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Art Education |
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AED 551 - Classroom Management
Studies theoretical models employed in the practice of classroom management; emphasis on problem solving techniques; explores classroom organization, instructional curriculum and diagnosis and correction of behavioral patterns as related to the total classroom instructional design.
Prerequisites & Notes
Course limited to Art Ed and Music Ed students; open to others on a space-available basis. Normal Cycle Offering: Spring
Credits: 3
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AED 554 - Issues in Art Education
Expand knowledge of contemporary issues and curriculum in art education. Primary focus expands practical experience implementing curriculum in Saturday Art School. Reflecting on this in the context of readings and discussions about contemporary issues in art education, including issues of diversity, social justice, assessment, school art, violence, humor, etc.
Prerequisites & Notes
Pre-requisite: AED 505, AED 508. Cross-listed with AED 354. Co-requisite AED 354L. Normal Cycle Offering: Spring
Credits: 3
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AED 554L - Saturday Art School Teaching Lab
This course provides 35 hours of field placement teaching in Nazareth’s Saturday Art School program.
Prerequisites & Notes
Cross-listed with AED 354L, AED 308L, AED 508L. Co-requisite: AED 554. 35 hours field work. Normal Cycle Offering: Spring
Credits: 0
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AED 555 - Computer Graphics
Introduction to digital imaging for the artist-teacher, with an emphasis on developing technical skills, on integrating imaging technology and art curriculum, and on developing instructional strategies for diverse classrooms and instructional levels. Exposure to imaging technologies that enhance creative abilities and experience on projects with practical applications.
Prerequisites & Notes
Additional course fee required. Open only to Art Education and Art Therapy students.
Credits: 3
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AED 560 - Advanced Studio Thesis
Advanced level art work in a studio area; emphasis on development of a thesis that clearly articulates the conceptual focus of an individual’s work in terms of process, form, image and content; evolution of a personal artistic vision and direction as manifested in a cohesive body of work.
Prerequisites & Notes
Prerequisite: A minimum of 6 credits of graduate level studio art; three of these credits must be in the studio area chosen for thesis work. Students may take only two Advanced Studio Thesis courses in their program.
Credits: 3
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AED 571 - Art History, Criticism and Aesthetics
An exploration of ways to integrate art history into the curriculum through conceptual and technical means with an emphasis on museum visits, nontraditional resources, multiculturalism, and contemporary issues.
Prerequisites & Notes
Normal Cycle Offering: Spring
Credits: 3
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AED 580 - Arts Across the Curriculum
Despite current educational policies that emphasize standardized testing and core subject areas, the arts remain a vibrant part of education practice. In this interdisciplinary theory course open to all disciplines-students will explore topics including the aesthetic foundations of education, arts integration, art as cultural practice, and the role of the arts as social and cultural transformation.
Prerequisites & Notes
Open to any graduate student. Normal Cycle Offering: Spring
Credits: 3
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AED 654 - Professional Development in Art Education
Taken as part of the professional semester (with AED 665 and AED 666). Students expand and reflect upon their student teaching experiences in order to connect theory to practice. Students create developmental and professional portfolios that assess and display their growth as beginning art teachers. Students will reflect, synthesize, evaluate, identify, and document in video and in an essay, the elements of teaching practice that are of specific interest to them.
Prerequisites & Notes
Corequisites: AED 665 & AED 666.
Credits: 3
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AED 665 - Student Teaching in Art
Taken as part of the professional semester (with AED 654 and AED 666). The field-based practicum consists of two, six week school placements: one elementary and one secondary.
Prerequisites & Notes
Required for Initial Certification. An application for a Student Teaching placement will be made to the Office of Field Placement Services in AED 554.
Credits: 6
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AED 666 - Reflective Seminar in Art Education
Taken as a part of the professional semester (with AED 654 and AED 665). Students critically analyze and synthesize their experiences in student teaching as they strive to become reflective practitioners.
Prerequisites & Notes
Prerequisite: AED 554. Corequisites: AED 654 & AED 665.
Credits: 3
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AED 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. Students are required to participate in a graduate Art Exhibition.
Prerequisites & Notes
Co-requisite: AED 699. Cross-listed with MED 690.
