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2010-2011 Graduate Catalog [ARCHIVED CATALOG]
Course List
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Liberal Studies |
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LST 501 - Being Human
Using perspectives from science, arts, and humanities, we will investigate some of humanity’s oldest and most profound questions. “Who am I as an individual?” “Who am I as a member of society?” Students will read, reflect upon, and discuss some of the great ideas, texts, and modes of creative expression developed by human beings from ancient to present times.
Credits: 3
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LST 502 - Knowledge and Culture
What is knowledge? What is culture? How does culture affect how we know and what we accept as knowledge? What, if any, is the relationship between knowledge and power? We will explore these and other absorbing questions from a variety of perspectives.
Credits: 3
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LST 503 - Values and Action
How does our personal value system develop? What are its sources? How do the great humanistic and religious thinkers of the past impact our value systems? What happens when different respected moral ways of thinking suggest courses of action that contradict each other? What is the relationship between our personal value system and the social and professional organizations of which we are members? We will explore these questions and the relationship between values and daily life.
Credits: 3
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LST 511 - Global Feminisms
By taking a multi-ethnic and multi-cultural approach to the histories of women’s lives, we will explore a key question: What theories have women evolved to explain themselves and their experiences as women? We will use autobiographical writing and reaction papers to tie the abstract to our own experiences.
Credits: 3
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LST 513 - Consumerism and Right Relationships In Contemporary Society
What do economics, sociology, psychology, anthropology, marketing, history, philosophy, women’s studies, and religious studies reveal about our relationships with one another and our consumer culture? What does it mean to be a consumer society? Can we escape the pitfalls of consumerism? This course will examine these questions from a variety of lenses to better understand the phenomenon of consumerism and its impact on our political economies, and on our material, psychological, and spiritual well-being.
Credits: 3
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LST 515 - The Mind in Context: Learning, Schooling And Culture
How does the human mind work? What makes it unique? How is what we know and how we think influenced by the process of schooling and the cultures we live in? To address these questions, we will reflect on and discuss the underlying issue of mind in context from a variety of different perspectives, including psychology, anthropology, linguistics, and sociology. We will read, debate, and reflect on primary texts in these disciplines as we contemplate the form and content of thinking, as well as the ways in which culture and schooling play a role in shaping both the knower and what is known.
Credits: 3
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LST 518 - The Construction of Childhood: Cultural, Developmental, and Artistic
This course focuses on the tenets, arguments, and tensions of the new interdisciplinary field of Childhood Studies by examining research in psychology, sociology/anthropology, art history, literary and media studies, as well as education. How has the child been represented historically? What normative function do stage theories like those of Piaget and Erickson serve? How do nationality, ethnicity, social class, and gender inflect childhood? What can we learn from artistic and literary representations of the child?
Credits: 3
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LST 520 - Rochester: From Flour to Flower and Beyond
This multi-disciplinary course will explore the geography, history, arts, science, and culture of Rochester, from its founding as a flour milling town, through its involvement in slavery, to its waves of immigration, religious revival, industrial and philanthropic initiatives. Course readings will be supplemented by guest speakers, field trips, films, and performances. Students will gain an appreciation for the diversity and complexity of this city, its rich cultural resources, as well as its socio-economic challenges.
Credits: 3
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LST 521 - Monstrous Or Marvelous: Religion, Science and Literature
In this course, we will study the interrelationships among western religion, science, and literature from a historical perspective as well as a contemporary one with an emphasis on popular culture. We’ll examine the role that literature plays in disseminating, as well as informing, conflicting and complementary ideas about religion and science. Texts are paired across centuries and across genres, including film and other visual media. Ultimately, we’ll try to make sense of the on-going dialogue between contemporary science and religion and its implications for understanding God and human nature.
Credits: 3
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LST 522 - Literary Trends: Historical & Cultural Perspectives
In the history of western thought, what counts as structuralism, deconstruction, psychoanalysis, feminism, gay/lesbian/queer theory, Marxism, reader response, post-colonial theory? What events and cultural trends foster new ways of thinking about human relationships? What texts illustrate these ways of thinking? This course - with selections by Euripides, Boethius, John Locke, Karl Marx, Albert Camus, Leslie Marmon Silko, Jane Hirshfield, Yasmina Reza - will allow students to explore in prose, poetry, short fiction, and film eight major perspectives in Western intellectual history.
Credits: 3
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LST 523 - The U.S. Latino/Latina Experience
This course explores how individual, social, and national identities are developed, as well as how such identity constructions fuel contemporary notions of “Americanness.” This course, which will focus on the “triangle of Latinos” in the United States (Mexican Americans, Puerto Ricans, and Cuban Americans), examines what it means to be Latino, exploring such topics as family, religion, gender, politics, power, class, socioeconomics, acculturation, and assimilation, and biculturalism, among others.
