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2016-2017 Graduate Catalog [ARCHIVED CATALOG]
Course List
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Inclusive Ed, Adolescence |
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INAD 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite INAD 690. For students completing final semester of MS.Ed. in Inclusive Adolescence 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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MTH 509 - Ethnomathematics
In this course, students will explore the relationship between mathematics and culture. Through readings, activities and homework, students will cover mathematics such as game theory, graph theory, and the ways in which those subjects are manifest among different peoples.
Prerequisites & Notes
Prerequisite: MTH 220 or Equivalent or permission of the instruct
Credits: 3
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MTH 513 - Real Analysis for Teachers
An in-depth study of the real numbers and real-valued functions. In particular, we will examine the axioms for the real number system, limits, continuity, differentiation, integration, sequences and infinite series. Students will have a textbook, which will be supplemented by articles and additional chapters. Students will also have assignments that connect the content of the course to their professional role as teachers.
Prerequisites & Notes
Prerequisite: MTH 220 or equivalent with a grade of ‘C’ or higher.
Credits: 3
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MTH 514 - Abstract Algebra
This course will cover algebraic structures, including groups, rings, integral domains, fields, and polynomial rings. Students will have a textbook, which will be supplemented by articles and additional chapters. Students will also have assignments that connect the content of the course to their professional role as teachers.
Prerequisites & Notes
Prerequisite: MTH 220 with a grade of C or higher.
Credits: 3
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MTH 545 - Teaching and Learning Mathematics with Technology
In this course, students will explore how technologies such as graphing calculators, the Geometer’s Sketchpad, Excel, digital images, online applets, and other technologies can be used to enhance the teaching and learning of mathematics. Students will critically examine how technologies can affect institutional goals and teaching practices by reflecting on their own experience as mathematical learners in a technology-rich environment.
Credits: 3
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MTH 560 - Advanced Topics in Mathematics Education
This course examines issues in mathematics education confronting the mathematics teacher today. We will analyze research in the areas of mathematics teaching, teacher education, and student learning. Our main focus will be to discuss the ways of linking research to practice.
Credits: 3
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MTH 590 - Special Topics in Mathematics
Investigates specific advanced topics in mathematics, chosen at the discretion of the instructor. May be repeated for credit.
Credits: 3
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SMD 650 - Seminar in Supporting Students with Challenging Behaviors in Inclusive Settings
This course will focus on understanding the educational support needs of students with challenging behaviors (including students with emotional disturbance, behavior disorders, and autism) whose behavior may interfere with learning. These students are often at risk of being excluded from inclusive settings. This course will focus on the development of a positive, strength-based, problem-solving orientation to the needs of students with challenging behaviors. Students will collaborate with educators, other service providers, families, and students themselves in conducting a functional behavior assessment (FBA) and designing a positive support plan. Support plans will be designed to address strategies to prevent problems, to teach alternative skills and self- management, and to respond to behavioral crisis. Collaborating and consulting with others in supporting students with challenging behaviors will be emphasized.
Prerequisites & Notes
25 hours of fieldwork required. Course offered once per year, each spring semester.
Credits: 3
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SMD 651 - Strategies for Breaking the Conflict Cycle and Teaching Students with Challenging Behaviors
This course will focus on strategies for understanding and breaking the conflict cycle in working with students with challenging behaviors. The course will focus on positive Live Space Crisis Intervention (LSCI) strategies for using crisis situations as opportunities to help students with challenging behaviors learn alternatives to patterns of aggressive, disrespectful, and self-demeaning behavior. The course will include lectures, discussion, videos of actual interventions, role-playing, conferencing and reflective assignments. Fieldwork, observations, and interviews with practitioners, and structured application assignments are integrated with coursework.
Prerequisites & Notes
25 hours fieldwork required. Course offered once per year during the Summer I semester.
Credits: 3
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Inclusive Ed, Childhood |
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AUT 660 - Exploring Autism From Multiple Perspectives
This introductory course is the first in a series of courses on autism and will explore the contemporary conceptualization of autism from multiple perspectives, including the history, diagnosis, characteristics, and current research. Emphasis will be placed on examining the lived experiences of individuals with autism as they interact with the societal expectations of “normalcy”.
Credits: 3
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AUT 661 - Autism Supports Across the Lifespan
This course will focus on evidence-based strategies and supports for individuals with autism. Emphasis will be placed on evaluating and implementing supports for younger children with autism as well older children and adults using an interdisciplinary and person-centered perspective.
