees at all levels.
Credits: 3
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HRM 540 - Workforce Planning and Placement
Students will learn about the challenges of designing and managing a successful staffing process. The course operates from the perspective that effective planning, sourcing, and selection of human resources is a key driver of an organization’s ability to achieve its strategic objectives.
Credits: 3
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HRM 550 - Compensation and Benefits
Students will be introduced to the traditional and emerging approaches for compensating and rewarding employees. The behavioral science implications of compensation, as well as diversity and globalization are examined as they relate to compensation and benefits.
Credits: 3
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HRM 560 - Training and Development
Students will examine the role of training and development in achieving organizational objectives. Needs assessment, design, methods, techniques, and evaluation are some of the issues to be explored through the course.
Credits: 3
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HRM 565 - Labor Relations
The course will introduce students to the past, present, and emerging issues in labor and management relations. Students will examine the collective bargaining process and related issues from a domestic and global perspective.
Credits: 3
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HRM 570 - HR Metrics - Human Capital Metrics
This course will improve students’ quantitative and financial fluency by introducing them to workforce metrics. Course topics include human resource accounting, measuring efficiency and effectiveness of HR practices, return on investment, benchmarking, measurement systems (scorecards, analytics, and dashboards), and measuring the business impact of HR.
Credits: 3
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HRM 595 - Strategic Human Resource Management
The course is a comprehensive experience designed to integrate the knowledge and skill acquired through core and elective courses. Case analysis, project management, and research will play an important role in the course. Students will also examine the future of human resource management and the critical issues and trends facing the field.
Credits: 3
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Inclusive Ed, Adolescence |
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INAD 501 - Diverse Adolescent Learners and Learning
This course is designed to explore the historical, social, and legal foundations of special education. Students will expand their understanding of the characteristics of diverse learners, including students with culturally and linguistically diverse backgrounds, and the educational implications. Topics addressed will include typical adolescent development and variations, and understanding and collaborating with families. Students will establish their professional electronic portfolio.
Prerequisites & Notes
30 hours fieldwork required (no field work requirement for students in the professional certification program). Course offered in the Fall and Spring semesters only. Corequisite: INAD 502 or INCL 602
Credits: 3
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INAD 502 - Planning, Teaching, and Assessment for Diverse Adolescence-Level Classrooms
This course builds basic skills in designing, implementing, and evaluating research-based approaches to curriculum and instruction that enhance the learning of all adolescence-level students, including children with disabilities and culturally and/or linguistically diverse students.
Prerequisites & Notes
20 hours of fieldwork required. Prerequisite or corequisite: INAD 501 (formerly INCL 501)
Credits: 3
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INAD 503 - Individualized Education Programs (IEPs): Development and Implementation
Focus on development of useful, practical, and teacher/family-friendly Individualized Education Programs (IEPs) to address the requirements of state and Federal regulations and the specific needs of children.
Prerequisites & Notes
20 hours fieldwork required. Prerequisites: INAD 501 (formerly INCL 501 or INCL 601).
Credits: 3
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INAD 504 - Advanced Strategies for Differentiated Planning, Teaching, and Assessment for Diverse Secondary Classroom
This course expands skills in designing and implementing differentiated approaches to planning, teaching and assessment that enhance the learning of all adolescence-level students. Students will design lessons and units that differentiate by adolescent student readiness, interests, and learning profiles. Students will expand their repertoire of effective cooperative learning strategies and structures. Students will reflect on their instructional skills and coach each other.
Prerequisites & Notes
25 hours of fieldwork required. Prerequisites: INAD 501 (formerly INCL 501 or INCL 601)
Credits: 3
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INAD 510 - Biology Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level biology curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science concepts, skills, and theory through an activity oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in biology. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 511 - Mathematics Curriculum and Methodology For Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level mathematics curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulative and abstract materials, with emphasis on application problem-solving and real-world problems and settings. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in mathematics. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 512 - English Language Arts Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level language arts curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in English language arts. Students will study the development of competencies in the skills of listening, oral communication, and written language. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning in English language arts. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 513 - Chemistry Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level chemistry curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science concepts, skills, and theory through an activity oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in chemistry. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 514 - Languages Other Than English Curriculum Methodology for Inclusive Adolescence
This course combines a study of language acquisition as a second language. Students will expand their knowledge of curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in the study of other languages. Students will study the development of language concepts, skills, and theory through an activity-oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement- level New York State Learning Standards in French, German, Italian, and/or Spanish. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 515 - Social Studies Curriculum and Methodology for Inclusive Adolescence
This course combines a study of the function and organization of the adolescence-level social studies curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in social studies. Students will study the development of social studies skills and concepts through a learner-centered approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in social studies. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
Prerequisites: INAD 502 and INAD 504 or INAD 501 and INCL 602
Credits: 3
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INAD 516 - Supporting Student Learning and Assessment Across the Adolescence Content Areas
This course will explore the design and implementation of supportive educational services at the adolescence level. Students will examine the skills across content areas needed by adolescent learners to succeed in the intermediate and commencement level assessments. This course will assist inclusive educators in gaining knowledge and skills related to special education, strategy instruction, and assistive technology in order to support students across all content areas.