Credits: 3
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LST 524 - History of Science and Medicine
Science and more recently medicine have become defining features of modern life. We will explore the history of human thought about the natural world from ancient times to the present. Our particular emphasis will be on how our modern scientific world view has been shaped by major periods of scientific development: the 16th and 17th centuries involving astronomy and physics, and the 19th and 20th centuries involving biology, medicine and psychiatry. Attention will be given to the relations between science and culture, religion, technology, and public policy by asking five central controversial questions: Why has science flourished in the West? What was the nature of the scientific revolution? How did science become a part of public life? How did science become attached to the technologies and politics of power? Why did science become associated with the modern condition?
Credits: 3
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LST 525 - The Perils of Patriarchy: Images of Women in Literature, History, Religious Traditions and Film
This course examines the issue of “patriarchy” from ancient times to the present, analyzing some of the ways in which the images and the roles of women have been both devalued and corrected by theologians and other writers, as well as by historical activists (including feminists), and film makers.
Credits: 3
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LST 526 - Visions of Hell
This course uses the lenses of anthropology, mythology, religion, literature, and the visual arts to explore different concepts of “hell” over time and across cultures. We will ask the question: “Is there such a place, or is it of our own creation?”
Credits: 3
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LST 527 - South Asian Religious Art: Iconography, Mythology, and Symbolism
A multi-disciplinary exploration of Buddhist and Hindu art in the regional context of South Asia, as well as the mythology surrounding these objects, and their symbolic interpretation. Students will gain an appreciation for the paintings, sculpture, and architecture studied in their historical, social, religious, and cultural contexts. Occasional off-campus site visits.
Credits: 3
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LST 528 - New Journalism: Reading & Writing Contemporary Non-Fiction
How do you capture the essence of a personality? How do you critique a movie, a play or a work of art? This hands-on course explores various forms of nonfiction writing, including feature articles, arts reviews, interviews, columns, op-ed pieces, and profiles. Examples from a variety of publications (including The New York Times, The New Yorker, Slate, Harpers, Vanity Fair) will be analyzed in terms of content and style. Students will write regularly, working in each format with an eye toward refining skills to a professional level.
Credits: 3
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LST 529 - Asian Experience in a Globalized Community
This course serves as an advanced introduction to Asian and Asian American Studies, representing the major themes and issues in a new and growing interdisciplinary field of scholarly research and cultural production - involving history, psychology, sociology, politics, economics, literary texts and media. It will shed light on the multi-faceted nature of the Asian and Asian American experiences, as well as on the conflicting and simultaneous trends within this new field.
Credits: 3
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LST 530 - Anthropology of Body, Movement, and Dance
Dance, the body in movement, is a means of negotiating culture as well as an expression of race, class, gender, and sexuality. This course explores four principal questions: 1) how are feminine and masculine identifies/attitudes about the body articulated in movement? 2) how is sexuality expressed, experienced, and controlled through dance? 3) what are the physical and emotional healing aspects of dance movement? 4) what is the social and cultural power of dance at the turn of the 21st century? Attention will be given to popular, folk, and classical dance forms from India, Argentina, Haiti, Ghana, and the United States.
Credits: 3
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LST 531 - Ethics in the Professions: Theory and Practice
What might moral excellence mean in life and work? What may we learn from the world’s wisdom traditions regarding the moral life? What are the major alternatives among modes of reasoning about moral dilemmas? How may I apply my sense of moral excellence to work within my profession? This course provides an introduction to major theories of ethics as well as practice at application of the theories to a variety of professional fields and issues. Course goals are: to develop moral reasoning skills and moral imagination; to cultivate self-understanding as an ethical thinker and virtuous professional; to improve understanding of others and their moral perspectives; to enhance the sense of integration between the personal and professional aspects of one’s life.
Credits: 3
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LST 532 - Memory and Denial in the Italian Holocaust
Faculty members from the fields of history, literature, religious studies, and Italian studies explore the experience of Jews in Italy during WWII. How was this experience shaped by the culture of Italy? What part did other factors, such as the involvement of the Catholic Church and the Mussolini-Hitler relationship play in the drama that unfolded during the late 30’s and early 40’s? Special emphasis will be placed on the writings of author Primo Levi.
Credits: 3
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LST 533 - Contemporary Topics in Ecology
Using case studies, we will research, discuss, and critically analyze current environmental issues, including global warming, ozone depletion, and sustainable agriculture. We will experience first-hand learning during field trips to local problem areas and the field office of the N.Y.S. Department of Environmental Conservation.