Prerequisites & Notes
Prerequisite: AUT 660 (preferred).
Credits: 3
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AUT 662 - Autism: a Contemporary Lens
This is a capstone course in the ISPAN series and will include exploration of current topics in autism, such as the representation of autism in literature/film and the social construction of autism. This course will include completion of a capstone project.
Prerequisites & Notes
Prerequisites: AUT*660 and AUT/CSD*661
Credits: 3
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GTE 550 - Introduction to Gifted and Talented Education
This course will focus on the domains of giftedness, theories of talents/intelligences, the nature and needs of students with gifts and talents, and introduction to systems/methods of identification. Includes study of the history and current status of gifted education with attention to cultural context and stereotypes.
Credits: 3
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GTE 560 - Curriculum and Instruction for Individuals with Gifts and Talents
Examines best practice in assessment, curriculum, instructional models, and classroom learning environment. Using a repertoire of assessment tools and methods students will design, implement, and evaluate differentiated learning experiences for students with intellectual gifts and talents within the classroom. The key focus will be on implementing effective programming and support for these students. The course will focus on differentiated instruction, expanded/adapted curriculum and management of a classroom environment.
Prerequisites & Notes
35 hours fieldwork required. Pre- or corequisite: GTE 550.
Credits: 3
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GTE 650 - Gifted Education in the School Organization and Community
This course emphasizes the importance of collaboration, coaching, and advocacy within the school and in the community. Students examine the social, political, economic, and ethical context for decisions about gifted and talented education. Study includes attention to community resources, ranges of services, and program models in the school organization, and local, state, national, and international comparisons of gifted and talented programs and services.
Prerequisites & Notes
15 hours fieldwork required. Pre- or corequisite: GTE 560.
Credits: 3
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INCH 503 - Assessment and Planning in Inclusive Childhood Education Systems
The focus of this course is to examine and practice how assessment drives planning and instruction. In line with the Continuum of Services, a parallel continuum of assessment will be explored through the lenses of general education (CBM, AIS, RtI) and special education (IEPs). Students will become familiar with the requirements of state and federal regulations (IDEA and NYS part 200 Regulations) and the specific needs of children. Related issues of family involvement, due process, student discipline and assistive technology will also be addressed.
Prerequisites & Notes
30 hours fieldwork required for initial certification. 20 hours fieldwork required for additional certification. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602.
Credits: 3
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INCH 510 - Science: Curriculum and Methodology for Inclusive Childhood
This course combines a study of the function and organization of the childhood-level science curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science skills and concepts through an activity oriented approach, with an emphasis on inquiry methods. Students will design learning units that address the New York State Learning Standards in science. This course integrates the use of instructional and assistive technology.
Prerequisites & Notes
15 hours fieldwork required. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602. Additional pre- or co-requisite for students in initial certification program: EDTS 523.
Credits: 3
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INCH 511 - Mathematics: Curriculum and Methodology for Inclusive Childhood
This course combines a study of the function and organization of the childhood-level mathematics curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulatives and abstract materials, with emphasis on the intuitive and inquiry methods, as per NCTM. Students will design learning units that address the New York State Common Core Learning Standards in mathematics. This course integrates the use of instructional and assistive technology.
Prerequisites & Notes
15 hours fieldwork required. Prerequisites: INCL 501 and INCL 502 OR INCL 601 and INCL 602. Additional pre- or corequisite for students in initial certification program: EDTS 523.
Credits: 3
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INCH 512 - Literacy, Language Arts, and Social Studies: Curriculum and Methodology for Inclusive Childhood
This course combines a study of the function and organization of the childhood-level language arts and social studies curricula with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in language arts and social studies. Students will study the development of competencies in the skills of listening, oral communication, and written language. Students will also study the development of social studies concepts and skills through a learner-centered approach, with an emphasis on inquiry methods. Students will design learning units that address the New York State Common Core Learning in Standards in English/Language Arts and Social Studies. This course integrates the use of instructional and assistive technology.
Prerequisites & Notes
30 hours fieldwork required for initial certification; 20 hours fieldwork required for changing cert levels. Prerequisites: Initial Certification: INCL 501, INCL 502, LTED 601 Changing Level Certification: INCL 601, INCL 602, LTED 600. Additional pre- or co-requisite for students in initial certification program: EDTS 523
Credits: 3
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INCH 513 - Learning Through the Arts
This course will promote the integration of the visual arts, music, movement, and dramatic arts into the childhood-level classroom. An orientation to aesthetics, research and theory, exploration and application of appropriate materials, resources, and practices for diverse learners will be emphasized.