Credits: 3
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AED 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. Open to students in the Art Education Initial and Professional certification programs.
Prerequisites & Notes
Co-requisite AED 690. For students completing final semester of MS.Ed. in Art 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 the Registrar’s Office (Smyth 1) or online.
Credits: 0
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Art Therapy |
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ATR 504 - Art Therapy and Counseling Internship I
A minimum of 10 hours weekly of supervised contact with clients in a clinical setting, including a two and a half hour weekly group supervision seminar with art therapy faculty, and with on-the-job supervision for these courses; beginning, intermediate, and advanced supervision corresponding with numbers 504, 505, 506 and 508, respectively.
Prerequisites & Notes
Prerequisites: ATR 528 and PSY 535. Students much achieve a grade of B or better to continue with these Internship courses. If a grade is below a B, the student must retake the course.
Credits: 3
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ATR 505 - Art Therapy and Counseling Internship II
A minimum of 10 hours weekly of supervised contact with clients in a clinical setting, including a two and a half hour weekly group supervision seminar with art therapy faculty, and with on-the-job supervision for these courses; beginning, intermediate and advanced supervision corresponding with numbers 504, 505, 506 and 508 respectively.
Prerequisites & Notes
Prerequisites: ATR 528 and PSY 535. Students much achieve a grade of B or better to continue with these Internship courses. If a grade is below a B, the student must retake the course.
Credits: 3
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ATR 506 - Art Therapy and Counseling Internship III
A minimum of 16 hours weekly of supervised contact with clients in a clinical setting, including a two and a two hour weekly group supervision seminar with art therapy faculty, and with on-the-job supervision for these courses; beginning, intermediate, and advanced supervision corresponding with numbers 504, 505, 506, and 508, respectively.
Prerequisites & Notes
Prerequisites: ATR 528 and PSY 535. Required co-requisite: CAT 598. Students much achieve a grade of B or better to continue with these Internship courses. If a grade is below a B, the student must retake the course.
Credits: 2
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ATR 508 - Art Therapy and Counseling Internship IV
A minimum of 16 hours weekly of supervised contact with clients in a clinical setting, including a two and a half hour weekly group supervision seminar with art therapy faculty, and with on-the-job supervision for these courses; beginning, intermediate, and advanced supervision corresponding with numbers 504, 505, 506, and 508, respectively.
Prerequisites & Notes
Prerequisites: ATR 528 and PSY 535. Students much achieve a grade of B or better to continue with these Internship courses. If a grade is below a B, the student must retake the course.
Credits: 3
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ATR 522 - Assessment Diagnosis and Counseling I
The study of psychological projective tests and art therapy tests designed specifically for the purpose of determining whether or not a client is appropriate for treatment and type of treatment and counseling techniques (individual, group and/or family).
Credits: 3
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ATR 523 - Assessment, Diagnosis, and Art Therapy Counseling II
The study of the major clinical syndromes with emphasis on the use of art materials, techniques and testing instrumentation. Students are also instructed in the meaning of line, form, space, and color usage in cross-cultural populations. Students will learn how to translate artwork of clients as well as present their findings in a comprehensive oral lecture and written papers.
Credits: 3
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ATR 524 - Art Therapy and the Chemically Dependent Substance Abuse Client
The class focuses on utilizing art therapy while working in a group setting with CD/SA clients. The model used is congruent with the disease model of addiction and recovery. Art therapy is utilized as an adjunct to more traditional forms of addiction therapy and is to foster the existing treatment plan for CD/SA clients. During the class, special needs populations will be explored.
Credits: 3
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ATR 528 - Art Therapy: Theories, Practice and Counseling
Addresses the current theories in art therapy, the pioneers in the field, and the successful exploration of various media with specific populations.
Credits: 3
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ATR 546 - Phototherapy and Counseling Techniques
Students couple the didactic components of phototherapy concepts with direct application via assignments using instant and digital cameras computer software, specialty papers and transfer solvents. In addition to this experiential component, students exit well-versed in phototherapy and counseling techniques and its direct employment when working with various patient populations.
Credits: 3
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ATR 650 - Methods and Materials in Art Therapy
This course covers counseling practices and specific art methodologies with various populations. Course will focus on materials and methods employed when working with a variety of populations and counseling scenarios. The safe use of art materials as art therapy interventions is addressed.