Prerequisites & Notes
20 hours fieldwork required for initial certification and changing level students. Prerequisites: INAD 501 (formerly INCL 501 or INCL 601), plus INAD 502 or INCL 602.
Credits: 3
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INAD 520 - Assessment and Program Planning For Adolescent Learners Adolescent Learners
This course will focus on developing an understanding of types and characteristics of both formal and informal assessment instruments related to literacy and content area learning. It will explore in depth a variety of standardized diagnostic assessments and how to interpret test results in terms of instructional implications. It will also focus on how to develop teacher made tests so they have validity and how to plan instruction based on quality teacher made assessments.
Prerequisites & Notes
Prerequisites: INAD 501 (formerly INCL 501 or INCL 601), plus INAD 502 OR INCL 602.
Credits: 3
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INAD 521 - Creating and Managing Productive Learning Environments
Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. This course examines educational planning and the development of instructional programs for diverse students in a variety of settings as factors in designing positive and productive classrooms. It utilizes theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict cycle will be addressed.
Prerequisites & Notes
20 hours fieldwork required. Class meets the first week of the semester, and an additional Saturday. Only students in initial certification programs are eligible to take this course; must be taken concurrently with student teaching. Corequisite: INAD 526.
Credits: 3
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INAD 526 - Student Teaching/Seminar in Inclusive Education - Adolescence
These student teaching experiences provide direct supervised experience in classrooms at the adolescence level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have two placements: 7-9 and 10-12. Included will be a placement that focuses on teaching students with disabilities. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional “Application for Student Teaching” (available from the Office of Field Placement Services or on the Nazareth website) is due 6-8 months prior to student teaching, according to the schedule published in the Graduate Course Registration Guide. Students must be simultaneously enrolled in INAD 521 and successfully complete INAD 521 course assignments and assessments in order to continue in student teaching placements. Prerequisite: Requires completion of all coursework except INAD 690 and INAD 699.
Credits: 6
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INAD 625 - Strategies for Teaching in the Adolescent Content Areas
This course will prepare teachers of all secondary content areas to help their students be successful when encountering literacy based assignments and assessments. Teachers will develop competency to ciritically analyze text, match students to appropriate text, and teach students effective strategies to read to learn as well as expressing thought through writing.
Credits: 3
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INAD 635 - Practicum and Seminar in Inclusive Education - Adolescence
This practicum requires structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive/special education classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education. Please note that an additional “Application for Practicum” (available from the Office of Student Teaching) is due 6-8 months prior to the practicum, according to a schedule published in the Course Schedule Brochure. Some students may be able to meet this requirement via a “job-embedded” practicum. Guidelines/proposal forms are available from the Office of Student Teaching.
Prerequisites & Notes
15 hours fieldwork required for students in changing level program. Prior application required. Requires completion of or concurrent registration in all coursework except INAD 690.
Credits: 3
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INAD 640 - Transition Planning and Services for Adolescents With Disabilities
An overview of current and emerging models of transition planning and services for adolescents. Will focus on how to assist students, in collaboration with parents and professionals, in planning for transition from school to employment, post-secondary education, and community living with maximum opportunities for decision-making and full participation in the community.
Prerequisites & Notes
15 hours fieldwork required.
Credits: 3
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INAD 690 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Co-requisite: INAD 699. *Formerly EDU*690
Credits: 3
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INAD 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite INAD 690. For students completing final semester of M.S. in Education Program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in Graduate Student Services (Smyth 1).