Prerequisites & Notes
Prerequisites: INCL 501 and INCL 502 Corequisite: INCH 526
Credits: 3
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INCH 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners
The course focuses on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Common Core Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments.
Prerequisites & Notes
Open only to students in Inclusive Early Childhood and Childhood Education Programs (others by program director approval). 30 hours fieldwork required. Prerequisites: Initial cerification: INCL501, INCL 502, LTED 601 Pre- or co-requisite: INCH 512 Changing level certification: INCL 601, INCL 602, LTED 600 Pre- or co-requisite: INCH 512 Same level certification: INCL 601, INCL 602, LTED 600.
Credits: 3
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INCH 526 - Student Teaching/Seminar in Inclusive Education - Childhood
This student teaching experience provides direct supervised experience in classrooms at the childhood level. Students will assume increasing responsibility for instructional planning, teaching, and assessment in the classroom. Students will have placements at the primary and intermediate level, including a placement that focuses on teaching students with disabilities with a coorperating teacher who is a certified special educator. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional Application for Student Teaching (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to student teaching, as published on the School of Education website. Students must be simultaneously enrolled in INCH 513 and successfully complete INCH 513 course assignments and assessments in order to continue in student teaching placements. Requires completion of all coursework except INCH 690 and INCH 699.
Credits: 6
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INCH 614 - Literacy, Language Arts and Social Studies II: Curriculum and Methodology for Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of literacy, language arts, and social studies content and curriculum. 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. Students will also engage in advanced study of the development of historical, economic, civic, and geographic understandings and link that to learners at the childhood level. Critical issues in language arts and social studies education, especially the needs of diverse learners at the childhood level, will also be explored. This course will have an emphasis on multiple literacies and the exploration of social studies through multiple perspectives.
Prerequisites & Notes
Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602
Credits: 3
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INCH 615 - Mathematics and Science II: Curriculum and Methodology for Inclusive Childhood
This course develops in-depth understanding of current theory, research in, and teaching applications of mathematics and technology content and curriculum. Students will engage in advanced study of the development of scientific, mathematical and technological understandings and inquiry, and link that to learners at the childhood level. Critical issues in science, mathematics, and technology education, especially the needs of diverse learners at the childhood level, will also be explored.
Prerequisites & Notes
Course project will require that students spend time in a classroom setting outside of class. Pre-requisite: INCL 602
Credits: 3
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INCH 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners
This course reviews research on mathematics learning issues, provides assessment techniques for identifying mathematics learning problems, and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. New York State Common Core Learning Standards in mathematics and assessments provide the framework for course emphases. Focuses on early childhood/childhood level.
Prerequisites & Notes
Open only to students in Graduate Inclusive Childhood - Additional Certification Same Developmental Level and Professional Certification Programs. Prerequisites: INCL 601 and INCL 602
Credits: 3
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INCH 625 - Strategies for Complex Learners in an Inclusive Classroom
This course explores the design and implementation of research based interventions to support the learning of students with complex learning needs. This course will assist inclusive educators in gaining knowledge and skills to problem solve barriers to student learning from a variety of approaches. The approaches used will look at content issues, engagement issues, and ability issues that interfere with the learning process.
Credits: 3
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INCH 635 - Practicum and Seminar in Inclusive Education - Childhood
This practicum combines structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in a childhood classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to practicum, as published on the School of Education website. Prerequisite: INCH 503, and requires completion of (or current enrollment in) all coursework except INCH 690 and INCH 699.
Credits: 3
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INCH 650 - Special Topics
Special topics to be announced. Offered periodically.
Credits: 3
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INCH 690 - Capstone Seminar
In this culminating experience, students examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for creating and presenting 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
Requires completion of, or current enrollment in, all program coursework. Pre-requisite: INCH 698. Co-requisite: INCH 699.
Credits: 3
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INCH 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Must be taken prior to INCH 690.
Credits: 0
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INCH 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite INCH 690. For students completing final semester of MS.Ed. in Inclusive Childhood 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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INCL 501 - Introduction to Diverse Learners and Learning
This course is designed to build understandings of learning theories and strategies that address the range of learners in classrooms, particularly as they relate to the goals of teaching all learners, including students with disabilities as identified in the IDEA and culturally and/or linguistically diverse students. A holistic orientation to the cognitive, social-emotional, aesthetic, moral and physical development of all learners is applied.