Credits: 3
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Creative Arts Therapy |
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CAT 050 - Child Abuse Workshop
This workshop focuses on detection and reporting of child abuse, and meets the New York State mandated requirement for Identification and Reporting of Child Abuse.
Prerequisites & Notes
Completion of this course is required for New York State licensure.
Credits: 0
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CAT 500 - Human Development and Assessment Across the Creative Arts Therapies
This course presents an overview of the Creative Art Therapies methods of assessment. Students will become familiar with commonly used creative arts therapy and psychological batteries and methods of observation used in art and music therapy to understand the relationships among assessment, diagnosis, and treatment.
Credits: 3
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CAT 524 - Creative Arts Therapy and the Chemically Dependent Substance Abuse Client
The class focuses on utilizing creative arts therapy while working in a group setting with CD/SA clients. The model used is congruent with the disease model of addiction and recovery. Creative art therapy is utilized as an adjunct to more traditional forms of addiction therapy and is to foster the existing treatment plan for CD/SA clients. During the class, special needs populations will be explored.
Credits: 3
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CAT 525 - Cat With Adult Survivors of Sexual Abuse
This course is designed to provide an opportunity to learn how to use creative arts therapy interventions with a specific population, i.e. art therapy with adult survivors of sexual abuse. The student will have an opportunity to process experiences and address professional and clinical issues within a peer group supervision format.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor. Normal Cycle Offering: Summer
Credits: 3
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CAT 526 - Family Therapy and Counseling Techniques
This is an overview of the family therapy field as well as the pioneers in family creative arts therapy. Students learn various counseling techniques (such as structural, strategic, communications, paradox, etc.) and apply this knowledge directly to family cases with whom they are working.
Credits: 3
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CAT 530 - Culminating Project Seminar I and Externship
This yearlong (MT) or semesterlong (AT) course is an in-depth study or research project dealing with the aspect of creative arts therapy. This research process includes writing a proposal and in-depth literature review. This can be further development of a case study undertaken in previous coursework, enriched by research or a project demonstrating excellence in other clinical areas (e.g. the development of a new clinical battery or illustrated children’s book slated for future publication).
Prerequisites & Notes
In Music Therapy, this thesis work is done concurrently with the student’s last field placement, a 20-hour externship component. In Art Therapy, this first part of the thesis work is one semester long. Prerequisite: CAT 677.
Credits: 3
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CAT 532 - Culminating Project Seminar II Externship
This semester-long course is the second part of the thesis work that could involve an in-depth study or research project dealing with the aspect of Creative Arts Therapy. This semester usually involves data gathering, data analysis, and writeup of results. Results are reported in a written and poster format. This can be further development of a case study undertaken in previous coursework, enriched by research or a project demonstrating excellence in other clinical areas (e.g. the development of a new clinical battery or illustrated children’s book slated for future publication).
Prerequisites & Notes
In Music Therapy, this thesis work is done concurrently with the student’s last field placement, a 20-hour externship component. In Art Therapy, this second part of the thesis work is one semester long. Prerequisites: CAT 677 and CAT 530.
Credits: 3
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CAT 536 - Yoga and Mandala: Exploring the Art of Transformation
This course will trace and map various states of consciousness, with emphasis on the intersection between yoga (a system of poses and breathing) and mandalas (circle symbols), as it applies to the healing process. Using the tools of Yoga, meditation, and the therapeutic modalities of mandala-making, it will explore creative ways of fostering healing and awareness of the authentic self. It will explore the opportunity for transformation through body-mind unity and expressive art. The course will be largely experiential with introductory yoga practice, mandala-making, and a creative project. No prior experience of yoga or mandala-making necessary.
Credits: 3
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CAT 542 - Group Creative Arts Therapy and Counseling Techniques
Introduces the student to both the theoretical and practical nature of group therapy. Group process, ethical and professional issues, dimensions of leadership and stages of groups and counseling will be highlighted and reviewed.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in the MSW graduate program with permission of the instructor.
Credits: 3
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CAT 548 - Alcoholic Family Systems and Counseling
Provides students with basic knowledge and practice with family and alcoholism issues. The course will examine family systems theory and how it applies under the impact of alcoholism. The curriculum is divided into 5 sections: family structure, function, systems; impact of alcoholism on family members; assessment of familial problems; critical issues and strategies in treatment; children of alcoholics and their addicted children.