Credits: 0
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MTH 514 - Abstract Algebra
This course will cover algebraic structures, including groups, rings, integral domains, fields, and polynomial rings. Students will have a textbook, which will be supplemented by articles and additional chapters. Students will also have assignments that connect the content of the course to their professional role as teachers.
Prerequisites & Notes
Prerequisite: MTH 201 or equivalent
Credits: 3
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MTH 545 - Teaching and Learning Mathematics With Technology
In this course, students will explore how technologies such as graphing calculators, the Geometer’s Sketchpad, Excel, digital images, online applets, and other technologies can be used to enhance the teaching and learning of mathematics. Students will critically examine how technologies can affect institutional goals and teaching practices by reflecting on their own experience as mathematical learners in a technology-rich environment.
Prerequisites & Notes
Prerequisites: MTH 201 or equivalent; MTH 479 or equivalent.
Credits: 3
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MTH 590 - Special Topics in Mathematics
Investigates specific advanced topics in mathematics, chosen at the discretion of the instructor. May be repeated for credit.
Prerequisites & Notes
Prerequisite: MTH 201 or equivalent
Credits: 3
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Inclusive Ed, Childhood |
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INCH 503 - Assessment and Planning in an Inclusive Education System
The focus of this course is to examine and practice how assessment drives planning and instruction. In line with the Continuum of Services, a parallel continuum of assessment will be explored through the lenses of general education (CBM, AIS, RtI) and special education (IEPs). Students will become familiar with the requirements of state and federal regulations and the specific needs of children. Related issues of family involvement, due process, student discipline and assistive technology will also be addressed.
Prerequisites & Notes
30 hours fieldwork required for initial certification. 20 hours fieldwork required for additional certification. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602.
Credits: 3
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INCH 510 - Science: Curriculum and Methodology for Inclusive Childhood
This course combines a study of the function and organization of the childhood-level science curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science skills and concepts through an activity oriented approach, with an emphasis on inquiry methods. Students will design and implement learning units that address the New York State Learning Standards in science. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
15 hours fieldwork required. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602. Additional pre- or co-requisite for students in initial certification program: EDTS 523.
Credits: 3
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INCH 511 - Mathematics: Curriculum and Methodology For Inclusive Childhood
This course combines a study of the function and organization of the childhood-level mathematics curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulatives and abstract materials, with emphasis on the intuitive and inquiry methods, as per NCTM. Students will design and implement learning units that address the New York State Learning Standards in mathematics. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
15 hours fieldwork required. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602. Additional pre- or corequisite for students in initial certification program: EDTS 523.
Credits: 3
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INCH 512 - Literacy, Language Arts, and Social Studies: Curriculum and Methodology For Inclusive Childhood
This course combines a study of the function and organization of the childhood-level language arts and social studies curricula with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in language arts and social studies. Students will study the development of competencies in the skills of listening, oral communication, and written language. Students will also study the development of social studies concepts and skills through a learner-centered approach, with an emphasis on inquiry methods. Students will design and implement learning units that address the New York State Learning in English/Language Arts and Social Studies. Integrates the use of instructional and assistive technology.
Prerequisites & Notes
30 hours fieldwork required for initial certification; 20 hours fieldwork required for changing cert levels. Prerequisites: Initial Certification: INCL 501, INCL 502, EDTS 523, LTED 601 Changing Level Certification: INCL 601, INCL 602, LTED 600
Credits: 3
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INCH 513 - Learning Through the Arts
This course will promote the integration of the visual arts, music, movement, and dramatic arts into the childhood-level classroom. An orientation to aesthetics, research and theory, exploration and application of appropriate materials, resources, and practices for diverse learners will be emphasized.
Prerequisites & Notes
Prerequisites: INCL 501 and INCL 502
Credits: 3
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INCH 520 - Literacy Assessment, Program Planning, And Assistive Technology for Diverse Learners
The course will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments.
Prerequisites & Notes
Open only to students in Inclusive Education Programs (others by program director approval). 30 hours fieldwork required. Prerequisites: Initial certification: INCL 501, INCL 502, LTED 601 Pre- or corequisite: INCH 512. Changing level certification: INCL 601, INCL 602, LTED 600 Pre- or corequisite: INCH 512. Same level certification: INCL 601, INCL 602, LTED 600
Credits: 3
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INCH 526 - Student Teaching/Seminar in Inclusive Education - Childhood
This student teaching experience provides direct supervised experience in classrooms at the childhood level. Students will assume increasing responsibility for instructional planning, teaching, and assessment in the classroom. Students will have placements at the primary and intermediate level, including a placement that focuses on teaching students with disabilities. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional “Application for Student Teaching” (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to student teaching, according to the schedule published in the Graduate Course Registration Guide. Students must be simultaneously enrolled in INCL 521 and successfully complete INCL 521 course assignments and assessments in order to continue in student teaching placements. Requires completion of all coursework except INCH 690 and INCH 699.