Prerequisites & Notes
30 hours fieldwork required. Course offered in Fall and Spring semesters only.
Credits: 3
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INCL 502 - Differentiated Planning, Teaching, and Assessment
This course expands skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of instructional and assistive technology. Emphasizes strength-based assessment that incorporates multiple data sources and standards, and that is responsive to individual learner needs.
Prerequisites & Notes
Course offered in Fall and Spring semesters only. Pre- or corequisite: INCL 501
Credits: 3
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INCL 521 - Creating and Managing Productive Learning Environments
This course examines educational planning and the development of instructional programs for diverse students in a variety of settings as factors in designing positive and productive classrooms. Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. The course utilizes theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict cycle will be addressed.
Prerequisites & Notes
Only students in the graduate initial certification programs of early childhood and childhood inclusive education are eligible to take this course.
Credits: 3
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INCL 588 - Interprofessional Planning for Academic Content
The purpose of this course is to provide students in various health and education programs with the knowledge, skills, and attitudes necessary to be effective as interprofessional team members. Students are introduced to core values aned 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. Additional focus is given to application and experience in interprofessional considerations in academic content planning.
Credits: 3
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INCL 601 - Diverse Learners, Learning and Learning Environments
This course focuses on characteristics of diverse learners and the factors that influence their access to learning such as assessments, interventions, and strategies from a strength-based perspective. This course seeks to deepen the knowledge and understandings of certified teachers about the nature and dimensions of diversity encountered within the context of an inclusive philosophy, as identified in current educational research, theory, and practice. The view of diversity, including the full range of differences (ethnicity, race, gender, socio-economic status, sexual orientation, cognitive, sensory, emotional, linguistic) is also analyzed within a socio-cultural perspective. This course addresses the basic constructs of learning, in light of multiple dimensions of diversity, in order to create classrooms conducive for all. Students will develop and apply skills in accessing information and resources on diverse learners. The role of relationships, communication, motivation, classroom organization and management in the creation of productive learning communities will be addressed.
Prerequisites & Notes
There is a hybrid component to this course related to interprofessional team practice.
Credits: 3
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INCL 602 - Differentiated Curriculum/Instruction and Collaborative Practice
This course builds advanced skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of strength-based assessment and instructional and assistive technology. Practices, including co-planning and co-teaching models, are addressed within the context of enhanced student learning. Includes structured experiences to refine skills and enhance reflective practice in communication, conflict-resolution, and creative problem solving.
Prerequisites & Notes
Course not open to students in Inclusive Adolescence programs.
Credits: 3
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INEC 503 - Assessment for Planning in Inclusive Early Childhood Education Systems
The focus of this course is to examine and practice how assessment drives planning and instruction. This course will also focus on the processes leading up to and including the development of useful, practical, and teacher/family-friendly Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) to address the requirements of State and Federal regulations and the specific needs of children, birth through age 8, and families. We will explore required skills needed for the IFSP/IEP process as well as regulatory information, referral information, evaluations, eligibility procedures and requirements, including identifying present levels of performance, writing meaningful and measurable annual goals and short-term objectives/benchmarks, teacher participation, functional behavior assessments, and development of the IFSPs/IEPs.
Prerequisites & Notes
30 hours fieldwork required for Initial certification. 20 hours fieldwork required for additional certification. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 Changing Level certification: INCL 601, INCL 602, INEC 510 Same Level certification: INCL 601 and 602
Credits: 3
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INEC 510 - Theory and Practice in Early Childhood Education
This course provides an overview of major historical, philosophical, cultural, social, and ethical orientations to early childhood education. A review of early childhood development and developmentally appropriate practice is included. Diverse early childhood programs such as High Scope, Montessori, and Head Start are reviewed, as are current early childhood research, issues and theories. This course emphasizes the role of play in early childhood development.
Prerequisites & Notes
20 hours fieldwork required. Pre or Corequisites: INCL 501 & INCL 502 OR INCL 601 & INCL 602. Normal cycle offering: Fall and Summer.
Credits: 3
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INEC 511 - Curriculum and Methodology for Inclusive Early Childhood Education in Mathematics, Science, Technology, and Engineering
This course combines a study of the function and organization of the early childhood-level mathematics, science, technology and engineering curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners. Students will study the development of content skills and concepts through the use of manipulatives and abstract materials, with emphasis on the intuitive and inquiry methods, as per NYS CCLS, NCTM, ASCD and NAEYC.