Credits: 3
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LST 535 - The Spanish War in History and the Arts
The Spanish Civil War of the 1930s was a watershed in both world history and the history of the arts. We will examine the struggle as the great rehearsal for World War II, as the Last Great Cause of the political Thirties, and as a major testing for committed artists, among them Hemingway, H. W. Auden, Langston Hughes, Andre Malraux, Jean Paul Sartre, Martha Graham, and Pablo Picasso.
Credits: 3
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LST 537 - Shifting Cultural Sands: the Rights of Americans in the 21st Century
This course examines the historical forces which shaped the creation of the Bill of Rights of the United States Constitution, the Supreme Court’s various methods of interpreting the scope of individual rights contained within the Constitution, the difficulties inherent in maintaining an inclusive concept of individual rights in a society where strong government intervention is often necessary to maintain law and order, and the positions of those who maintain that “activist judges” are writing law, thwarting the will of the majority, and usurping the legislative function of our elected officials.
Credits: 3
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LST 542 - Religion, Spirituality, and Health in The 21st Century
As a cultural universal, the importance of religion and spirituality in shaping belief systems, perceptions, culture, and approaches to health and wellness has long been recognized. This course examines the ways in which these beliefs influence individuals, families, small groups, communities, and program development and implementation. Psychosocial issues and perceptions of health, illness, and well-being are explored from an interdisciplinary perspective.
Credits: 3
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LST 544 - Nonviolence in Literature, History, and Philosophy
This seminar explores the development of nonviolent thought and practice through study of the works of Leo Tolstoy, Mohandas Gandhi, Dorothy Day, Martin Luther King, Thomas Merton, Gene Sharp, and others. The course will consider debates within nonviolent thought (e.g., nonviolence as a lifestyle) and critiques of nonviolence from all sides of the political spectrum.
Credits: 3
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LST 550 - Myth and Reality: the Frontier’s Influence on the American Imagination
This course examines the role of our frontier heritage in shaping America’s national identity as well as what it means to be an American. Using historical events and commentary from historians, we’ll analyze the evolution of frontier images, both positive and negative, in film and literature to investigate the complex relationship between myth and reality as it shapes how we view others and ourselves, including our place in a global society.
Credits: 3
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LST 560 - A Consuming Passion: Food in America
A eclectic survey, this course will look at the history of food and our complex American relationship to it through a variety of perspectives, from the culinary to the literary. Students may expect to engage with food and its relationship to gender, race, economics, science, and more.
Credits: 3
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LST 590 - Internship
Students have the option to design, in conjunction with the Director of Internships and a faculty member for the Liberal Arts Program, an off-campus experiential learning internship. All prospective internships are designed to combine the student’s interests, the issues addressed in the program’s core and/or elective courses and the needs of an external association or organization. Students can expect to work closely with a faculty member during the design, implementation and evaluation phase of the internship experience.
Credits: 3
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LST 600 - Capstone Seminar
The capstone course allows a student to pursue a substantial project of his or her own design which synthesizes the knowledge and utilizes the skills learned in the Master of Arts in Liberal Studies program. The final project can take one of many forms. including but not limited to an original work, an extensive research project, an exhibition or performance. In the design and construction phase of their project, students work closely with one chosen faculty mentor and with the director of the MALS program. All students involved in the semester’s capstone course will meet periodically as a community of learners to discuss their work and the issues surrounding its design and completion.
Prerequisites & Notes
For students completing the final semester of their M.A. in Liberal Studies 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: 3
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Literacy Education Specialist |
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LTED 600 - Theoretical Foundations of Literacy
Required for the Literacy Education Programs and the Additional and/or Professional Certification. In this required introductory course, students will examine and integrate historical and current research, theories, and practices of teaching literacy to all children, Birth through Grade 12. A major goal will be to augment students’ undergraduate literacy training and their subsequent literacy teaching beliefs, attitudes, experiences, and practices. Topics include the following: reading history, theory and research, creating a literate environment, needs of diverse learners, word identification, vocabulary, spelling, comprehension, reader response, content area literacy, writing, assessment, curriculum development, literacy and technology, and professional development.
Prerequisites & Notes
Required for the Literacy Education Programs and the Additional/Professional Certification programs.
Credits: 3
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LTED 601 - Foundations of Language and Literacy
Required for Initial Certification Programs in Inclusive Childhood Education and TESOL. This course is an introduction to current theory and research regarding language acquisition and literacy teaching and learning, Birth through Grade 12. Speaking, listening, reading, writing, viewing, and dramatizing will be studied as interrelated processes, developing in the overlapping contexts of home, school, and community. Students will focus on effective language and literacy teaching and learning for all students, including children with disabilities and culturally and/or linguistically diverse. Topics of study include the following: creating a literate environment, language acquisition, beginning literacy instruction, emergent literacy perspectives, reading-writing connections, instructional strategies, comprehension, motivation, reader response theory, diverse literacy learners, content area literacy, technology and literacy, and literacy assessment.
