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2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course List
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Speech Language Pathology |
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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
Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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CSD 565 - Student Teaching for Speech-Language Pathology
Provides school-based clinical experience in evaluation and treatment for individuals presenting with speech, language, communication, cognitive and hearing disorders; includes assessment, differential diagnosis, remediation, interprofessional practice and counseling with clients and families. Required co-requisite: CSD*568.
Prerequisites & Notes
Prior application required. Required co-requisite: CSD*568. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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CSD 568 - Speech-Language Services in the Schools
Provides school-based clinical experience in evaluation and treatment for individuals presenting with speech, language, communication, cognitive and hearing disorders; includes assessment, differential diagnosis, remediation, interprofessional practice and counseling with clients and families.
Prerequisites & Notes
Corequisite: CSD*465 (spring only offering) or CSD*565. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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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
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 0
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CSD 577 - Speech Sound 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 speech sound disorders; topics include transcription, independent analysis, relational analysis, and intervention approaches.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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CSD 579 - Introduction to Cognitive Rehabilitation and Brain Injury
Introduction to the science and practice of cognitive rehabilitation in acute and post-acute brain injury, including: pathophysiology of the two most common types of brain injury (i.e. traumatic injury and stroke; neuroanatomy and cognitive structure of four different cognitive constructs (i.e., memory, executive functions, awareness, attention); approaches to cognitive rehabilitation; applied and practical strategies in the rehabilitation of cognitive-communication deficits; neurobehavioral deficits and management strategies following brain injury; community re-entry issues.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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CSD 590 - Motor Speech Disorders
Foundations and applied knowledge of neuroanatomy and neurophysiology specifically related to the salient features, assessment, and treatment of individuals with motor speech disorders including the dysarthrias and apraxia across the life span. Those living with neurological diseases such as Parkinson’s disease, Multiple Sclerosis, ALS, Cerebral Palsy (among others) as well as childhood apraxia of speech are discussed. Applied knowledge of assessment and treatment is immediately translated into hands on clinical work with clients and families, and is incorporated as an experiential learning component of this course. May be offered as a hybrid course.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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CSD 597 - Facilitating Lang & Comm Through Technology for Persons Who Are Deaf/Hard Hearing
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.
Prerequisites & Notes
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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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.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 1
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CSD 604 - Research Methodology in Speech-Language Pathology and Audiology
Explores various types of research designs, including factors that contribute to strong, high-quality research, and particulars of data collection and analysis for each type of research.
Prerequisites & Notes
Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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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 consultation with the Graduate Program Director.
Prerequisites & Notes
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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CSD 607 - Independent Study
Independent exploration of topic. Permission of Program Director is required.
Prerequisites & Notes
Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 1 to 3
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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
Term offering cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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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.
Prerequisites & Notes
Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 1
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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). Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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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 or thesis presentation, 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.
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. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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DSP 595 - Language and Communication in Deaf or Hard of Hearing 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
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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DSP 596 - Language and Communication in Deaf Or Hard of Hearing Students: School-Age and Beyond
This course will address assessment and intervention of speech,language, literacy, and voice goals of deaf or hard of hearing students in grade school and beyond. We will consider the influence of listening and spoken language, American Sign Language, and Cued Speech on development. Individual differences related to cultural and linguistic diversity will be addressed.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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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
Term offering cycle: Fall and Summer. Yearly cycle: all years.
Credits: 1
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TESOL |
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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. Course will be conducted primarily in English. Fieldwork hours required, number of hours may vary based on student’s program.
Prerequisites & Notes
Course will be conducted primarily in English. Fieldwork hours required, number of hours may vary based on student’s program. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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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. Course will be conducted primarily in Spanish. 25 hours of fieldwork required.
Prerequisites & Notes
Course will be conducted primarily in Spanish. 25 hours of fieldwork required. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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ITSL 601 - Pedagogy of American English Grammar
This course examines English grammar 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
Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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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 or local area schools and organizations. This course includes opportunities for practice, feedback and reflection about presentations.
Prerequisites & Notes
Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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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
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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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. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences. Students foster professional and collegial support groups. Students fine-tune their instructional techniques and explore teaching resources. Prerequisites: ITSL*601, ITSL*607, ITSL*612, TSL*603, TSL*605 and TSL*611. Pass/Fail course.