Prerequisites & Notes
20 hours of fieldwork required for initial certification. 15 hours of fieldwork required for additional certification. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510. Normal cycle offering: Fall and Summer.
Credits: 3
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INEC 512 - Curriculum and Methodology for Inclusive Early Childhood Education in Literacy, Language Arts, and Social Studies
This course focuses on the role of the child in our world, both in the context of the social studies curriculum and through the development of pro- social skills in children. This course combines a study of the function and organization of the early childhood teaching resources and research-based strategies to address the learning needs of diverse learners in language arts and social studies as per NYS CCLS and NAEYC. Students will study the development of competencies in the skills of listening, oral communication, and written language. The importance of play based learning is explored. Professional skills including advocacy, family-community-school connections, and ethical decision-making are included.
Prerequisites & Notes
20 hours of fieldwork required for initial certification. 15 hours of fieldwork required for additional certification. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510. Normal cycle offering: Spring and Summer.
Credits: 3
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INEC 513 - Integrated Arts in Early Childhood Education
This course promotes the integration of the visual arts, music, movement and drama into the early childhood classroom. Emphases will include and orientation to aesthetics, research and theory, exploration and application of appropriate materials and practices for all young children, as well as exposure to a wide array of resources. The arts will be considered as one way to attend to children’s diverse strengths, needs, learning styles, and interests.
Prerequisites & Notes
Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510. Corequisite: INEC 526 (Initial cert students only)
Credits: 3
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INEC 514 - Language and Literacy Development in Early Childhood Education
This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, and sometimes conflicting, contexts of home, school, and community.
Prerequisites & Notes
Only open to students in Graduate Inclusive Early Childhood additional certification program. Prerequisites: INCL 601, INCL 602 and INEC 510
Credits: 3
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INEC 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners
The course focuses on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Common Core Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments.
Prerequisites & Notes
Open only to students in Inclusive Early Childhood and Childhood Education Programs (others by program director approval). 30 hours fieldwork required. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 and LTED 601. Changing level certification: INCL 601, INCL 602, INEC 510 and INEC 514. Same level certification: INCL 601, INCL 602; and LTED 600 or INEC 514.
Credits: 3
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INEC 526 - Student Teaching/Seminar in Inclusive Education - Early Childhood
These student teaching experiences provide direct supervised experience in classrooms at the early childhood level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have placements at the following levels: K and Grades 1-2. Included will be a placement that focuses on teaching students with disabilities with a cooperating teacher who is a certified special educator. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional Application for Student Teaching (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to student teaching, as published on the School of Education website. Students must be simultaneously enrolled in INEC 513 and successfully complete INEC 513 course assignments and assessments in order to continue in student teaching placements. Requires completion of all coursework except INEC 690 and INEC 699.
Credits: 6
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INEC 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners
This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. New York State Common Core Learning Standards in mathematics and assessments provide the framework for course emphases. Focuses on early childhood/childhood levels.
Prerequisites & Notes
Open only to students in Graduate Inclusive Early Childhood Additional Certification Same Developmental Level Program. Prerequisites: INCL 601 and INCL 602
Credits: 3
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INEC 635 - Practicum and Seminar in Inclusive Education - Early Childhood
This practicum combines structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an early childhood classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive early childhood.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to practicum, according to the schedule published on the School of Education website. Prerequisite: INEC 503, and requires completion of (or current enrollment in) all coursework except INEC 690 and INEC 699.
Credits: 3
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INEC 690 - Capstone Seminar
In this culminating experience, students examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for creating and presenting 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
Requires completion of all, or current enrollment in, all program coursework. Pre-requisite: INEC 698. Co-requisite: INEC 699. *Formerly EDU*690
Credits: 3
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INEC 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Must be taken prior to INEC 690.
Credits: 0
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INEC 699 - Master’s Portfolio Presentation
Degree Candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Corequisite: INEC 690. For students completing final semester of MS.Ed. in Early Childhood Inclusive 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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Literacy Education Specialist |
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LTED 600 - Theoretical Foundations of Literacy
Required for the Literacy Specialist 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 influence literacy teaching beliefs, attitudes, experiences, and practices. Topics include, but are not limited to the following: reading history, theory and research, creating a literate environment, needs of diverse learners, word identification, vocabulary, comprehension, reader response, content area literacy, writing, assessment, curriculum development, and technology. In sum, the focus of this course is to prepare a certified teacher to assume the responsibility of meeting the literacy needs of all students, but, particularly, to accelerate the growth of students who have special needs to grow as readers, writers, listeners, and speakers.