Prerequisites & Notes
Required for Initial Certification programs.
Credits: 3
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LTED 609 - Linguistics and Language Acquisition for The Literacy Specialist
This course focuses on how language works and how knowledge of how its functions support the language user. Stressing communication as the purpose of language, both spoken and written, the course content presents what the teacher needs to know to help students grow as language users and consumers, as well as how to enhance and enrich their grasp of language. This course will address the needs of first and second language learners.
Prerequisites & Notes
Open to Literacy Program students only. Prerequisite: LTED 600
Credits: 3
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LTED 611 - Diagnosis and Remediation (Elementary)
This course stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, use of technology, and a grasp of methods of assessment to diagnose a student’s strengths and needs. Assessment and teaching are presented as dual tracks on which the teacher moves forward addressing the specific needs of a reader, and, consequently, learning more about the student. The course underscores and stresses the need to use assessment results to plan and implement instruction to accelerate the progress of poor readers. Classes are designed to interweave assessment and instruction - the assessment of being the warp through which the remediation or weft is woven. A field-based component is an integral part of the course, allowing for the thorough integration of theory and practice.
Prerequisites & Notes
30 hours fieldwork required. Open to Literacy program students only. Prerequisites: LTED 600, LTED 609 and LTED 612
Credits: 6
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LTED 612 - Literacy and the Diverse Learner
Application of methodologies, strategies and recent research in teaching reading to students with a broad spectrum of diversity and needs as defined in State and Federal legislation are explored. Focus is on multiple components of literacy, application of techniques and approaches for reading instruction and application of authentic and multicultural literature in literacy learning. Students’ readings and coursework will be developed according to their certification needs (B-6 or 5-12).
Prerequisites & Notes
Open to Literacy program students only. Prerequisite: LTED 600
Credits: 3
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LTED 614 - Literacy in the Elementary Content Areas
This required course is designed to help elementary grade teachers to support reading and writing through the use of effective instructional models needed for beginning students to access expository materials. Emphasis will be on research-based strategies to help elementary school students with diverse needs access texts (both print and non-print) for the purpose of gaining information and applying this information to other parts of the overall curriculum.
Prerequisites & Notes
Course open only to Literacy students. Prerequisites: LTED 600, LTED 609, LTED 611 or Program Director’s approval
Credits: 3
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LTED 615 - Fostering Home - School Literacy Relationships
Learners have specific needs as they emerge and grow as readers, writers, listeners, and speakers. They need varied experiences and opportunities to develop concepts and gain knowledge needed to become literate. Both the home and school bear responsibility for providing these experiences and opportunities. This course stresses and develops the means by which the home and school connect to support the students’ literacy learning.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 616 - Methods and Materials of Literacy Instruction (Elementary)
Students will study methodology employed in teaching literacy, availability of materials of instruction, techniques for individualizing and differentiating instruction, and adaptation of literacy to the curriculum. Various methods of instructional delivery are examined in detail. Emphasis is on the creation of model lessons that align with the New York State English/Language Arts Standards.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 617 - Incorporating Children’s Literature in The Elementary School Program
Students are acquainted with the broad spectrum of literature for students in the elementary school as well as in the pre-school and school-age home environments. Emphasis is on assisting students develop the ability to select and use literature as part of their overall reading program. Children’s books are explored critically to discover the qualities of fine literature. Students will learn to match books with the interests, needs, and abilities of children who display wide and diverse backgrounds in alignment with social and emotional developmental factors. Focus will be on how children’s literature can be integrated throughout the elementary school curriculum.
