| |
Speech Language Pathology |
| |
-
CSD 533 - Fluency Disorders
Explores the etiology and dynamics of fluency disorders; investigates different theories and models of stuttering and their implications for intervention; discusses specific evaluation and treatment procedures for children and adults.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 534 - Cleft Palate and Craniofacial Anomalies
Explores the multiple facets of cleft lip, cleft palate, and related maxillofacial anomalies and management of speech, voice, and the language in individuals with clefts.
Prerequisites & Notes
Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 535 - Aphasia and Related Disorders
Explores the etiology, symptomatology, diagnosis, and treatment of aphasia and related neurological disorders including right hemisphere syndrome and dementia. Linguistic, cognitive, and psycho-social aspects of aphasia are considered. Opportunities for Service Learning in the Nazareth College Aphasia Clinic.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 537 - Seminar: Literacy and Language
This course will explore literacy and the role of SLPs in fostering literacy skills in school settings. The course will cover normal reading and writing processes and the challenges faced by students with language and learning differences. There will be a focus on collaborative instruction and evidence-based practice.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 540 - Feeding and Swallowing Disorders
Applies knowledge of normal anatomy and physiology to development and acquired disorders of feeding and swallowing in children and adults. Discusses and demonstrates evaluation and intervention techniques with an emphasis on an interdisciplinary approach.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 541 - Medical Sp Lang Path
This innovative course is designed to introduce graduate students in Communication Sciences and Disorders to the role of the Speech Language Pathologist in a medical setting, particularly when working with patients with complex feeding and swallowing issues. This site-based course will immerse students in the medical environment, and include lectures by allied health professionals. Case study. Departmental permission required.
Prerequisites & Notes
Departmental permission required. Session cycle: Summer. Yearly cycle: all years.
Credits: 2
|
| |
-
CSD 542 - Seminar: Developmental Disabilities
Explores the nature, incidence, etiology, symptomatology, assessment, and treatment of individuals with developmental disabilities including cerebral palsy, intellectual disability, autism spectrum disorder, prenatal drug exposure and others.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 544 - Early Intervention
Explores the nature and causes of infantile communication problems; covers family counseling and training, formal and informal assessment procedures, and direct/indirect intervention targets and procedures in a variety of settings, including hospital, home and school.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 561 - Educational Audiology
Provides examination of the identification and evaluation of hearing loss and central auditory processing dysfunction in children; the problems imposed by hearing loss and central auditory problems on cognitive development and academic performance; and the various services, techniques, and devices available to help minimize the effects of hearing and listening problems on a child’s ability to learn.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: variable.
Credits: 3
|
| |
-
CSD 565 - Student Teaching for Speech-Language Pathology
Clinical practicum in a school setting. Prior application required. Required co-requisite: CSD*568.
Prerequisites & Notes
Prior application required. Required co-requisite: CSD*568 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 568 - Speech-Language Services in the Schools
Exploration of the roles of the speech-language pathologist in the provision of services such as collaborating, teaching to the curriculum, assessment, accountability, consultation and administration in the public schools. Examination of current governmental regulations and professional issues; includes personal reflection on the student teaching experience and other influences on the individual’s professional development. Cross-listed with CSD 468
Prerequisites & Notes
Cross-listed with CSD 468 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 571 - Professional Issues in Speech-Language Pathology
This workshop will explore professional issues including ethics, supervision, billing/reimbursement, interview skills, stress management, and other contemporary topics pertinent to the SLP.