Prerequisites & Notes
Required for the Literacy Specialist 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, emergent literacy, beginning literacy instruction, reading-writing connections, instructional strategies, comprehension, motivation, reader response theory, diverse literacy learners, content area literacy, technology 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 oral and printed language works and how knowledge of how its functions supports the language user as a reader, writer, listener, and speaker. Stressing communication as the primary 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 only to Literacy Specialist students. 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 challenged 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 and required part of the course, allowing for the thorough integration of theory and practice.
Prerequisites & Notes
30 hours fieldwork required. Open only to Literacy Specialist students. Prerequisites: LTED 600, LTED 609 and LTED 612.
Credits: 6
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LTED 612 - Literacy and the Diverse Learner
This required course addresses the application of methodologies, strategies, and recent research in literacy education for students representing a broad spectrum of diversity including students with disabilities and individuals with special health-care needs as defined in state and federal legislation. Focus is on the multiple components of literacy, application of techniques and approaches for identifying, and remediating the needs of the diverse population including individualizing instruction, as well as interventions to address students’ behavioral needs. Effective practices for co-teaching and collaboration with professional peers are explored. Readings and course work will be developed according to students’ certification needs (B-6, 5-12).
Prerequisites & Notes
Open only to Literacy Specialist students. 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 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 curricula.
Prerequisites & Notes
Open only to Literacy Specialist students. Prerequisites: LTED 600 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 growth.
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 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 graduate students to 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
This course addresses the challenge of improving students’ reading ability by delineating, illustrating, and strengthening the connections between the reading and writing processes. The concept 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 in this course 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 contributing to or 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 as well as 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 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 appreciations, 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 Literacy Specialist students or students in 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, but 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
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 and required part of the course, allowing for the thorough integration of theory and practice.
Prerequisites & Notes
30 hours fieldwork required. Course open only to Literacy Students. Prerequisites: LTED 600.
Credits: 6
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LTED 627 - Secondary Campus Based Practicum
This course provides the degree candidate the experience of teaching a middle or high school learner who needs support to grow as a reader or writer in a faculty supervised practicum. Using the appreciations, understandings, and knowledge they have gained throughout their program, the graduate students will engage in the following: determining the student’s strengths and needs, planning instruction which uses these strengths to overcome and/or compensate for the needs, and using exemplary instructional practices to introduce appropriate reading and/or writing strategies to support the student’s growth. An additional major focus and expectation of the practicum is the graduate student will become an increasingly sophisticated reflective practitioner who can reflect on action in action. In addition, the student will communicate to the parents their child’s reading/writing strengths and needs, reading behaviors, progress, reading strategies introduced to the student, and instructional strategies used to accelerate his/her progress. During the course the graduate student, with the help of the program director, will formulate the question for his/her TARP, design the study, write the literature review, and start to gather data, if appropriate.
Prerequisites & Notes
Chair Approval Required. Open only to students in the Grades 5-12 program and students in the Birth-Grade 6 program who are working for a second certification. Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students cannot register for this course through NazNet. Program director will provide approved list to The Registrar’s Office, who will complete the registration process.
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 knowledge of contemporary young adult literature. The focus of the course centers on the exploration of quality books, and how they are used to support secondary school curricula in all content areas. Opportunities to link the literature that interests adolescents to secondary school learning will be provided through careful selection of materials.
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 explore the current issues and trends surrounding literacy education. The content of the course will elaborate upon divergent and often controversial viewpoints. Degree candidates will examine the rationale for schools selecting specific programs, the impact of state and federal mandates, various organizational paterns used in schools, and the relationship of theory to practice. For example, students’ presentations could focus on such topics as the effects of and reauthorization of NCLB, the results of Common Core Standads, single gender schools, and the new literacies. Students will gain a broader understanding of issues that affect their teaching and their students’ learning as well as their role of a professional who has the responsibility to advocate for their students as well as their profession.
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 this 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
This course provides the degree candidate the experience of teaching an emergent or elementary school learner who needs support to grow as a reader or writer in a faculty supervised practicum. Using the appreciations, understandings, and knowledge they have gained throughout their program, the graduate students will engage in the following: determining the child’s strengths and needs, planning instruction which uses these strengths to overcome and/or compensate for the needs, and using exemplary instructional practices to introduce appropriate reading and/or writing strategies to support the child’s growth. An additional major focus and expectation of the practicum is the graduate student will become an increasingly sophisticated reflective practitioner who can reflect on action in action. In addition, the student will communicate to the parents their child’s reading/writing strengths and needs, reading behaviors, progress, reading strategies introduced to the child, and instructional strategies used to accelerate his/her progress. During the course the graduate student, with the help of the program director, will formulate the question for his/her TARP, design the study, write the literature review, and start to gather data, if appropriate.