Prerequisites & Notes
Prerequisites: ITSL 601, ITSL 607, ITSL 612, TSL 603, TSL 605 and TSL 611. Pass/Fail course. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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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: ITSL*601, ITSL*607, ITSL*612, TSL*603, TSL*605 AND TSL*611. Cross-listed with TSL*690.
Prerequisites & Notes
Prerequisites: ITSL*601, ITSL*607, ITSL*612, TSL*603, TSL*605 AND TSL*611. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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ITSL 698 - Master’s Portfolio Seminar
This two hour and 40 minute seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Seminar should be taken the semester prior to the semester in which the Capstone seminar (ITSL*690) will be completed. The seminars are offered once in Fall, Spring, and Summer. Students completing their portfolios in Summer B must take this seminar in the prior spring semester. Cross-listed with TSL*698.
Prerequisites & Notes
Seminar should be taken the semester prior to the semester in which the Capstone seminar (ITSL*690) will be completed. The seminars are offered once in Fall, Spring, and Summer. Students completing their portfolios in Summer B must take this seminar in the prior spring semester. Cross-listed with TSL*698. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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ITSL 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete a master’s portfolio at the time of completion of the graduate program. Corequisite: ITSL 690. For students completing final semester of MS.Ed. in International TESOL program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Crosslisted with TSL*699.
Prerequisites & Notes
Corequisite: ITSL 690. For students completing final semester of MS.Ed. in International TESOL program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Crosslisted with TSL 699. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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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. 20 hours clinical experience required. Corequisite: TSL 526.
Prerequisites & Notes
20 hours clinical experience required. Corequisite: TSL 526. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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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. 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.
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. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 4
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TSL 528 - Student Teaching/Seminar in TESOL/ Adolescence Education
Student teaching provides direct supervised experience in TESOL and Adolescent settings. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have three placements: Pre K-6 and 7-12 TESOL, and 7-12 Adolescence. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning. 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. Prerequisite: All required courses except TSL698, TSL690, TSL699 and SPF501. Co-requisite: TSL 521.
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. Prerequisite: All required courses except TSL698, TSL690, TSL699 and SPF501. Co-requisite: TSL 521. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 6
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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. Fieldwork hours required. Number of hours will vary based on student’s program.
Prerequisites & Notes
Fieldwork hours required. Number of hours will vary based on student’s program. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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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
Term offering cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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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. Prerequisite: TSL 603. All summer offerings are held in Summer A.
Prerequisites & Notes
Prerequisite: TSL 603. All summer offerings are held in Summer A. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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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. Pre or Corequisite: TSL 603. Clinical experience required. Number of hours will vary based on student’s program.
Prerequisites & Notes
Pre or Corequisite: TSL 603. Clinical experience required. Number of hours will vary based on student’s program. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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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. Pre or corequisite: TSL 603. Summer offering is always in Summer A.
Prerequisites & Notes
Pre or corequisite: TSL 603. Summer offering is always in Summer A. Term offering cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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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. 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. Summer offering is always in Summer B.
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. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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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. Pre-requisite: TSL 698. Co-requisite: TSL 699. For students completing final semester of MS.Ed. in TESOL program. SStudents must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Cross-listed with ITSL 690.
Prerequisites & Notes
Pre-requisite: TSL 698. Co-requisite: TSL 699. For students completing final semester of MS.Ed. in TESOL program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Cross-listed with ITSL 690. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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TSL 698 - Master’s Portfolio Seminar
This two hour and 40 minute seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Seminar should be taken the semester prior to the semester in which the Capstone seminar (TSL*690) will be completed. The seminars are offered once in Fall, Spring, and Summer. Students completing their portfolios in Summer B must take this seminar in the prior spring semester. Cross-listed with ITSL*698.
Prerequisites & Notes
Seminar should be taken the semester prior to the semester in which the Capstone seminar (TSL*690) will be completed. The seminars are offered once in Fall, Spring, and Summer. Students completing their portfolios in Summer B must take this seminar in the prior spring semester. Cross-listed with ITSL*698. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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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. Corequisite: TSL 690. For students completing final semester of MS.Ed. in TESOL program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Cross-listed with ITSL 699.
Prerequisites & Notes
Corequisite: TSL 690. For students completing final semester of MS.Ed. in TESOL program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Cross-listed with ITSL 699. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 0
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