Credits: 6
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INCH 610 - Social Studies II: Curriculum and Methodology for Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of social studies content and curriculum. Students will engage in advanced study of the development of historical, economic, civic, and geographic understandings and link that to learners at the childhood level. Critical issues social studies education, especially the needs of diverse learners at the childhood level will also also be explored.
Prerequisites & Notes
Course offered twice a year. Pre- or corequisite: INCL 602
Credits: 3
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INCH 611 - Literacy and Language Arts II: Curriculum and Methodology for Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of language arts content and curriculum. Students will engage in advanced study of how reading, writing, listening, speaking and viewing skills develop as they are used in language, literature, and composition. Critical issues in language arts education, especially the needs of diverse learners at the childhood level, will also be explored.
Prerequisites & Notes
Course offered twice a year. Pre- or corequisite: INCL 602.
Credits: 3
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INCH 612 - Mathematics II: Curriculum and Methodology for Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of mathematics content and curriculum. Students will engage in advanced study of the development of mathematical understandings and link that learning to learners at the childhood level. Critical issues in mathematics education, especially the needs of diverse learners at the childhood level, will also be explored.
Prerequisites & Notes
Course offered twice a year. Pre- or corequisite: INCL 602
Credits: 3
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INCH 613 - Science II: Curriculum and Methodology For Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of science content and curriculum. Students will engage in advanced study of the development of scientific understandings and link that learning to learners at the childhood level. Critical issues in science education, especially the needs of diverse learners at the childhood level, will also be explored.
Prerequisites & Notes
Course offered twice a year. Pre- or corequisite: INCL 602
Credits: 3
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INCH 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners
This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems, and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. NYS MST standards and assessments provide the framework for course emphases. Focuses on early childhood/ childhood level.
Prerequisites & Notes
Open only to students in Graduate Inclusive Childhood - Additional Certification Same Developmental Level and Professional Certification Programs. Prerequisites: INCL 601 and INCL 602
Credits: 3
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INCH 625 - Strategies for Complex Learners In an Inclusive Classroom
This course will explore the design and implementation of research based interventions to support the learning of students with complex learning needs. This course will assist inclusive educators in gaining knowledge and skills to problem solve barriers to student learning from a variety of approaches. The approaches used will look at content issues, engagement issues, and ability issues that interfere with the learning process. Case study analysis will be a central method of the course.
Credits: 3
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INCH 635 - Practicum and Seminar in Inclusive Education - Childhood
This practicum will combine structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education.
Prerequisites & Notes
Please note that an additional “Application for Practicum” (available from the Office of Field Placement Services or on the Nazareth website) is due 6-8 months prior to practicum, according to the schedule published in the Graduate Course Registration Guide. Requires completion of, or current enrollment in, all coursework, except INCH 690 and INCH 699. Pre- or corequisite: INCL 602
Credits: 3
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INCH 650 - Special Topics
Special topics to be announced. Offered periodically.
Credits: 3
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INCH 690 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Pre-requisite: INCH 698. Co-requisite: INCH 699. *Formerly EDU*690
Credits: 3
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INCH 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided.
Prerequisites & Notes
This seminar must be taken during the semester immediately prior to enrollment in INCH 690 “Capstone Seminar” and INCH 699 “Master’s Portfolio Presentation” (or during the spring semester prior to Summer II enrollment in INCH 690 and INCH 699). This seminar must be completed successfully before enrollment in INCH 690 and INCH 699.
Credits: 0
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INCH 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite INCH 690. For students completing final semester of M.S. in Education Program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in Graduate Student Services (Smyth 1).
Credits: 0
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Inclusive Ed, Early Childhood |
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INEC 503 - Assessment for Planning in Inclusive Early Childhood Education Systems
The focus of this course is to examine and practice how assessment drives planning and instruction. This course will also focus on the processes leading up to and including the development of useful, practical, and teacher/family-friendly Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) to address the requirements of State and Federal regulations and the specific needs of children, birth through age 8, and families. We will explore required skills needs for the IFSP/IEP process as well as regulatory information, referral information, evaluations, eligibility procedures and requirements, identifying present levels of performance, writing meaningful and measurable annual goals and short-term objectives/benchmarks, teacher participation, functional behavior assessments, and development of the IFSP/IEP.