Prerequisites & Notes
Chair Approval Required. Open only to students in Birth-Grade 6 program and students in the Grade 5-12 program who are working for a second certification. Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students cannot register for this course through NazNet. Program director will provide approved list to The Registrar’s Office, who will complete the registration process.
Credits: 3
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LTED 685 - Literacy Practicum/Seminar
This course provides a second opportunity for degree candidates to teach learners who need support to grow as readers and/or writers. They use the appreciations, understandings, and knowledge they gained throughout their programs at an increasingly more sophisticated level. In addition, they will display the habit of using exemplary teaching practices and reflecting on action in action more independently than they did in LTED 680/627. The seminars will be devoted to adding to the students knowledge base and having them acquaint their peers with the focus of their Teacher Action Research Project (TARP). Twenty hours of fieldwork will be completed observing and participating with a certified literacy specialist in a school setting, approved by the program director. Students will begin to prepare their portfolio and continue working on the TARP, both of which are completed in LTED690.
Prerequisites & Notes
20 hours fieldwork required. Program Director approval required. Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students cannot register for this course through NazNet. Program director will provide approved list to the Registrar’s Office, who will complete the registration process.
Credits: 3
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LTED 690 - Capstone Seminar
In this culminating experience, students will examine current trends and issues in literacy education. In addition, they will acquire an orientation to the various roles of a literacy specialist and clarify the expectations of various stakeholders - administrators, teachers, parents and children - have for their performance. In this their final semester, degree candidates will synthesize the appreciations, understandings, and knowledge they have gained through their study and habits they have developed. The product of the synthesis will be a major reflective essay. They will also complete their Teacher Action Research Project and professional portfolio. This seminar is a collaborative forum for presenting their TARPS and portfolios to an audience of colleagues as well as visiting professionals.
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
Corequisite: LTED 690. For students completing final semester of MS.Ed. in Literacy 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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MUS 513A - Survey of Vocal Literature I
A comprehensive survey of the song literature of Italy, England and the United States. Special attention will be paid to the study of the poetry, the cultural, historical, political and personal backgrounds of composers and authors, as well as issues regarding compositional style, musical characterization, text-music relationship, performance practice and lyric diction.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 2
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MUS 513B - 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.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 513I - Instrumental Chamber Music Literature
Readings and study of standard chamber literature appropriate to the instrument, including performance and listening assignments. Study of performance practices, aesthetic values, technical problems, and formal structure. Students will be required to perform in at least one ensemble throughout the semester and present a lecture/performance on one movement of a pre-determined piece.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 513P - Percussion Chamber Music Literature
Readings and study of standard chamber literature for percussion, Study of performance practices related to historical developments, aesthetic values, technical problems, and formal structure. Students will be required to perform in at least one ensemble throughout the semester and present a lecture/performance on one movement of a pre-determined piece.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 513S - String Chamber Music Literature
The study of period performance practice, musical interpretation, rehearsal techniques and analysis of formal structure of Baroque, Classical, Romantic and contemporary music written for small string ensembles. Weekly listening assignments, in-class performance and literature readings promote discussion and demonstrate various approaches to realizing the literature. Students will be required to perform in at least one ensemble throughout the semester and present a lecture/performance on one movement of a pre-determined piece.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 513WB - Woodwind and Brass Chamber Music Literature
Readings and study of standard chamber literature appropriate to the instrument, including performance and listening assignments. Study of performance practices, aesthetic values, technical problems, and formal structure. Students will be required to perform in at least one ensemble throughout the semester and present a lecture/performance on one movement of a pre-determined piece.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 514A - Survey of Vocal Literature II
A comprehensive survey of the song literature of Germany, France and Spain. Special attention will be paid to the study of the poetry, the cultural, historical, political and personal backgrounds of composers and authors, as well as issues regarding compositional style, musical characterization, text-music relationship, performance practice and lyric diction.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 2
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MUS 514B - Piano Literature II
A study of the pianist’s standard repertoire from the nineteenth century through to the present time, including stylistic analysis, discussion of performance practices, and issues of historical and cultural relevance.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 515A - Survey of Vocal Literature III