Prerequisites & Notes
Prerequisites: LTED 600 or Program Director’s approval
Credits: 3
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LTED 618 - Reading Improvement Through Written Expression
Addresses the challenge of improving students’ reading ability by delineating, illustrating, and strengthening the connections between the reading and writing processes. The concept that every piece of writing has a form, a purpose, a message, and an audience is developed. In addition, the parallels between the reading and writing processes are emphasized: pre-reading and pre- writing; first reading and drafting; rereading and revision; responding and publishing. The specific demands placed on both readers and writers by the three rhetoric voices are addressed. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 619 - Reading Comprehension: Process, Product, Problems
Models of the reading process and theories of comprehension are explored to provide the foundation for pragmatic discussions about course content. At the class’s core is a thorough analysis of factors interfering with comprehension and recognition of the need to develop instructional strategies to assist readers in overcoming the impediments to constructing meaning as well as self-monitoring their own comprehension. The specific demands and challenges of both narrative and expository text are pinpointed and addressed. The need for and ways to provide direct, explicit instruction focusing on comprehension strategies are highlighted. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 620 - Performance-Based Assessment of Literacy-Based Progress
This course targets the characteristics of and differences between standardized tests and performance-based assessments. Students explore various assessment procedures, study the essential differences between assessment and evaluation, and engage in the practical challenges of determining performance standards, as well as constructing performance tasks and rubrics. Course content also concentrates on identifying stakeholders and determining and meeting their specific needs. Students explore the differences between the purposes and demands of internal and external assessment procedures. Students gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 621 - Reading As a Language-Based Process
The course content focuses upon the theories of language acquisition and their influence on reading instruction; stresses the symbiotic relationship between oral language and development and learning to read, and targets the role of oral and aural abilities’ contributions to acquiring literacy behaviors. The course is designed to underscore the necessary philosophical and theoretical foundations as well as practical applications to support teachers’ developing diversified instruction to help all students as they engage in learning the new modes of language- reading and writing. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 622 - Workshop in Literacy Instruction
The course provides the opportunity to explore instructional settings, groupings, and strategies to meet the varying needs of all students. The foci are on all the literacy processes with particular emphasis on establishing and maintaining perceptual veridicality as listeners, readers, and viewers, as well as speakers and writers. The demands of both expository and narrative text are addressed. The course content reflects the realities that what teachers know and can do are critical to what their students learn. The study of the following, therefore, is designed to respond to what teachers need to know and how to do: instructional strategies, structuring learning opportunities and instructional materials that focus on developing appreciation, understandings, strategies, and habits. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 623 - Research of Reading Problems of Students In Special Education
A survey and analysis of research in reading theories and strategies with applications to special education students.
Prerequisites & Notes
Open only to students in the literacy or special education programs. Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 624 - 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
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 625 - Literacy in the Secondary Content Areas
Develops competency in assisting students to read to learn, with an emphasis on text review, as well as developing appropriate student behaviors in each content area, especially study techniques. Material covered spans the instructional areas covered in the secondary school grades. Strategies for the use of both print and non-print materials are explored.
Prerequisites & Notes
Course open only to Literacy students. Prerequisites: LTED 600 and LTED 609
Credits: 3
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LTED 626 - Diagnosis and Remediation of Reading (Secondary)
Stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, use of technology, and a grasp of methods of assessment to diagnose a student’s strengths and needs. Assessment and teaching are presented as dual tracks on which the teacher moves forward while addressing the specific needs of a reader, and consequently, learning more about the student. The course underscores and stresses the need to use assessment results to plan and implement instruction to accelerate the progress of poor readers. Classes are designed to interweave assessment and instruction-the assessment being the warp through which the remediation or weft is woven. A field-based component is an integral part of the course, allowing for the thorough integration of theory and practice.
Prerequisites & Notes
Course open only to Literacy Students. 30 hours fieldwork required. Prerequisites: LTED 600, LTED 609 and LTED 612
Credits: 6
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LTED 627 - Secondary Camp Based Practicum
Students will demonstrate competency in the appropriate planning for the remediation program for secondary students encountering reading problems.
Prerequisites & Notes
Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Open only to students in the Grade 5-12 program. Students cannot register through NazNet for LTED 627. Program director will provide approved list to Graduate Student Services, who will complete the registration process. Prerequisites: LTED 600, LTED 609, EDU 501, LTED 612, LTED 625, LTED 626 and one LTED elective.
Credits: 3
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LTED 628 - Methods and Materials of Literacy Instruction (Secondary)
Integration of language arts, including reading, writing, speaking, listening, visualizing, and dramatizing as processes to construct meaning across the curriculum at the middle and high school level are explored. Fundamentals of strategy instruction and curriculum design to support literacy development for diverse learners are addressed.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 629 - Incorporating Literature in Intermediate And Secondary Classrooms
Designed to enable teachers of adolescents to gain an acquaintance with contemporary literature in the areas of adolescent interests, the focus of the course centers on the exploration of quality books and how they are used to support secondary school curricula. Opportunities to link the liberal arts core will be provided through careful selection of materials appropriate for secondary school learning.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 630 - Current Issues and Trends in Literacy Education
Students will explore the current issues and trends surrounding literacy education. Students will examine rationale for choosing specific delivery programs, the impact of governmental mandates, historical issues, and the relationship between theory and practice. The content of the course will also focus on the study of divergent and often controversial viewpoints surrounding policy decisions. Students will gain a broader understanding of the issues surrounding the selection and implementation of literacy programs in our schools.
Prerequisites & Notes
Prerequisite: LTED 600 or LTED 601 or Program Director’s approval
Credits: 3
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LTED 632 - The Literacy Specialist As a Coach
Increasingly, district and building administrators are expecting literacy specialists to assume a new role. The specialist must be prepared to assume the new role: coaching teachers to improve their teaching practices. In addition, many literacy specialists are expected to plan and present appropriate staff development activities. This course will focus upon preparing the literacy specialist to assume this new role with the underlying purpose of improving literacy learning for all learners.