Prerequisites & Notes
30 hours fieldwork required for Initial certification. 20 hours fieldwork required for Changing Level certification. 25 hours fieldwork required for Same Level certification. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 Changing Level certification: INCL 601, INCL 602, INEC 510 Same Level certification: INCL 601 and 602
Credits: 3
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INEC 510 - Theory and Practice in Early Childhood Education
This course provides an overview of major historical, philosophical, cultural, social, and ethical orientations to early childhood. A review of early childhood development and developmentally appropriate practice is included. Diverse early childhood programs such as High Scope, Montessori, and Head Start are reviewed, as are current early childhood research, issues and theories.
Prerequisites & Notes
20 hours fieldwork required. Pre or Co-requisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602.
Credits: 3
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INEC 511 - Curriculum I/Early Childhood Education
This curriculum course focuses on the integration of math, science, and technology into the early childhood curriculum. Appropriate instructional planning and environmental design are included.
Prerequisites & Notes
20 hours fieldwork required. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510
Credits: 3
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INEC 512 - Curriculum II/Early Childhood Education
This course focuses on the role of the child in our world, both in the context of the social studies curriculum and through the development of pro- social skills in children. The importance of play based curricula is explored. Professional skills including advocacy, family-community-school connections, and ethical decision-making are included.
Prerequisites & Notes
20 hours fieldwork required. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510
Credits: 3
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INEC 513 - Integrated Arts in Early Childhood Education
This course will promote the integration of the visual arts, music, movement and drama into the ECE classroom. Emphases will include and orientation to aesthetics, research and theory, exploration and application of appropriate materials and practices for all young children, as well as exposure to a wide array of resources. The arts will be considered as one way to attend to children’s diverse strengths, needs, learning styles, and interests.
Prerequisites & Notes
Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510
Credits: 3
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INEC 514 - Language and Literacy Development in Early Childhood Education
This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, and sometimes conflicting, contexts of home, school, and community.
Prerequisites & Notes
Only open to students in Graduate Inclusive Early Childhood additional certification program. Prerequisites: INCL 601, INCL 602 and INEC 510
Credits: 3
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INEC 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners
The course will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments.
Prerequisites & Notes
Open only to students in Inclusive Education Programs (others by program director approval). 30 hours fieldwork required for Initial certification. 20 hours fieldwork required for Changing certification level; 25 hours fieldwork required for Same certification level. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 and LTED 601. Changing level certification: INCL 601, INCL 602, INEC 510 and INEC 514. Same level certification: INCL 601, INCL 602 and LTED 600 or INEC 514.
Credits: 3
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INEC 526 - Student Teaching/Seminar in Inclusive Education - Early Childhood
These student teaching experiences provide direct supervised experience in classrooms at the early childhood level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have placements at two of the following levels: PreK or K, and Grades 1-2. Included will be a placement that focuses on teaching students with disabilities. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional “Application for Student Teaching” (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to student teaching, according to the schedule published in the Graduate Course Registration Guide. Students must be simultaneously enrolled in INCL 521 and successfully complete INCL 521 course assignments and assessments in order to continue in student teaching placements. Requires completion of all coursework except INEC 690 and INEC 699.
Credits: 6
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INEC 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners
This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems, and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. NYS MST standards and assessments provide the framework for course emphases. Focuses on early childhood/ childhood level.
Prerequisites & Notes
Open only to students in Graduate Inclusive Early Childhood Additional Certification Same Developmental Level Program. Prerequisites: INCL 601 and INCL 602
Credits: 3
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INEC 635 - Practicum and Seminar in Inclusive Education - Early Childhood
This practicum will combine structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive early childhood.
Prerequisites & Notes
Requires completion of all coursework except INEC 690 and INEC 699. Please note that an additional “Application for Practicum” (available from the Office of Field Placement Services or on the Nazareth website) is due 6-8 months prior to practicum, according to the schedule published in the Graduate Course Schedule Brochure.
Credits: 3
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INEC 690 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Pre-requisite: INEC 698. Co-requisite: INEC 699. *Formerly EDU*690
Credits: 3
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INEC 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided.