Survey of musical drama forms and conventions from the birth of opera to the present. Interactions of theatrical, literary and musical components of opera will be discussed through the examination of standard repertoire and selected works important in the development of the art form. Points of convergence between classical opera and other popular genres of musical theater will be explored.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 2
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MUS 516A - Vocal Pedagogy I and Studio Teaching I
Basic concepts of physiology and anatomy focused on posture, respiration, phonation, resonation, articulation, the physics and acoustics of the instrument, and hygiene relative to the voice. Basic diagnostic skills and teaching techniques focused on the most common vocal faults. Topics also include the teacher/student relationship, how to run a private studio, repertoire for beginners.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 516B - 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. Video and/or live observation of experienced teachers; discussion of pedagogical problems and solutions.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 2
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MUS 516BR - Brass Repertoire and Pedagogy
This course is designed to acquaint the student with the essential solo repertoire, etude methods, and other standard literature for brass instruments as well as discuss the specific pedagogy related to each instrument.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 516P - Percussion Repertoire and Pedagogy
Study, analysis and application of concepts found in percussion methods books and other resources pertaining to mallet percussion, snare drum, timpani and drum set. Examination of essential solo repertoire, etude methods, and other standard literature for percussion instruments as well as the specific pedagogy related to each instrument.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 516S - String Repertoire and Pedagogy
Students will examine beginning through advanced literature and instructional sequencing of the literature specific to their primary instrument. Established pedagogues and their approaches will be studied in depth. Physics as it relates to playing a stringed instrument will be integrated into how muscles work to correctly facilitate healthy playing technique.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 516W - Woodwind Repertoire and Pedagogy
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Credits: 3
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MUS 516WB - Woodwind and Brass Repertoire and Pedagogy
This course is designed to acquaint students with the essential solo repertoire, etude methods, and other standard literature for their primary instruments as well as discuss the specific pedagogy related to each instrument.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 517A - Vocal Pedagogy II and Studio Teaching II
Expanded study of physiology and anatomy focused on posture, respiration, phonation, resonation, articulation, the physics and acoustics of the instrument, and hygiene relative to the voice. Advanced diagnostic skills, problem solving and teaching techniques. Observation and teaching of intermediate-level vocal students.
Prerequisites & Notes
Prerequisite: MUS 516A. Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 517B - Piano Pedagogy II
Intensive survey and evaluation of the educational philosophies behind currently used methods for teaching piano in private situations; the sequential presentation of repertoire and the development of music skills and concepts from intermediate to advanced levels. Video and/or observation of experienced teachers; discussion of pedagogical problems and solutions.
Prerequisites & Notes
Prerequisite: MUS 516A. Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 2
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MUS 517I - Psychology of Music Teaching
Study and application of basic principles and theories of educational psychology to private and small group applied music instruction. Also included are the review of literature related to performance anxiety and its intersection with the instruction of private students. Learning styles will be considered and applied to studio instruction. Observations of experienced teachers.
Prerequisites & Notes
Normal cycle offering: Fall and Spring, every year
Credits: 3
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MUS 562 - Performance Techniques, Voice
Focus in further developing the performance skills of vocalists who plan to pursue vocal performance careers at the professional level. Exploration of audition techniques and etiquette, performance techniques for the singing-actor; performance and teaching portfolios, marketing strategies as performers and/or teacher-performers, careers in opera, management and agency, etc.
Prerequisites & Notes
Normal cycle offering: Fall, every year
Credits: 1
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MUS 571 - Music & Magic in Western Culture
Musical, cultural, and historical exploration of music inspired by esoteric trends in Western culture (alchemy, astrology, natural magic, etc.). Psychological, aesthetic, medical, and practical aspects of performance, creation and reception considered. Repertoire drawn from classical and popular music.
Prerequisites & Notes
Cross-listed with MUS 471.
Credits: 3
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MUS 611 - Music Research and Writing
Survey of select historical, analytical and critical methods and materials, related research in music, including printed and electronic resources; explores challenges in writing about music. Students will practice writing response papers, critiques, research papers, abstracts, etc. Research topics range from Renaissance music to jazz.
Prerequisites & Notes
Normal cycle offering: Fall, Summer, and Spring, every year
Credits: 3
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MUS 612 - Music Analysis and Performance
An examination of the ways in which analytical perspective informs and enhances performance of music. Coursework will include a detailed study of musical works from various styles and historical periods, analyses of recordings/videos of these pieces, and readings from a variety of historical, theoretical, and critical texts.
Prerequisites & Notes
Normal cycle offering: Spring, every year
Credits: 3
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