Prerequisites & Notes
Prerequisite: LTED 600
Credits: 3
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LTED 680 - Elementary Campus Based Practicum
The practicum provides a supervised laboratory experience in diagnosing and planning instruction for children in need of literacy support. Children receive support in one-to-one tutoring sessions to accelerate their progress. The focus is on using the learners’ strengths to compensate for or overcome their weaknesses. Students must pre-register with Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum.
Prerequisites & Notes
*Formerly LTED 613*
Open only to students in birth - grade 6 program. Students cannot register through NazNet for LTED 613. Program director will provide approved list to Graduate Student Services, who will complete the registration process. Prerequisites: LTED 600, LTED 609, SPF 501, LTED 612, LTED 611, LTED 614 and one LTED elective.
Credits: 3
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LTED 685 - Literacy Practicum/Seminar
In this Literacy capstone course, students will apply, synthesize, and evaluate the literacy knowledge, beliefs, theories, and practices they have learned in the Literacy Education program. Seminar will consist of readings, written reflections, and discussions, which will address the International Reading Association’s Standards for Reading Professionals and students’ fieldwork experiences. Fieldwork will involve students observing/participating in literacy instructor roles in certified reading teacher and a fieldwork advisor. Students will complete the majority of the components necessary for their professional portfolio. In this course, students will also complete their Action Research paper that will be completed as a requirement for the final portfolio to be presented in the Capstone Seminar (LTED 690). Students must pre-register with the program director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students must satisfy all seminar, fieldwork, and professional portfolio requirements to receive a grade of B or higher in this course (required) to complete the Literacy Education program and to be recommended for New York State Certification as a Literacy Specialist.
Prerequisites & Notes
*Formerly LTED 695*
20 hours fieldwork required. Students cannot register through NazNet for LTED 695. Program director will provide approved list to Graduate Student Services, who will complete the registration process. Grades B-6 prerequisites: LTED 600, LTED 609, SPF 501, LTED 612, LTED 611, LTED 614, LTED 680 (formerly LTED 613), and one LTED elective. Grades 5-12 prerequisites: LTED 600, LTED 609, SPF 501, LTED 612, LTED 626, LTED 625, LTED 627, and one LTED elective.
Credits: 3
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LTED 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 Should be taken during the last semester of coursework.
Prerequisites & Notes
Co-requisite: LTED*699. *Formerly EDU*690
Credits: 3
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LTED 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: LTED 690
Credits: 0
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Management |
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MGT 505 - Quality Management
Students will explore the basic principles of total quality management and its impact on the management of people and organizations. Students will work in teams to gain initial experience in problem solving, using statistical and management quality techniques.
Credits: 3
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MGT 507 - Marketing Management
Students will study marketing principles and will apply them to case studies involving various marketing problems. Students will also gain a working knowledge of marketing management from guest speakers, who will offer expertise in specific areas.
Credits: 3
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MGT 509 - Financial Management
The study of concepts and principles of financial management. Topics include: financial statement, analysis, cash flows, risk and return analysis, cost of capital, budgeting, and financial planning.
Credits: 3
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MGT 511 - Information Systems Management
The study of management information system concepts through the examination of both traditional and modern software methodologies. Students will gain hands-on experience in designing and managing information systems.
Credits: 3
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MGT 513 - Globalization and Cultural Competency
Students will benchmark and enhance their competencies in the effective management of challenge and issues facing organizations in the current global environment. Students will have the opportunity to critically explore, clarify, and test their own conceptual frames, attitudes, values, and behavioral patterns which are rooted in one’s cultural context.
Credits: 3
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MGT 515 - Organizational Performance and Design
An examination of design and management of organizational structures and systems. Students will use case analysis to learn how to evaluate an organization and how to improve its efficiency.
Credits: 3
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MGT 527 - Ethics and the Practice of Management
Students will explore the complex role of ethical considerations in management decision-making. Students will read relevant philosophical texts and will complete case studies to consider related ethical problems in business.
Credits: 3
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MGT 529 - Organizational Psychology
This course will focus on the study of human behavior in organizations, including the analysis of individual and group processes in organizational settings. Understanding and improving the performance of individuals and the organizations in which they work are the main purposes.
Credits: 3
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MGT 531 - Leadership and Management
Will help provide students with the concepts, models and techniques of leadership. Participants will apply their own development process in building and supporting teams, organizations, and people.
Credits: 3
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MGT 543 - Business Research Methods
Students will study the systematic and objective process for gathering, recording, and analyzing data to aid in making management decisions.