Prerequisites & Notes
This seminar must be taken during the semester immediately prior to enrollment in INEC 690 “Capstone Seminar” and INEC 699 “Master’s Portfolio Presentation” (or during the spring semester prior to Summer II enrollment in INEC 690 and INEC 699). This seminar must be completed successfully before enrollment in INEC 690 and INEC 699.
Credits: 0
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INEC 699 - Master’s Portfolio Presentation
Degree Candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
For students completing final semester of M.S. in Education Program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in Graduate Student Services (Smyth 1). Corequisite: INEC 690
Credits: 0
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Inclusive Education |
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INCL 501 - Introduction to Diverse Learners and Learning
This course is designed to build understandings of learning theories and strategies that address the range of learners in classrooms, particularly as they relate to the goals of teaching all learners, including children with disabilities and culturally and/or linguistically diverse students. A holistic orientation to the cognitive, social-emotional, aesthetic, moral and physical development of all learners is applied.
Prerequisites & Notes
Course offered in Fall and Spring semesters only.30 hours fieldwork required. Pre- or corequisite: EDU 095.
Credits: 3
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INCL 502 - Differentiated Planning, Teaching, and Assessment
This course expands skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of instructional and assistive technology. Emphasizes strength-based assessment that incorporates multiple data sources and standards, and that is responsive to individual learner needs.
Prerequisites & Notes
Course offered in Fall and Spring semesters only. Pre- or corequisite: INCL 501
Credits: 3
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INCL 521 - Creating and Managing Productive Learning Environments
Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. This course examines educational planning and the development of instructional programs for diverse students in a variety of settings as factors in designing positive and productive classrooms. It utilizes theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict cycle will be addressed.
Prerequisites & Notes
Class meets the first week of the semester from 8:00 am - 5:00 pm, and an additional Saturday. Only students in initial cert programs, graduate early childhood, childhood and TSL, are eligible to take this course; must be taken concurrently with student teaching. Corequisite:INEC/INCH/TSL 526
Credits: 3
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INCL 588 - Interprofessional Planning for Academic Content
The purpose of this course is to supplement the co-requisite course “Contemporary Issues in Inter-professional Team Practice.” The course is a seminar to provide an application experience in interprofessional considerations in academic content planning.
Prerequisites & Notes
Corequisite: INCL 598
Credits: 1
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INCL 598 - Contemporary Issues in Interprofessional Team Practice
The purpose of this course is to provide graduate students in various health and education programs with the knowledge, skills, and attitudes necessary to be effective in inter-professional team members. Students are introduced to core values and competencies derived from multiple professions, which prepares them for collaborative practice in diverse settings. This course covers research and theories that guide effective team development and interactive problem solving.
Prerequisites & Notes
Corequisite: INCL 588
Credits: 2
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INCL 601 - Diverse Learners, Learning & Learning Environments
This course is designed to explore assessment and characteristics of diverse learners and the educational implications of learning differences. Students will develop and apply skills in accessing information and resources on diverse learners. Will address legal provisions and ethical principles regarding appropriate assessment of individuals, the use and limitations of assessment instruments, and the necessity for collaboration with families and other educators in the assessment process. Will include the use and interpretation of both formal and informal assessment for the development of effective instructional programs for individual learners. The role of relationships, communication, motivation, classroom organization, and management in the creation of productive, learning communities will be addressed.
Prerequisites & Notes
Course offered Fall, Spring and Summer II semesters only. Pre- or corequisite: EDU 095
Credits: 3
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INCL 602 - Differentiated Curriculum/Instruction and Collaborative Practice
This course builds advanced skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of strength-based assessment and instructional and assistive technology. Practices, including co-planning and co-teaching models, are addressed within the context of enhanced student learning. Includes structured experiences to refine skills and enhance reflective practice in communication, conflict-resolution, and creative problem solving.
Prerequisites & Notes
Course offered Fall, Spring and Summer II semesters only. Pre- or corequisite: EDU 095.
Credits: 3
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Liberal Studies |
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LST 500 - Independent Study
Students have the option to design, in conjunction with the Program Director and a faculty member for the Liberal Studies program, an independent study project that combines the student’s interests, issues addressed in the program’s core and/or elective courses. Students should expect to work closely with a faculty member during the design, implementation and evaluation of this independent study project.
Credits: 3
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