Credits: 3
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CAT 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 as 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
Required co-requisite: ATR*506 (Art Therapy students) or MTR*506 (Music Therapy students).
Credits: 1
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CAT 613 - Intercultural Issues in Creative Arts Therapy
This intensive course emphasizes the expansion of creative arts therapy techniques and processes, as well as cultural competency, in a variety of country offerings. Participants will demonstrate knowledge of the country’s history, cultural arts, and application of the creative arts through lecture, tours, experiential workshops and service. Immersion in the visiting country’s way of life enriches human development. Practical experience will facilitate therapeutic communication in shared expressive art activities.
Credits: 3
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CAT 620 - Creativity, Symbolism, and Metaphor
This course is designed to provide an opportunity to learn how to use creative arts therapy interventions with a specific population, i.e. art therapy with adult survivors of sexual abuse. The student will have an opportunity to process experiences and address professional and clinical issues within a peer group supervision format.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs on a space available basis. Normal Cycle Offering: Summer
Credits: 3
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CAT 650 - Ethical and Multicultural Issues in Clinical Documentation and Practice
Students will increase their awareness of issues related to clinical work within a multicultural setting and develop an understanding of ethical practice, standards, and laws, as well as regulatory and governing bodies. Students will become familiar with case management, documentation procedures, and tools utilized within the clinical setting.
Credits: 3
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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: 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 684 - Foundations of Play Therapy
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
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 and 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
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
This course covers various contemporary issues related to art therapy. Content differs in each offering, but may include advanced painting, creating artist books, and other selected studio and therapeutic topics.
Credits: 3
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CAT 689 - Life Style and Career Development
This course provides theory, research, and opportunities for application appropriate for counselors working with individuals responding to life transitions. Included are theory and research related to career and life development, improvement and transition.
Prerequisites & Notes
Open to students in Creative Arts Therapy programs. Open to students in other graduate programs with permission of instructor.
Credits: 3
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CAT 690 - Cinematherapy: Ethical Issues in Film and Mental Health
Students view specific movies within a timeframe each week. Discussion groups amongst learners are set up to address the manner in which the film(s) dealt with the ethics of mental illness and the specific diagnosis of characters within the respective film(s). Each film would highlight a specific disorder and/or topic to review. All students will be available with login/password through the Nazareth Library. Students would review 6-8 films in total. As well, articles on filmmaking and specific ethical issues would be assigned. Students would be required to discuss and critique the films in both discussion format as well as peer-reviewed, critical written summations.
Prerequisites & Notes
On-line course. Course open to Creative Arts Therapy students; open to graduate students in other Health & Human Services programs on a space available basis.
Credits: 3
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CAT 691 - Yoga Principles and Practice
In this experiential class, students will be introduced to Anusara Yoga, a uniquely integrated style of Hatha Yoga in which the human heart blends with the scientific principles of biomechanics and mental health. The class will cover an overview and brief history of yoga as well as basic terminology. Students will experience many basic yoga poses as viewed through the Anusara Universal Principles of Alignment and will learn proper actions and placement in each pose. Also discussed will be the understanding that poses in Anusara Yoga are considered to be heart-oriented and are expressed from inside out. Instead of trying to control the body and mind from the outside, these originate from a deep artistic feeling inside. It is this yogic perspective that makes Anusara Yoga the perfect platform for further exploration and study of Yoga Therapy and mental health.
Credits: 3
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CAT 692 - Yoga Therapy Principles and Applications
Introduction to the principles and practice of meditation and yoga techniques for clinical practice. The course will be an experiential presentation of meditation, breathing techniques (pranayama), ethical principles (yamas & niyamas) and postures (asana) that benefit common mental health problems. Students will gain an understanding of how meditation and yoga enhance neuro-plasticity and effect the sympathetic and parasympathetic nervous systems to support improved mental health symptoms.