Credits: 3
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MGT 547 - Management Behavior Skills
This course provides the opportunity to develop individual and interpersonal skills that enhance managerial performance in today’s high-performance organization. Each student will perform in each of the major skills dimensions and will be given evaluative feedback and the opportunity to incorporate the implications of that feedback into additional performance opportunities. Course participants are also provided with the opportunity to assess their career work preferences and to compare them with the performance expectations of managerial positions. The management styles of each participant are also assessed, and the impact is clarified of the behaviors that flow from each style on the perceptions and performance of others in the organization.
Credits: 3
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MGT 551 - Human Effects of Technology
An exploration of the impact of modern technology on human society and the management of organizations. A sensitivity to the broader world will be emphasized as the course touches on philosophy, law, history, sociology, psychology, and ethics.
Credits: 3
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MGT 560 - Managing and Teamwork
Students will examine the team concept, the value of teams, the team building process, group dynamics, team implementation, barriers to team performance, and top management’s role in building the high performance organization.
Credits: 3
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MGT 569 - Motivation Dynamics
This course will cover theory and application of various ways of motivating individuals in organizations, the roles and functions of leadership, the responsibilities of the individual, and the positive outcomes for understanding motivational environments in a developing multi-cultural workforce.
Credits: 3
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MGT 604 - Project Management
This course is designed to provide students with an understanding of project management theory and a working knowledge of the tools used for project planning, scheduling, and control.
Credits: 3
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MGT 610 - Seminar in Management
Students will interact with senior level executives from a variety of industries and organizations. The primary purpose is to identify similarities and differences that exist in the management and leadership styles of successful executives. Students will also attempt to identify the skills, knowledge and outlook needed to successfully guide organizations in the 21st century.
Credits: 3
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MGT 650 - Strategic Management
A study of techniques of strategic management and their applicability to a wide range of organizations. This course is a comprehensive experience designed to integrate the knowledge and skills acquired through core and elective courses. Case studies and research will play a large part in the course’s final evaluation. (Students should have completed 27 credit hours before taking this course.)
Credits: 3
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Music Education |
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MED 501 - Foundations of Music Education
A study of the philosophies of music education and how they link with philosophies of general education. Documents and ideas important to the history, philosophy, and practice of music education will be studied, discussed, evaluated, and synthesized. The course culminates with each participant developing a personal philosophy of music education.
Credits: 3
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MED 503 - Music Theory and Musicianship
A study of advanced topics in music theory including a review of specific harmonic practices. Through the analysis of works from music literature, the knowledge, skills, attitudes and appreciation will further the development of an expressive musicianship. The method will be based on an approach that includes writing, analysis, and aural work. As part of the course each student is required to prepare a topic presentation in music theory that is adjusted to the level that the student is teaching in the elementary or secondary school system.
Credits: 3
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MED 504 - Issues in Elementary General Music
Course will provide opportunties for graduate students and practicing music teachers to discuss and investigate the philosophical and psychological foundations behind elementary general music methodologies such as Orff-Schulwerk, Kodaly, Dalcroze, and Gordon. The course also includes: a survey of teaching materials (books, software); an examination of research studies; an overview of early childhood music teaching techniques; and World Music Drumming.
Credits: 3
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MED 585 - Curriculum Design in Music
A study of the recommendations for music study from local, state and national authorities and the implementation of those recommendations as courses of study. Particular emphasis will be placed upon the relationship between and linkage of elementary and secondary school music curricula. Projects will include the development of a music curriculum, which incorporates the state and national standards for music.
Credits: 3
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MED 600 - Recital
Graduate solo recital of 45 minutes of music.
Prerequisites & Notes
Additional course fee required. Corequisite: MED 603
Credits: 0
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MED 601 - Applied Music Major Instrument
Advanced private study on the student’s major instrument with emphasis upon the continued development of technique, musicianship and scholarship. The student must take three semesters of applied music and give a public recital.
Prerequisites & Notes
Additional course fee required.
Credits: 1
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MED 602 - Applied Music
Advanced private study on the student’s major instrument with emphasis upon the continued development of technique, musicianship and scholarship. The student must take three semesters of applied music and give a public recital.
Prerequisites & Notes
Additional course fee required.
Credits: 1
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MED 603 - Applied Music
Advanced private study on the student’s major instrument with emphasis upon the continued development of technique, musicianship and scholarship. The student must take three semesters of applied music and give a public recital.
Prerequisites & Notes
Additional course fee required. Corequisite: MED 600
Credits: 1
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MED 604 - Applied Music Major Instrument
Advanced private study on the student’s major instrument with emphasis upon the continued development of technique, musicianship and scholarship. The student must take three semesters of applied music and give a public recital.
Credits: 1
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MED 622 - Workshops in Methodology Or Techniques
Study of a specific methodology in music teaching (including but not limited to the Kodaly, Orff, Dalcroze, Gordon, Education through Music, and Suzuki methodologies), assessment techniques, instructional conducting and score presentation, or study of techniques for leading special music organizations or productions such as marching bands, swing choirs, jazz ensembles, and musicals.