Prerequisites & Notes
Session cycle: Summer
Credits: 0
|
| |
-
CSD 577 - Phonological Process Disorders
Uses the student’s background in phonological development, phonetics, and psycholinguistics to explore a variety of assessment and treatment strategies used with persons who display phonological process disorders; topics include transcription, independent analysis, relational analysis, individual differences, and disorders of phonology.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 579 - Introduction to Cognitive Rehabilitation and Brain Injury
Introduction to the pathophysiology and rehabilitation of cognitive deficits in common types of brain injury, especially traumatic brain injury. Includes an overview of the cognitive science and neuroanatomical underpinnings of attention, working memory, memory and executive functions. Treatment planning and goal setting methods, as well as specific cognitive interventions to address various cognitive deficits will be addressed.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 590 - Motor Speech Disorders
Applies and extends knowledge of neuroanatomy and neurophysiology to study causal factors, salient features, assessment, and treatment of individuals with motor speech disorders including the dysarthrias and apraxia across the life span.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 597 - Facilitating Lang & Comm Through Tech
Students will learn to make and implement effective clinical decisions that result in optimal care of children with cochlear implants and power hearing aids. Students will study deafness in children and the technologies, programs, and services that enhance spoken communication and learning. Students will develop an understanding of the impact of medical, socio-economic, and cultural factors on clinical interventions with children and deafness. (Co-requisite: student in Nazareth Deafness Specialty Program or permission of instructor) Class 3, Credit 3 (F). Department Permission Required.
Prerequisites & Notes
Department Permission Required. Session cycle: Fall. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 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. Variable credit course (1-3 credits). Instructor consent required, with pre-requisites to be determined by each program director.
Prerequisites & Notes
Variable credit course (1-3 credits). Instructor consent required, with pre-requisites to be determined by each program director. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 1
|
| |
-
CSD 604 - Research Methodology in Speech-Language Pathology and Audiology
Studies various types of research design, data collection, treatment, and interpretation of data; students are required to design a research project.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 605 - Thesis
Implementation of a intensive research project conducted under the guidance of a faculty committee. Students may elect this option in place of a comprehensive examination only after consulation with the Graduate Program Director.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 607 - Independent Study
Independent exploration of topic. Permission of Program Director is required.
Prerequisites & Notes
Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 1 to 3
|
| |
-
CSD 610 - Current Topics in Communication Disorders
Presents and explores timely topics in speech-language-hearing development, disorders, evaluation, treatment, and professional issues.
Prerequisites & Notes
Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 611 - Special Topics and Innovations in Speech Lang Path
Explores topics that reflect current knowledge, skills, scope of practice and diversity of society in the field of speech-language pathology. Departmental permission required.
Prerequisites & Notes
Departmental permission required. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 1 to 2
|
| |
-
CSD 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. Prerequisite: AUT 660 (preferred).
Prerequisites & Notes
Prerequisite: AUT 660 (preferred). Session cycle: Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
CSD 699 - Master’s Comprehensive Exam and Graduate Portfolio Review
Degree candidates in their final semester of study, must successfully complete a final comprehensive examination which includes a departmental oral examination, submission of a graduate portfolio, and participate in the PRAXIS exam. Forms for ASHA Certification and New York State Licensure, including records of observation and clinical practicum hours, must be filed with the Program Director. For students completing the final semester of their M.S. in Speech-Language Pathology 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.
Prerequisites & Notes
Forms for ASHA Certification and New York State Licensure, including records of observation and clinical practicum hours, must be filed with the Program Director. For students completing the final semester of their M.S. in Speech-Language Pathology 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. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
|
| |
-
DSP 595 - Language and Communication in the Early Years: Deaf & HOH Children Birth to Five
This course will focus on the development of the competencies required to conduct comprehensive assessment of the speech, language, and communication skills of young children who are deaf and hard of hearing. In addition, intervention strategies utilizing the gamut of current communication approaches and philosophies will be considered in depth. There is a strong focus on working with parents.
Prerequisites & Notes
Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
DSP 596 - Language, Literacy, and Communication in School-age Deaf and HOH Students
This course will address speech and language skills of DHOH students in grade school and the impact on social and academic success. The primary focus will be on language and literacy assessment and instruction. We will consider the influence of spoken English, sign language, and Cued Speech on literacy development. Individual differences related to disability and cultural and linguistic diversity will be addressed.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
|
| |
-
HHS 611 - Seminar in Challenging Behavior
Explores core principles and strategies for conducting assessment and intervention to address challenging behavior. This course is geared toward beginning professionals, and discussion will focus on future work as part of an interprofessional team.
Prerequisites & Notes
Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 1
|
TESOL |
| |
-
BIL 640 - Teaching Content Areas in Spanish Bilingual Classroom
Course is organized around the principles of instruction of Spanish native speakers in Mathematics, Science, Social Studies, and Technology consistent with New York State Learning Standards. Course will focus on interdisciplinary instruction, learning strategies, hands-on experiences, aspects of Spanish Language academic vocabulary, and an infusion of Hispanic arts and history into the curriculum for all students from Spanish and English linguistic backgrounds, including those with disabilities.