Prerequisites & Notes
Prerequisite: Basic understanding of yoga; recommend prior or concurrent enrollment in CAT 691
Credits: 3
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CAT 693 - Yoga Philosophy and Anatomy
Yoga connects you to the innate intelligence of your physical body; but understanding what it is saying and what it means is are different stories. This course will focus primarily on functional anatomy of the bones, joints, muscles, fascia and organ systems, relative to movement of the body in yoga. Learn about the interconnections throughout your body, how strengthening, stretching, and awareness can affect your whole being. The curriculum includes: seeing bodies; muscular anatomy as applied to yoga postures; a deeper knowledge of skeletal anatomy; the respiratory system in context of breathing practices; asana application for (quote/unquote) real bodies; common injuries, their causes and remedies and asana practices which emphasize stability and fluidity in the body.
Prerequisites & Notes
Prerequisite: CAT*691 required (basic understanding of yoga); also recommend prior or concurrent enrollment in CAT 692
Credits: 3
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PSY 534 - Psychopathology of Childhood, Adolescence and Adulthood
This course covers the DSM-5 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 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
Additional course fee required.
Credits: 0
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EDU 593 - Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training)
As required under the NYS Dignity for All Students Act, all applicants for school certification are required to complete six clock hours of coursework or training in Harassment, Bullying, Cyberbullying, and Discrimination in Schools: Prevention and Intervention (DASA Training). Applicants who complete a registered program at Nazareth College will be provided the required training as part of their teacher education program. To successfully complete the course, the student must attend the face-to-face workshop for three clock hours and then complete the three hour online component of the course.
Prerequisites & Notes
Six contact hours: 3 hours online, 3 hours in class at Nazareth College. Additional course fee required.
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 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.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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). 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. Pre-requisite: EDTS*523 or permission of EDTS program director
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.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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 software using the software PowerPoint and its scripting language Visual Basic.
Prerequisites & Notes
Pre-requisite: EDTS*523 or permission of EDTS program director
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. Pre-requisite: EDTS*523 or permission of EDTS program director
Credits: 3
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EDTS 695 - Capstone Seminar
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: EDTS 699
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 graduate 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 Registrar’s Office (Smyth 1) or online.
Credits: 0
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Higher Education Student Affairs Administration |
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HESAA 501 - Intro to Methods in Student Affairs
Students are introduced to the basics of research design, statistics, and program assessment specific to higher education. Students will learn how to measure behavioral and programmatic variables as well as how to conduct basic assessment and benchmarking.
Credits: 3
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HESAA 502 - Introduction to Higher Education
The legal, historical and philosophical forces that have helped shape the curriculum in American higher education, as well as current best practices and issues facing higher education and educators in the twenty-first century.
Credits: 3
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HESAA 503 - Student Development in Socio-Cultural Context
An examination of theory and research about late adolescence and young adulthood with special emphasis on cognitive and emotional changes that emerge in the context of higher education.
Credits: 3
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HESAA 504 - Student Development in College
Race, class, gender and the Greek system: understanding how the development of personality and motivations reflects the social context of college classrooms and campuses in America.
Credits: 3
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HESAA 505 - Student Affairs Organization
Principles and practices of organizing and implementing effective organizational structures and best practices for student affairs divisions.
Credits: 3
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HESAA 515 - The Mind in Context: Learning, Schooling And Culture
How does the human mind work? How is what we know and how we think influenced by the process of schooling and the cultures we live in? We will explore the underlying issue of mind in context from a variety of different perspectives, with special attention to factors that influence the process of learning in college. We consider the ways in which culture (including the cultures of different disciplines) influence learning.
Prerequisites & Notes
Cross listed with PSY*315. Normal Cycle Offering: Spring
Credits: 3
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HESAA 530 - Elective Internship III
This course is a supervised elective field experience that includes 150 hours of fieldwork. Students will develop their own specific set of learning outcomes and be evaluated on their progress at the conclusion of the internship.
Prerequisites & Notes
Students must be in second year of program to be eligible for this third elective course. This course includes 150 hours of fieldwork. Instructor approval required. Normal Cycle Offering: Fall, Summer, and Spring
Credits: 3
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HESAA 550 - Higher Education Administration Special Topics
Opportunities to explore specific areas of student affairs divisions and areas of expertise, including but not limited to enrollment management, career development, residential life, and programming development.