Credits: 1.5
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MED 623 - Workshops in Methodology Or Techniques
Study of a specific methodology in music teaching (including but not limited to the Kodaly, Orff, Dalcroze, Gordon, Education through music, and Suzuki methodologies), assessment techniques, instructional conducting and score presentation, or study of the techniques for leading special music organizations or productions such as marching bands, swing choirs, jazz ensembles, and musicals.
Credits: 1.5
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MED 624 - Workshops in Methodology Or Techniques
Study of a specific methodology in music teaching (including but not limited to the Kodaly, Orff, Dalcroze, Gordon, Education through Music, and Suzuki methodologies), assessment techniques, instructional conducting and score presentation, or study of the techniques for leading special music organizations or productions such as marching bands, swing choirs, jazz ensembles, and musicals.
Credits: 1.5
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MED 625 - Workshops in Methodology Or Techniques
Study of a specific methodology in music teaching (including but not limited to the Kodaly, Orff, Dalcroze, Gordon, Education through Music, and Suzuki methodologies), assessment techniques, instructional conducting and score presentation, or study of the techniques for leading special music organizations or productions such as marching bands, swing choirs, jazz ensembles, and musicals.
Credits: 1.5
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MED 630 - Masterpieces of Music Literature
A study of significant works of music literature of the standard repertoire including important work of American composers. As part of the course student is required to prepare a module for presentation involving one of the compositions studied in the course that is adjusted to the level that the student is teaching in the elementary or secondary school system.
Credits: 3
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MED 633 - World Musics
An Ethnomusicology course exploring the tribal, folk, and classical music of some of the world’s diverse cultures. As part of the course each student is required to prepare a module for presentation involving the music of one of the countries studied in the course that is adjusted to the level that the student is teaching in the elementary or secondary school system.
Credits: 3
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MED 635 - Jazz Music
An exploration of major historical styles, significant musicians, and select aesthetic issues from its origins to the twenty-first century. Through analyses of recordings, excerpts from historical films, solo transcriptions, and reading and writing assignments, the course will examine various strategies of listening to, discussing, analyzing, and teaching jazz music. As part of the course students will be required to prepare a module for presentation on an assigned topic that will be adjusted to the level that the student is teaching in the elementary or secondary school system.
Credits: 3
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MED 651 - Seminar in Conducting
Development of conducting skills, rehearsal technique, study and preparation of scores, structural analysis of literature, and the development of the “hearing eye.”
Credits: 3
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MED 661 - The Psychology of Music
Psychological principles of psychomotor learning and of aural and nonverbal perception; learning theories and their applications to the teaching learning process in music.
Credits: 3
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MED 662 - Music for the Special Learner
A review of research and a study of music education and music therapy principles for successful inclusion of students with disabilities in the mainstreamed music classroom. A focus on the development of teaching applications appropriate for the inclusive music classroom is included.
Credits: 3
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MED 663 - Tests and Measurements in Music
An examination of concepts of measurement and principles of test construction and development for the purpose of valid evaluation of music instruction. Includes a survey of published and unpublished music tests and discussion of statistical measures important in evaluation of instruction.
Credits: 3
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MED 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: MED 699. *Formerly EDU*690
Credits: 3
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MED 699 - Master’s Portfolio Present
Master’s Portfolio Presentation
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: MED 690
Credits: 0
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MPED 513 - Adv. Cert. Piano Literature I
A brief history of keyboard instruments; a study of the pianist’s standard repertoire from the Baroque through the Classical Era including stylistic analysis and discussion of performance practices and problems, including those surrounding ornamentation, articulation and the keyboard instrument.
Credits: 3
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MPED 514 - Piano Literature II
A study of the pianist’s standard repertoire from the Romantic Era to the present, including stylistic analysis and discussion of performance practices and problems.
Credits: 3
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MPED 531 - Piano Pedagogy I
Intensive survey and evaluation of the educational philosophies behind the currently used methods for teaching piano in both private and group situations; practical aspects of setting up a private studio, use of technology, and the sequential presentation and development of music skills and concepts from the beginning to lower intermediate levels. Weekly observation of experienced teachers in the Nazareth Community Music Program and/or Rochester area teachers to be selected and approved by the instructor. Discussion of pedagogical problems and solutions.
Credits: 2
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MPED 532 - Piano Pedagogy II
Critical and practical study of music materials, methods and educational philosophies focusing on the sequential presentation and repertoire and the development of music skills and concepts from intermediate to early advanced levels. Observation of experienced teachers selected and approved by the instructor. Discussion of pedagogical problems and solutions encountered in both private and group piano teaching.
Credits: 2
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