Prerequisites & Notes
Course will be conducted primarily in English. Fieldwork hours required, number of hours may vary based on student’s program. Session cycle: Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
BIL 641 - Native Language Arts and Literacy Instruction for Spanish Speakers
Through this course, students explore the acquisition of literacy skills in Spanish. A contrastive analysis of English and Spanish leads students to the different approaches in the teaching of reading and writing in Spanish to students from Spanish and English linguistic backgrounds, including those with disabilities. Course will explore instructional strategies for integrating reading and writing across the content areas and will concentrate on the application of theory, methodology, and applications of technology in literacy instruction to meet requirements of the New York State Learning Standards.
Prerequisites & Notes
Course will be conducted primarily in Spanish. 25 hours of fieldwork required. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 601 - Pedagogy of American English Grammar
This course examines American English including words and word classes, phrases, clauses, tense, aspect, voice, and modal use. Attention is given to the characteristics of English Language Learners with an emphasis on pedagogy for effective language and grammar instruction.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 607 - Technology for Language and Culture Instruction
This course examines aspects of culture and second/foreign language education, and explores techniques for maximizing effectiveness of instruction through use of technology. Students are introduced to and apply language software, websites, and pedagogical techniques to engage learners. Students create presentations combining course content and knowledge about culture. Presentations are shared with the Nazareth College community and local area schools and organizations, allowing for school visits. This course includes opportunities for practice, feedback and reflection about presentations.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 612 - Advanced English Language Proficiency
Students refine their techniques for helping learners reach advanced English language proficiency through studying pragmatics and pronunciation and a critical examination of English language learner’s written and oral work. In a hybrid format, students analyze pragmatic situations and samples of English language learners’ work in order to determine appropriate goals and objectives for instruction,as well as appropriate pedagogy to reach those goals.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 635 - American Language Institute Internship and Seminar
Students apply program knowledge in an internship with the Nazareth College English Language Institute. Students lead one-on-one, small group tutoring, and full class instruction. Students reflect on and critique their own instruction. Students foster professional and collegial support groups. Students fine-tune their instructional techniques and explore teaching resources.
Prerequisites & Notes
Prerequisites: ITSL 601, ITSL 607, ITSL 612, TSL 603, TSL 605 and TSL 611. Pass/Fail course. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 690 - Comparisons and Connections: Capstone Seminar
This course synthesizes program content. Students reflect on their learning throughout the program and identify how they will apply their learning to future teaching opportunities through completion of an electronic portfolio based on TESOL standards.
Prerequisites & Notes
Prerequisites: ITSL 601, ITSL 607, ITSL 612, TSL 603, TSL 605 AND TSL 611. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
ITSL 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided.
Prerequisites & Notes
This single day session should be taken the semester prior to the semester in which the Capstone seminar (ITSL 690) will be completed. Crosslisted with TSL 698. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
|
| |
-
ITSL 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
Corequisite: ITSL 690. For students completing final semester of MS.Ed. in International TESOL 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. Crosslisted with TSL 699. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
|
| |
-
TSL 521 - Creating and Managing Productive ESOL Learning Environments
Course examines planning for ELLs in a variety of settings using theoretical models and practical examples to study classroom organization and climate; appropriate, student-centered instruction; planning & assessment cycle; problem solving; conflict resolution; modifying behavior patterns; Functional Behavioral Assessments; positive support plans; and techniques for interrupting the conflict cycle.