Credits: 3
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HESAA 557 - Organizational Behavior and Leadership
This course will provide an overview of the scientific study and theories of leadership and will culminate in the furthering of individual leadership skills by class-designed leadership workshops. We will draw extensively on examples from our own and others’ work lives, focusing especially in the realm of higher education.
Prerequisites & Notes
Normal Cycle Offering: Spring
Credits: 3
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HESAA 590 - Assessment and Research: Capstone Experience
Using multivariate procedures and applied research design to develop and assess programs and interventions to improve student life, this course aims to prepare student to become good practitioner of assessment and good consumers of research. The course also provides a context for the supervision, final development and evaluation of the capstone projects.
Prerequisites & Notes
Must be taken in final semester.
Credits: 3
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HESAA 595 - Internship/Practicum I
One of two required field experiences in which students attain, reflect on, and incorporate on-site work experience in higher education student affairs settings. Interns are supervised and assessed collaboratively by on-site professionals and academic program faculty. Individual learning outcomes will inform and shape students’ capstone projects. (May be completed in the summer). Includes reflective practicum seminar to support fieldwork experience.
Prerequisites & Notes
Cannot be taken concurrently with HESAA 596.
Credits: 3
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HESAA 596 - Internship/Practicum II
One of two required field experiences in which students attain, reflect on, and incorporate on-site work experience in higher education student affairs settings. Interns are supervised and assessed collaboratively by on-site professionals and academic program faculty. Individual learning outcomes will inform and shape students’ capstone projects. Includes reflective practicum seminar to support fieldwork experience.
Prerequisites & Notes
Cannot be taken concurrently with HESAA 595.
Credits: 3
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HESAA 610 - Independent Research
Opportunity to pursue a researchable question in depth.
Prerequisites & Notes
Students must be in second year of program to be eligible for this research course. Instructor approval required. Normal Cycle Offering: Variable
Credits: 1 to 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, legal, social, and ethical foundations of special education. Students will expand their understanding of the characteristics and experiences of students with disabilities and the educational implications of inclusive education. Topics addressed will include typical adolescent development and variations, ethical and professional responsibilities of special educators, and strategies for collaborating with families. Students will begin to establish their Inclusive Education Electronic Portfolio.
Prerequisites & Notes
30 hours fieldwork required. Course offered in the Fall semester only. Normal Cycle Offering: Fall
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
Credits: 3
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INAD 503 - Individualized Education Programs (IEPs): Development and Implementation
This course will focus on understanding the role of assessment and its applications to the identification, planning and monitoring learning of students with disabilities. Areas of study will include the process of identifying, assessing, and diagnosing students with disabilities, including how to select and administer appropriate tests, interpret their results, and develop individualized education plans. This course will 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 as well as methods of monitoring learners progress through formal and informal evaluation approaches.
Prerequisites & Notes
20 hours fieldwork required
Credits: 3
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INAD 504 - Advanced Strategies for Differentiated Planning, Teaching, and Assessment for Diverse Secondary Classrooms
This course expands skills in designing and implementing differentiated approaches to planning, teaching and assessment that enhance the learning of all adolescence-level learners. Students will design lessons 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.
Credits: 3
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INAD 509 - Physics Curriculum and Methodology for Inclusive Adolescence
The course is designed to help preservice high school and middle school science teachers to become a successful, effective, and professional physics/physical science teacher. The course includes elements of both theory and practice and it serves as a foundation for additional professional development. Field experiences, in which students observe others teaching and implement their own teaching strategies, are an important component of the course. Students are expected to assume an active role in the transition from student to teacher. Students will practice peer teaching of lessons and must complete 30 hours of field observation in a physics/physical science classroom that includes presenting one lesson. Additional assignments are included in the syllabus and are designed to culminate in the development of one full physics unit plan. Students are required to join the National Science Teachers Association or the American Association of Physics Teachers.
Prerequisites & Notes
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
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
Prereq or Coreq: INAD 502 35 hours fieldwork required. Offered in spring semester only.
Credits: 3
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INAD 516 - Supporting Student Learning and Assessment Across the Adolescence Content Areas
This course will expand inclusive special educators’ skills in the design and implementation of strategic curriculum and instruction at the grades 7-12 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 interventions, strategy instruction, and instructional and assistive technology in order to support students across all content areas.