Prerequisites & Notes
20 hours fieldwork required. Corequisite: TSL 526 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 526 - Student Teaching/Seminar in TESOL (Elementary and Secondary)
Student teaching provides direct supervised experience in TESOL settings at both the elementary and secondary levels. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have two placements– Pre K-6 and 7-12. 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) is due 6-8 months prior to student teaching, as published on the School of Education website. Pre-requisite: Requires completion of all coursework except TSL 690, TSL 698 and TSL 699. Co-requisite: TSL 521. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 4
|
| |
-
TSL 603 - Linguistics and Second Language Acquisition
This course examines aspects of language relevant to the teaching of English to speakers of other languages - phonetics and phonology, morphology, semantics, syntax, and pragmatics - and offers multiple perspectives on the role of language in culture, identity, and in all learning. A review of the structure of the English language leads to a discussion of the role of grammar and other direct language instruction in language teaching, learning and assessment. A review of theories of second language acquisition in comparison with, and often building upon, ELL students’ first languages leads to the articulation of principles for language and content teaching practice. Students will synthesize and evaluate aspects of English language curriculum, instruction and assessment through a field-based project which relates linguistic and language acquisition concepts to the teaching, learning and assessment of ESOL.
Prerequisites & Notes
Fieldwork hours required. Number of hours will vary based on student’s program. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 604 - Foundations of Bilingual/Multicultural Education
This course examines the historical, theoretical, philosophical, ethical and legal/regulatory dimensions of the education of culturally and linguistically diverse students. Varied perspectives on forms and models of bilingual and multicultural education are developed through historical and contemporary texts and state and local policies. The roles and responsibilities of students, parents, community groups and agencies, and educational institutions in creating and maintaining equitable and effective educational programs and practices for students from all cultural and linguistic backgrounds, including those with disabilities, are explored.
Prerequisites & Notes
Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 605 - Culture and Context in TESOL/Bilingual Curriculum and Assessment
This course develops cultural perspectives on language teaching and learning, and examines the impact of culture and context on curriculum and assessment in a broad range of programs and pedagogies which serve English Language Learners, including those with disabilities. Learning Standards provide a basis for the development of a substantial curriculum project which incorporates language and content, materials, community resources, IEP’s, and attitudes and behavior related to culturally and linguistically diverse students. Formal and informal assessments of English Language Learners are explored.
Prerequisites & Notes
Prerequisite: TSL 603 Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 611 - Principles and Practices of TESOL
This course examines historical and theoretical perspectives on the field of TESOL, and describes contemporary models and approaches to the education of English Language as well as content. Principles of language development across the curriculum form the basis for a review of methods, materials, and technology appropriate to English Language Learners of all backgrounds and proficiencies, including those with disabilities. Broad understanding of the role of the ESOL educator is developed with reference to professionalism and advocacy in TESOL, interaction with parents and community, and the impact of Learning Standards in framing the education of English Language Learners.
Prerequisites & Notes
Prerequisite: TSL 603. Fieldwork hours required. Number of hours will vary based on student’s program. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 620 - Language and Literacy Development for English Language Learners
This course examines the interdependent development of language and literacy skills by students from other language backgrounds who are acquiring English. Course focuses on methods, materials and assessment criteria for reading, writing, listening and speaking. A comparison of literacy in first and additional languages encourages the use of teaching practices, strategies, and resources which promote literacy development for all students, including those with disabilities, in the content areas of English Language Arts, Mathematics, Science, and Social Studies. Print, technology, and other materials appropriate for use with linguistically, academically, and culturally diverse students assist in developing integrated approaches to meeting standards in content area literacy and language development.
Prerequisites & Notes
Prerequisite or corequisite: TSL 603. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 635 - Practica and Seminar in TESOL
The six-week practicum will take place in TESOL settings serving both elementary and secondary students under the direct supervision of certified teachers who have official responsibility for the students. A coordinated reflective seminar will focus on current issues an practices in TESOL.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Field Placement website) is due 6-8 months prior to student teaching, as published on the School of Education website. Prerequisite: Requires completion of all required coursework except TSL 690, TSL 698 and TSL 699. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 690 - Capstone Seminar
In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Pre-requisite: TSL 698. Co-requisite: TSL 699. For students completing final semester of MS.Ed. in TESOL 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. Cross-listed with ITSL 690. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
|
| |
-
TSL 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided.
Prerequisites & Notes
Seminar should be taken the semester prior to the semester in which the Capstone seminar (TSL 690) will be completed. Cross-listed with ITSL 698. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
|
| |
-
TSL 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete and share a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Corequisite: TSL 690. For students completing final semester of MS.Ed. in TESOL 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. Cross-listed with ITSL 699. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
|
Print this Page