Credits: 3
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INAD 520 - Assessment and Program Planning for 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
Prerequisite: INAD 501
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 will prepare the inclusive educator to manage learning environments and student behaviors in the special education classroom as well as the inclusive classroom setting. Areas of study include a focus on the theoretical foundations of classroom management and providing a physical, emotional, and social environment that is safe, supportive, and conducive to learning. Candidates will explore 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.
Prerequisites & Notes
30 hours fieldwork required (counting first week of student teaching). 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, as published on the School of Education website. 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 605 - Adolescence, Popular Culture and Media Literacies
This course examines youth engagement with multimodal texts (music, podcasts, television, graphic novels, Facebook, digital video production, Youtube, Hollywood movies, video games, wikis, blogs, etc.) from a range of perspectives, in order to consider the relationship between adolescence, identity construction, popular culture and multimedia technologies. We further examine how educators might learn from and listen to youth and the ways in which young adults are making sense of popular culture and multimedia technologies. Lastly, we critique adolescent engagement with popular culture using a range of theoretical frameworks including feminism, cultural studies, anti-oppressive education, post modernism and post-colonial perspectives.
Prerequisites & Notes
This course is required for students in Inclusive Adolescence Professional programs, and is an elective course for students in all other graduate education programs.
Credits: 3
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INAD 614 - Literacy, Language Arts and Social Studies II: Curriculum and Methodology for Inclusive Secondary Education, Grades 7-12
This course develops in-depth understanding of current theory, research in, and teaching of English language arts, and social studies content and curriculum, with an emphasis on the linkage of disciplinary pedagogy and content in grades 7-12. Students will engage in advanced study on how reading, writing, listening, speaking and viewing skills develop as they are used in language, literature and composition at the adolescent level. Students will also engage in advanced study of the development of historical, economic, civic, and geographic understandings and link that to learners at the adolescent level. Critical issues in English language arts and social studies education, especially the needs of diverse learners at the adolescent level, will be explored. This course will have an emphasis on multiple literacies and the exploration of social studies through multiple perspectives. Required course project will require that students spend time in a Grades 7-12 classroom setting.
Prerequisites & Notes
Normal Cycle Offering: Spring
Credits: 3
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INAD 615 - Mathematics and Science II: Curriculum and Methodology for Inclusive Secondary Education, Grades 7-12
This course develops in-depth understanding of current theory, research in, and teaching of mathematics and technology content and curriculum with an emphasis on the linkage of disciplinary pedagogy and content in grades 7-12. Students will engage in advanced study of the development of scientific, mathematical and technological understandings and inquiry, and link that to learners and learning in grades 7-12. Critical issues in science, mathematics, and technology education, especially the needs of diverse learners at the adolescent level, will be explored. Required course project will require that students spend time in a Grades 7-12 classroom setting.
Prerequisites & Notes
Course Offering Cycle: Fall
Credits: 3
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INAD 625 - Strategies for Teaching Literacy 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 critically 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.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Office of Field Placement Services) is due 6-8 months prior to the practicum, as published on the School of Education website. Some students may be able to meet this requirement via a job-embedded practicum. Guidelines/proposal forms are available from the Office of Field Placement Services or on the website. Requires completion of or concurrent registration in all coursework except INAD 690 and INAD 699 or permission from Program Director.
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; fieldwork hours are built into course meeting times. Course is site-based at the Industry School in Rush, NY. Driving directions: From 390 South take exit #11/Route 15 - go 0.3; Turn LEFT on w Henrietta Rd. (Route 15) - go 0.3; Turn RIGHT on Rush Scottsville Rd. (Route 251); Arrive at 375 Rush Scottsville Rd, Industry School is on the LEFT. You will observe two churches on the left. Take driveway between them to the parking lot. Enter the School at the gate at the end of the parking lot. *Additional Paperwork Required - Since the course is meeting in a NY State Office of Children and Family Services (OCFS) facility, additional paperwork/background check is required. Please download and complete the required forms available on the following location, http://www.naz.edu/education/field-placement.
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 creating and refining the graduate portfolio. Must be taken during the last semester of coursework.
Prerequisites & Notes
Co-requisite: INAD 699. *Formerly EDU*690
Credits: 3
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